1. Decomposing Standards: Rigor not Rigor mortis! GACIS 2008 Rebecca Johnson, Brenda Schulz and Dawn Souter Forsyth County Schools

2. Implement Unit of Study Assess Student Understanding Provide Remediation for Those Who Have Misunderstandings Provide Enrichment/Further Challenge to Those Who Understand Complete the Unit Standards-Based Classrooms Formative Assessment Observations, conversations, products Summative Assessment Observation Checklist, Project, Rubric, Product, Test Differentiation: Context, Activity, Requirements, Assessment, Delivery High Leverage Strategies! On to the Next Unit! Adapted from Tom Guskey

3. What Do Standards-Based Teachers Do? Map the Curriculum Design Standards-Based Unit Implement Unit Evaluation And Reflection Assess Student Work Understand the Standards

4. Not All Standards are Created Equal….

5. Decompose: To decay; putrefy separate (substances) into constituent elements or parts

6. Today’s Structure Background on Decomposing Standards Practice Decomposing Standards Exemplars Observations/Conversations/Implications

7. Background on Decomposing Standards

8. Knowledge Standards Recognize Describe Understands Explains Knows Identifies Comprehends Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

9. Skill Standards Measures Reads aloud Dribbles and passes Participates Uses simple equipment Demonstrates relationships Pronounces Collects Data Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

10. Reasoning and Thinking Standards Use Analyze Evaluate Make Decisions Formulates questions Make predictions Verifies Compares Contrasts Sets goals Strategize Distinguishes between Examines data and proposes meaningful interpretation Using insights and conclusions from data to generate potential solutions Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

11. Product/Performance Standards Constructs graphs Develops a plan Creates a product to support a thesis Constructs models Creates a scripted scene Writes simple directions Generating a viable action plan to address the problem Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

12. Disposition Standards Likes mathematics Chooses to read for enjoyment Plays basketball for fun Intends to vote in every election Looks forward to science Understands the ethics of the scientific method Wants to participate in community theatre Enjoys opportunities to converse in Spanish Commitment to active and sustained learning Exhibit a passion for learning Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

13. Practice Decomposing Standards

14. KnowledgeSkillReasoning/ Thinking PerformanceDisposition Relates a literary work to information about its setting or historical moment. Describe the government function in taxation and providing certain goods and services. Compare the advantages of sexual reproduction and asexual reproduction in different situations. Interpret tally marks, picture graphs and bar graphs Decomposing the Standards

15. Practice Decompose Your Standards Knowledge/Information Skill Reasoning/Thinking Performance Disposition Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. Do not only use the VERBS to decide. Sometimes, they have to do something rather basic with something really COMPLEX!! For example, students understand the causes of civil war. Understand is low level, but civil war is quite complex.

16. Thoughts Aha’s! Didn’t Know! I knew it!!! I will do differently I can help

17. Exemplar Posters

18. Take a look at standards already decomposed. What do you notice?

19. Observations, Conversations, Implications

20. Talk with your Elbow Partner… Does this activity have implications for: How we teach How we assess How students perform What students know and are able to do Vertical Alignment Do you see this as valuable in your district?

21. Essential Questions for Teachers What do you notice about the cognitive level of your standards? What do you notice between grade levels of your subject area? What do believe are the benefits to decomposing the standards like this?

22. Thinking Ahead Now, brainstorm ways to assess the standards. Use sticky notes on your poster to indicate assessment ideas. Don’t work linearly unless you want to. Jump around and be really specific about how you want to assess individual standards. A good place to begin is with Reasoning and Thinking!

23. Target to Be Assessed Assessment Method Selected ResponseExtended Written Response Performance Assessment Personal Communication KnowledgeGood match for assessing mastery of elements of knowledge. Good match for tapping understanding of relationships among elements of knowledge. Not a good match— too time consuming to cover everything. Can ask questions, evaluate answers and infer mastery---but a time consuming option. ReasoningGood match only for assessing understanding of some patterns of reasoning. Written descriptions of complex problem solutions can provide a window into reasoning proficiency. Can watch students solve some problems and infer reasoning proficiency. Can ask student to “think aloud” or can ask follow-up questions to probe reasoning. SkillsNot a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself. Good match. Can observe and evaluate skills as they are being performed. Strong match when skill is oral communication proficiency; not a good match otherwise. Product/ Performance Not a good match. Can assess mastery of knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of products themselves. Strong match when the product is written. Not a good match when the product is not written. Good match. Can assess the attributes of the product itself. Not a good match. Adapted from Student Involved Assessment for Learning, 4 th ed. By R. J. Stiggins (2005). Matching Assessments with Standards

24. Classroom Assessment Strategies Multiple Choice True-False Matching Selected Response Fill-in-the- blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self- assessment Peer review Constructed Response Performance Assessment Observations/ Conversations Adapted from the work of Dr. Robert Marzano

25. ObservationConversation Product Guilty of learning through a preponderance of evidence! Wiggins and McTighe Adapted from Anne Davies, 2005

26. Clear and Compelling Evidence is VITAL!

27. Quarterly Assessment Plan Grade Level _______________________ Subject Area ____________________________ Teacher _____________________ Topic: Standards Types of Standards (Circle those that apply in this unit.) Knowledge Skill Reasoning/Thinking Performance Disposition Knowledge Skill Reasoning/Thinking Performance Disposition Knowledge Skill Reasoning/Thinking Performance Disposition Formative Assessments (Examples: Pre-Tests, Quizzes that don’t count, classroom observations, paragraphs, rough drafts, conversations with the student, checklists, tasks, etc.) Differentiation Opportunities (content, process, product, learning environment) Summative Assessments (Examples: Quizzes, tests, projects, performances, essays {final draft}, observation rubrics, conversation rubrics, checklists, tasks, etc.) Dawn Souter, 2008

28. Plan for Standards Implementation Grade Level ________________Course ______________________Quarter ________ Topic:Type of Standard How to Assess? How to Teach? How to RETEACH? How to Enrich? Standard/Element Standards Implementation Plan

29. What Do Standards-Based Teachers Do? Map the Curriculum Design Standards-Based Unit Implement Unit Evaluation And Reflection Assess Student Work Understand the Standards

30. “If you do what you’ve always done, you’ll get what you’ve always gotten.” The Wizard of Oz

31. Decomposing Standards: Rigor not Rigor mortis Rebecca Johnson, Assistant Principal of Coal Mountain Elementary rjohnson@forsyth.k12.ga.us 770.887-7705 Dr. Brenda Schulz, Director of Special Programs bschulz@forsyth.k12.ga.us 770.887.2461 x 202243 Dawn Souter, Curriculum Coordinator dsouter@forsyth.k12.ga.us 770.887.2461 x 202247