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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  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 Assumptions about Local Accountability Systems

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

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

7 Student Learning and Achievemen t Monitoring Progress Building YourAssessmentSystem Identifying and Using Essential Standards Standards-BasedInstructionUsing Data Step 3 Benchmark and Formative Assessments to support student outcomes.

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

11 The CLAPPING HANDS Institute

12 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 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 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 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. Assessors – I have good news and bad news…….

21 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. Assessors – I have good news and bad news…….

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 Debrief Discussion The CLAPPING HANDS Institute

29 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 Assessors – Please respond and comment on your feelings. How about giving our 2 nd person a score but not the first?

31 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? 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? 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 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

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

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

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

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

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 Local Accountability ReadElement 3, “Common Formative Assessments” on pages 5-7.  Read Element 3, “Common Formative Assessments” on pages 5-7. As you read, underline or highlight key quotes, points, or phrases.  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 20. 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

48 Standards Based Curriculum, Instruction, and Assessment

49 Page 23

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

53 Development of Benchmark Calendars 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 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 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

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. 60 Used with permission from Learning Innovations at WestEd for SERESC CAP presentations

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

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

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. 64 Used with permission from Learning Innovations at WestEd for SERESC CAP presentations

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66

67 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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