1. Module 5: “Alignment to Standards

2. Instructional Practices

3. Assessment

4. Standards Document

5. Process not Product

6. Whatever You Call It--Read the Document

7. Tying Standards to Instruction

8. Single Standard

9. Multiple Standards Statements

10. Ways to clarify “less-than-lucid” content standards: Convene a small group of educators to deliberate and attempt consensus about what is meant by the standards under consideration. Consider the deliberations of other content specialists. --Dr. W. James Popham

11. Take Time to Learn Standards

12. Essential Question: What does the content standard expect of students?

13. Popham Advises: Teachers must dig into the viscera of a given content standards with the intention of better understanding what that standard seeks from students.” --Dr. W. James Popham

14. Alignment with Standards Determine What the Standard Seeks from Students: What does the standard say...... students should know and understand?... students should be able to do?

15. Habits of the Mind What “habits of mind” do students demonstrate when they have mastered the standard?

16. 1.Persisting 2.Managing Impulsivity 3.Listening with Understanding and Empathy 4.Thinking Flexibly 5.Thinking About Thinking (Metacognition) 6.Striving for Accuracy 7.Questioning and Posing Problems 8.Applying Past Knowledge to New Situations 9.Thinking and Communicating with Clarity and Precision 10.Gathering Data Through All Senses 11.Creating, Imagining, Innovating 12.Responding with Wonderment and Awe 13.Taking Responsible Risks 14.Finding Humor 15.Thinking Interdependently 16.Remaining Open to Continuous Learning

18. 16 Habits of the Mind Source from Costa, A.L. & B. Kallick. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD, 2008. http://www.ascd.org/publications/books/108008/ chapters/Describing-the-Habits-of-Mind.aspxhttp://www.ascd.org/publications/books/108008/ chapters/Describing-the-Habits-of-Mind.aspx You can pause now or go to the end of the presentation to review this site or

19. Understanding by Design(UbD) –a curriculum design model that focuses on what we teach Backward Design --start with what the end result will be, what students should know, understand and be able to do Design Down -identify one or more ‘learning progressions’ that students can pursue—in any order that works--as they develop mastery of the content standard.

20. Other Questions From UbD What are the big ideas represented in the standard? What questions are to be explored in the standard?

21. Seamless Alignment: Standards to Assessments

22. Provide a clear vision of the learning target with samples of proficient and non-proficient work so students can see a progression to competence laid out before them.

23. Seamless Alignment: Standards to Assessments Provide students with continuous access to descriptive (versus evaluative or judgmental) feedback— information that helps them see how specifically to improve the quality of their work.

24. Seamless Alignment: Standards to Assessments Engage students in repeated self- assessments so they can watch themselves successfully negotiating the steps to competence.

25. Seamless Alignment: Standards to Assessments Coach students to generate their own descriptive feedback and to set goals for what comes next in their learning. --Stiggins, R. (2005). Assessment for learning defined. Written by Rick Stiggins, Assessment Training Institute,

26. Advantages to Using a Variety of Assessment Methods to Exemplify Curricular Content Provides students with the opportunity to demonstrate mastery of curriculum in the way that works best for them. If the teacher uses all the methods with all the students, the teacher can see how mode of assessment affects student performance and the extent and nature of student misunderstandings of the concept.

27. Instructional Sensitivity of Tests Makes Content Standards Accessible The key attributes of instructionally sensitive tests are that they Measure students’ mastery of only a modest number of curricular aims or of exceptionally important ones —so teachers aren’t overwhelmed by too many instructional targets. Provide teacher-palatable descriptions of the skills or bodies of knowledge being assessed —so teachers can direct their instruction toward those assessment targets rather than toward particular test items. Contain a sufficient number of items measuring each curricular aim —so the tests effectively report on each student’s achievement in terms of each assessed aim.” --Popham, W. J. (February 2006). “Assessment for learning: an endangered species?” Educational leadership Vol 63, no. 5, pp. 82-83.

28. Modest Number of Curricular Aims

29. Contain a sufficient number of items measuring each curricular aim —so the tests effectively report on each student’s achievement in terms of each assessed aim.”

30. Teacher Friendly Language for Descriptions of Skills —so teachers can direct their instruction toward those assessment targets rather than toward particular test items.

31. Assessment Types Selected Response Constructed Response Performance Formative Assessment Processing Large Scale Assessments Summative Interim Portfolio

32. Alignment to Standards Activities Activity 1 What process do you use currently to for alignment to standards? Make an outline of the process and either working along or with colleagues, if needed make suggestions for improvement. Activity 2 TBD