1 Common Core State Standards High School ELA Session Three: March 3, 5, 6, 8, 10, 2014

Essential Questions  How do we develop as professional educators to prepare students for college and career? (CSTP 6)  How is planning for student performance different from planning for coverage? (CSTP 4)  What role should formative assessment play in planning?(CSTP 5)

Anchor Text “From Common Core Standards to Curriculum: Five Big Ideas” By Jay McTighe and Grant Wiggins

“The Standards come to life through the assessments.”  Read Big Idea #5. “The Standards come to life through the assessments.”  Write about it. How is planning for student performance different from planning for coverage?

Professional Meeting Norms 5  Value the opportunity to learn by coming prepared and by being willing to participate with an open mind.  Keep side-bar conversations to a minimum. Put all questions on the parking lot.  Limit use of electronics:  Text/ s/phone calls at breaks  Step out if you need to text or make a phone call  Close laptops until collaboration work time  Start and end on time. Honor break and lunch times.  Stay for the entire meeting

CCSS Implementation Goals  Teachers will understand and implement the CCSS in ELA/Literacy, ELD and Mathematics to operationalize the instructional shifts  Teachers will understand, develop and implement CCSS-aligned formative, interim, and summative assessment practices  Teachers and leaders will understand and implement CSTP’s and FUSD Leadership standards in alignment with CCSS

Overarching Outcomes for the Year ~CCSS~  Teachers and leaders are able to articulate independently expectations for students found in CCSS each quarter.  Teachers and leaders are able to understand and utilize the Scope & Sequence to plan and deliver lessons and modules in CCSS each quarter.  Teachers and leaders use student work to drive planning and determine student growth for each quarter. 7

Commitments  Increase complex talk and complex tasks through reading, writing, listening and speaking in complex text.  Engage students in Common Core grade-level standards through the use of the Scope and Sequence in planning.  Engage students in higher levels of thinking using Webb’s Depth of Knowledge (DOK) reaching levels 2, 3 and 4.

LEARN APPLY FEEDBACK  CCSS Training for K-6, 7-12 Core Content Areas three times during the year  Lead Teacher session aligned to content of the trainings  Following each training, OPTIONAL: Additional 4 Hours of AC time to apply the learning as a team  Administrator and Coaches trainings aligned to content of teacher P.L. 9

Session Three Objective By the end of the session, teachers will understand the role of assessment in planning instructional sequences. They will be able to develop formative assessment opportunities embedded in instruction.

Objective application Teachers will plan or revise plans for instruction with specific attention to  What do we want students to learn? (standards)  How will we know they’ve learned it? (formative assessment)

Foundations  Four Grounding Questions  What do we want students to learn?  How will we know they learned it?  How will we respond when they didn’t learn?  How will we respond when they already know it?  When addressing question #2 in your AC …  … what are you using to assess student learning?  … when in the instructional sequence are you assessing?  … what types of tasks/items are you including in assessment? 12

Achieve: Exemplar Modules

Unpack sample modules  What do we want students to learn? Identify standards  How will we know they’ve learned it? Identify opportunities for formative assessment  Discuss and share  Apply Consider your own module/unit

Teaching Channel

Definition of Formative Assessment Process Called assessment for learning, formative assessment is a deliberate process used by teachers and students during instruction. Formative assessments do not result in a grade but instead can be used in the following ways:  Teachers can adapt instruction on the basis of evidence, making changes and improvements that will yield immediate benefits to student learning.  Students can use evidence of their current progress to actively manage and adjust their own learning. Stiggins, Arter, Chappuis, & Chappuis 16

Two Dimensions of Assessment  Formative and Summative  Embedded and Transfer of Learning 17

Formative or Summative?  Formative  Intention – inform next steps for teaching / learning  During an instructional sequence (lesson, module, unit)  Feedback is descriptive  Not for grading/ accountability  Summative  Intention - determines status of learning  After instructional sequence  Evaluative feedback  Ok for grading / accountability 18

Embedded or Transfer of Learning?  Embedded Within the unit/lesson A part of the teaching/ learning  Transfer of learning Can students transfer what is learned through teaching to a new context, without teaching support? 19

Lunch One hour

CCSS Appendix C

Dylan Wiliam on Formative Assessment

Rubrics A rubric is an evaluation tool containing a set of criteria and a performance scale used to discriminate among different degrees of quality, understanding, or proficiency (McTighe, 2003)

Benefits of Rubrics Rubrics provide students with…  specific criteria for evaluating their own performance  a tool for identifying the qualities of strong (and possibly weak) performance  clear targets for goal setting  identification of each component of expected product

Types of Rubrics Holistic Task- Specific Analytic Generic

SBAC Performance Task 

Commitments  Increase complex talk and complex tasks through reading, writing, listening and speaking in complex text.  Engage students in Common Core grade-level standards through the use of the Scope and Sequence in planning.  Engage students in higher levels of thinking using Webb’s Depth of Knowledge (DOK) reaching levels 2, 3 and 4.  Engage students in assessments that are standards-based and SBAC aligned with clear criteria for success defined by rubrics. ( )

Objective application Teachers will plan or revise plans for instruction with specific attention to  What do we want students to learn? (standards)  How will we know they’ve learned it? (formative assessment)

Closure  Feedback: How will formative assessment be applied to planning and to AC work?  Feedback: Online form in iACHIEVE

Online Feedback Form What: Professional Learning Feedback How: Online feedback form in iACHIEVE Why: Your feedback helps guide and improve future professional learning opportunities Privacy: Feedback is completely anonymous

Submitting Feedback 1. Use a computer or mobile device 2. Go to iachieve.truenorthlogic.com 3. Log in with your district account 4. Click ‘My Page’ 5. Under ‘My Surveys’ click ‘Start Survey’ 6. Complete the form and click ‘Record and Return to Menu’ Refer to the documentation on Completing Feedback Surveys