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Module 1: Identifying Essential Standards, Building the foundation for instruction guided by local assessments. Local Accountability Professional Development.

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Presentation on theme: "Module 1: Identifying Essential Standards, Building the foundation for instruction guided by local assessments. Local Accountability Professional Development."— Presentation transcript:

1 Module 1: Identifying Essential Standards, Building the foundation for instruction guided by local assessments. Local Accountability Professional Development Series Learning Innovations at WestEd

2 Backward Design “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” From The Seven Habits of Highly Effective People by Stephen R. Covey

3 Assumptions about Local Accountability Systems
Identifying mastery learning objectives is essential in creating effective performance assessments Benchmark testing is the “glue” for an effective local accountability system Differentiated instruction and additional opportunities to learn need to be based upon student performance data from common formative assessments Core instructional strategies cut across all content areas

4 Assumptions about Formative Assessments and Data-Driven Instruction
Building a local accountability system enhances school culture Limiting and ‘unpacking’ standards taught supports the development of formative assessment practice, differentiated instruction, and improved student performance and understanding Timely, targeted assessment data informs reteach and enrichment opportunities Immediate access to and use of data significantly influences teacher pedagogy and student performance

5 Benchmark and Formative Assessments to support student outcomes.
Step 1 Benchmark and Formative Assessments to support student outcomes. Identifying and Using Essential Standards Student Learning and Achievement Standards-Based Instruction Using Data Building Your Assessment System Curriculum Instruction Assessment Monitoring Progress

6 Benchmark and Formative Assessments to support student outcomes.
Identifying and Using Essential Standards Student Learning and Achievement Standards-Based Instruction Using Data Building Your Assessment System Step 2 Curriculum Instruction Assessment Monitoring Progress

7 Benchmark and Formative Assessments to support student outcomes.
Identifying and Using Essential Standards Student Learning and Achievement Standards-Based Instruction Using Data Building Your Assessment System Step 3 Curriculum Instruction Assessment Monitoring Progress

8 Four Essential Questions
What do we want our students to know? What will it look like when we get there? How will we know when they got there? What will we do to get them there?

9 Four Essential Questions
What do we want our students to know? What will it look like when we get there? How will we know when they got there? What will we do to get them there?

10 Standards Based Curriculum, Instruction, and Assessment
10

11 The CLAPPING HANDS Institute

12 For our Clapping Hands Institute we need a number of volunteers
For our Clapping Hands Institute we need a number of volunteers. First, we need…. 4 Volunteers to complete a performance task. And we also need 4 volunteers to evaluate the quality of the performance on the task.

13 These are our “Assessees”.
And these folks are our Assessors.

14 This activity was developed to explore the consequences of being treated in different ways; it was developed to elicit thought and feelings, so please be alert to them as the exercise progresses.

15 Assessee #1 – Please Clap for us.
Thank You.

16 Assessee #2 – Please Clap for us.
Please leave the room and return when called.

17 1 being low and 5 being high.
Assessors – Please rate the clapping you just observed on a scale of 1 to 5. 1 being low and 5 being high. What is the average score?

18 Assessee #2 Your average score has been posted.
I hope you find this useful

19 Assessee #3 – Please Clap for us.
Please leave the room and return when called.

20 Assessors – I have good news and bad news…….
Good news… we have heard from the International Clapping Institute! They are the organization developing international standards for clapping that all students must meet by 2014. They have begun a handbook on how to conduct the assessment and want us all to assess clapping performances on three (3) traits – volume, appropriateness, and creativity.

21 Assessors – I have good news and bad news…….
The bad news… ? They have yet to finish the handbook and can give us no more guidance! So, we have to assess the three traits where 1 is low and 5 is high.

22 Assessee #3 – Welcome Back
We have a certificate for you. I hope you find your scores useful.

23 Assessee #4 Could you tell us about your previous clapping experience?
In what situations do you find yourself clapping? What do you feel are your strengths as a clapper?

