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

3. Today’s agenda Review definition of different types of assessments Content groups work on selecting essential standards Standards put on quarterly calendar [Cross grade level groups review lists for flow, gaps] Content/school teams plan next steps

4. Objectives We will … Review a definition of FORMATIVE assessment. 4 Used with permission from Learning Innovations at WestEd for SERESC CAP presentations

5. 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.

6. “A comprehensive assessment system uses a range of measurement methods to assure adequate measurement of intended constructs and measures of different grain size to serve Decision making needs at different levels of The education system….” “Moving from Piecemeal to Effective Formative Assessment Practice.” Herman & Heritage, CREST, 2007.

7. What are the similarities/differences? Be prepared to share you definitions. What are the similarities/differences? Be prepared to share you definitions. Summative Assessment Formative Assessment Practice Benchmark Interim Assessments Common Formative Assessments

8. Essential Standards  Find your Winter 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.

9. 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

10. Development of Benchmark Calendars Development of Benchmark Calendars

11. Essential (Power or Benchmark) 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” –Common Formative assessments –Intervention opportunities Not license to eliminate other standards from curriculum (Bridge standards)

12. 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?

13. 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.

14. You have until 10:45 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 additional time to refine & finalize a calendar. Please take a break as you need it.

16. Why is Bloom’s Important ? Review New Bloom’s Taxonomy on Pages 54 and 55 16 Used with permission from Learning Innovations at WestEd NoHum presentations

17. Handout

20. Closing Evaluations Steve Hamilton Shamilt@wested.org

21. End