Presentation on theme: "Matthew Morgan Imran Abbasi Schalmont Central School District."— Presentation transcript:
Matthew Morgan Imran Abbasi Schalmont Central School District
Clarify essential learning (skills, knowledge, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.
1. What is it we expect them to learn? 2. How will we know when they’ve learned it? 3. How will we respond when they don’t learn it? 4. How will we respond when they already know it?
PLC’s attempt to answer these critical questions by first BUILDING SHARED KNOWLEDGE – engaging in collective inquiry – LEARNING together, If people make decisions based on the collective study of the same pool of information, they increase the likelihood that they will arrive at the same conclusion.
Only happens when the teachers who deliver the curriculum work collaboratively to: Study the intended curriculum and agree on the priorities within the curriculum. Clarify how the curriculum translates into specific student knowledge and skills. Commit to one another that they will teach the agreed upon curriculum.
“The true purpose of assessment must be, first and foremost, to inform instructional decision making. Otherwise, assessment results are not being used to their maximum potential—improving student achievement through differentiated instruction.” --Ainsworth and Viegut, 2006, pp21-22
PretestTeachPosttest Assign Grades Traditional Instruction-Assessment Model Analyze Results Plan to Differentiate Pre- Assess Monitor, Reflect, Adjust Reteach Teach Analyze Results Post- Assess Instruction-Assessment Model with Data Analysis Ainsworth & Viegut, 2006
1. Intended: What we want them to learn 2. Implemented: What actually gets taught 3. Attained: What they actually learn To impact the attained curriculum in the most powerful way, we must make certain that the implemented curriculum is guaranteed and viable.
Understand the definition of a common formative assessment Identify priority standards Identify why and when to use common formative assessments Identify the next steps after giving a common formative assessment Determine structural needs to implement a system of common formative assessments
To identify what the essential priority standards, apply these three criteria: 1. Endurance: Are students expected to retain the skills or knowledge after they have been assessed? 2. Leverage: Is this skill or knowledge applicable to many academic disciplines? 3. Readiness for the next level of learning: Is this skill or knowledge preparing the student for success in the next grade or course?
Endurance Value for Life; Long- Lasting Knowledge Leverage Has Value in Many Disciplines Readiness Prepares Students for the Next Level of Learning Priority Standards
… assess the learning of all students pursuing the same curriculum through the use of the same instrument and the same criteria. … are administered during the same window of time. … are administered to all students with appropriate modifications and adaptations.
Assessments for learning administered to all students in grade level or course several times during a unit of study, semester or year Items collaboratively designed by participating teachers Results analyzed in Data Teams in order to differentiate instruction Ainsworth & Viegut, 2006
“Not standardized tests, but rather teacher-created, teacher- owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.” --Reeves
What is it we expect students to learn? Priority Standards How will we know when they have learned it? Common Assessments (Form and Summ) How will we respond when they don’t? Interventions How will we respond when they do? Enrichment or Differentiation
If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning. -- DuFour, DuFour, Eaker, et. al
Not all assessments need to be common assessments. CFAs should be collaboratively developed around essential priority standards.
Represent the “content and performance standards for a given subject matter area in terms of their endurance, leverage and ability to prepare students for readiness at the next level of learning. --Ainsworth & Viegut, 2006, p31 Focus on Priority standards when developing CFAs but do not ignore others
Teams need to work collaboratively to determine scoring rubrics and levels of proficiency If possible, CFAs should be collaboratively scored and results analyzed as a team
20 Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
The first steps are related to “unwrapping” the standards so that your assessments are aligned to the shifts in the Common Core. This is applicable to all subject areas not just ELA or Math. 1. Choose an Important Topic 2. Identify Matching Priority Standards 3. “Unwrap” Matching Priority Standards 4. Create a Graphic Organizer 5. Determine the Big Ideas 6. Write the Essential Questions
Step One: Important Topic: Reading Comprehension. Rationale: Important to all subjects and closely aligned with Shift #4: Text-Based Answers. Step Two: Match Priority Standards Reading Standards for Literacy in Science and Technical Subjects 6-12. Grades 9-10 Students: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Step Three “Unwrap” the standards. Underline the concepts (important nouns or noun phrases and circle or capitalize the skills (verbs). DETERMINE the central ideas or conclusions of a text; TRACE the text’s explanation or depiction of a complex process, phenomenon, or concept; PROVIDE an accurate summary of the text.
Central Ideas/Conclusion Accurate Summary Process, Phenomenon or Concept Reading Comprehension Concepts: Need to KNOW about
Skills: Be Able to DO Approximate Level of Blooms Skill and Related Concept 4. analyzeDetermine (central idea/conclusion) 2. understandTrace (process, phenomenon or concept) 6. createProvide (accurate summary)
Use the unwrapped standards and graphic organizer to help create the Big Ideas to assess. ◦ Use text-based questions to determine if students can Identify a main idea Understand a process Create an accurate summary
Each PLC must create 2 Common Formative Assessments over the course of the school year. Schedule ◦ Sept-Nov: Develop Goal and create CFA aligned to standards (Common Core or State) ◦ December: Conduct and analyze CFA