24 Assessee #4 Is there anything in your clapping
you would like to improve? Anything you would like the panel to give you feedback on? Any guidance you want to give to the assessors?

25 Assessors You’re the experts.. That is why you are here.
Anything you would like our assessee to know that you will be looking for in his or her clapping? Do you want to discuss the criteria received by the Clapping Institute?

26 Assessee #4 Do you want to describe the setting?
What are you wanting to accomplish with your clap? Are you ready? Please clap.

27 Assessee #4 Do you want to leave the room? Or stay?
How would you like your feedback? Verbally, numerically, or both?

28 The CLAPPING HANDS Institute
Debrief Discussion

29 Assessees 1 …… What thoughts or feelings did you have
Assessees 1 …… What thoughts or feelings did you have? How did you feel about the treatment others received? How about getting no preparation or feedback?

30 Assessees 1…… What thoughts or feelings did you have
Assessees 1…… What thoughts or feelings did you have? How did you feel about the treatment others received? How about getting no preparation or feedback? Assessors – Please respond and comment on your feelings. How about giving our 2nd person a score but not the first?

31 Assessees 2 and 3…… What thoughts or feelings did you have
Assessees 2 and 3…… What thoughts or feelings did you have? How did you feel about being sent out? Were your scores useful? How did you feel about them? What did you think about the ‘traits’?

32 Assessees 2 and 3…… What thoughts or feelings did you have
Assessees 2 and 3…… What thoughts or feelings did you have? How did you feel about being sent out? Were your scores useful? How did you feel about them? What did you think about the ‘traits’ or criteria? Assessors – Please respond and comment on your feelings on the same questions. Can you explain how you went about choosing a score? Were the criteria useful? How or why?

33 Assessee 4 and Assessors…… What thoughts or feelings did you have
Assessee 4 and Assessors…… What thoughts or feelings did you have? How did you feel about having extra attention and information? Did you feel uncomfortable? Was extra discussion useful? Did hearing other people’s scores affect your scores?

34 Assessee 4 and Assessors…… What thoughts or feelings did you have
Assessee 4 and Assessors…… What thoughts or feelings did you have? How did you feel about having extra attention and information? Did you feel uncomfortable? Was extra discussion useful? Did hearing other people’s scores affect your scores? General Discussion – Any questions or comments from any Assessees, or from our audience?

35 Thank you to our clappers
and their assessors!

36 Local Accountability Read the Overview on pages 1-2.
When you are done, discuss with a neighbor which of the 6 elements you feel are strongest within your school/district and those which still need more focus for implementation. 36 36

37 Instruction Formative Assessment Reporting and using Results Standards
Leadership Professional Development

38 Read Element 1, “standards” on pages 2-4.
Local Accountability Read Element 1, “standards” on pages 2-4. As you read, underline or highlight key quotes, points, or phrases.

39 Local Accountability Go around your group, giving each person a chance to share a favorite quote or idea. Decide upon one quote or big idea and write on newsprint to share with rest of group

40 Welcome Back!

41 Objectives We will … Review a definition of FORMATIVE assessment. 41
Used with permission from Learning Innovations at WestEd for SERESC CAP presentations 41 41

42 What are the similarities/differences?
Summative Assessment Formative Assessment Used with permission from Learning Innovations at WestEd for New Bedford presentations 42 42

43 Formative Assessment Read the CCSSO definition of Formative Assessment As you read, use the following notations Got it, I know and understand this, ? things that raise questions, or ! Really important or interesting. When you are finished reading, turn to a neighbor and compare what you noted.

44 Read Element 3, “Common Formative Assessments” on pages 5-7.
Local Accountability Read Element 3, “Common Formative Assessments” on pages 5-7. As you read, underline or highlight key quotes, points, or phrases.

45 Local Accountability Go around your group, giving each person a chance to share a favorite quote or idea. Decide upon one quote or big idea and write on newsprint to share with rest of group

46

47 Monache High School and Elements of a Schoolwide Intervention System.
This evening, review the content from pages 10 to Use sticky notes to write down questions or points you would like to discuss Thursday morning. Right now, turn to the building block graphic on page 21…… discuss with at your table, elements that you feel are strongest within your school/district and those which still need more focus for implementation. 47 47

48 Standards Based Curriculum, Instruction, and Assessment
48

49 Page 23 22-24

50 Essential Standards Find your Fall partner and read page 35.
1) What does the author mean by “guaranteed and viable”? 2) What does the author mean by “opportunity to learn”? 3) At what point can we say that sufficient “opportunities to learn” were provided? Be prepared to share your answers with your group.

51 Tomorrow’s agenda Content groups work on selecting essential standards
Standards put on quarterly calendar Cross grade level groups review lists for flow, gaps District/school teams plan next steps

52 Day 2

53 Development of Benchmark Calendars

54 Why do we need essential standards?
“If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.” AWASH IN A SEA OF STANDARDS by Robert J. Marzano and John S. Kendall © McREL 1998 Or to put it another way….. We would be going to school from kindergarten through grade 21! See handout page 19

55 Essential Standards Subset of State Standards Taught on calendar
Prioritized in terms of Endurance Leverage Readiness Required for state assessments Vertical and Horizontal Alignment Taught on calendar Mastery “Guaranteed” Formative assessments Intervention opportunities Not license to eliminate other standards from curriculum

56 Essential (or Benchmark) Standards
What makes a standard essential? It has Endurance. Will this provide students with knowledge and skills that will be of value beyond a single test date? It provides Leverage. Will this provide knowledge and skills that will be of value in multiple disciplines? It ensures Readiness for the next level of learning. Will this provide students with essential knowledge and skills that are necessary for success in the next grade or next level of instruction? It is regularly assessed by the state. Is this a standard that students have failed to master?

57 Essential (or Benchmark) Standards
What considerations need to be made to identify essential (benchmark) standards? Consider teaching order? Re-write in student friendly language? Consider allotment of time to teach to mastery? Review previous performance data? Sequence across grade levels? Vertical and Horizontal Alignment.

58 You have until 10:15 AM to complete your list(s) of plus or minus 20 grade level essential standards
I will alert you 35 minutes before this activity shifts After a mini lesson on ‘student friendly language’, your team will have 40 minutes later to refine & finalize a calendar.

59 Welcome Back!

60 Objectives We will … Review a definition of FORMATIVE assessment.
Learn information and guidelines for creating effective assessments. Work with colleagues to create useful assessments that can be used formatively. Used with permission from Learning Innovations at WestEd for SERESC CAP presentations 60 60

61 What are the similarities/differences?
Summative Assessment Formative Assessment Used with permission from Learning Innovations at WestEd for New Bedford presentations 61 61

62 Formative Assessment Read the CCSSO definition of Formative Assessment As you read, use the following notations Got it, I know and understand this, ? things that raise questions, or ! Really important or interesting. When you are finished reading, turn to a neighbor and compare what you noted.

63 Assessment Read Element 3, “Common Formative Assessments” on pages 3-4. As you read, underline or highlight key quotes, points, or phrases. 63 63

64 Common Formative Assessments (CFAS)
Go around your table, giving each person a chance to share a favorite quote or idea. Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group. Write your quote and reason on the chart paper provided. Used with permission from Learning Innovations at WestEd for SERESC CAP presentations 64 64

65 Lunch

66 Welcome Back!

67 Steve Hamilton Shamilt@wested.org
Closing Evaluations Steve Hamilton

68 End

69 Local Accountability Go around your table, giving each person a chance to share a favorite quote or idea. Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group. Write your quote and reason on the chart paper provided.

70 Why do we need essential standards?
“If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.” AWASH IN A SEA OF STANDARDS by Robert J. Marzano and John S. Kendall © McREL 1998 Or to put it another way….. We would be going to school from kindergarten through grade 21! See handout page 19

71 New Bloom’s Quiz

72 Handout


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