Presented by: Devonna Abner Kelly Philbeck

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals After identifying the Enduring Skills, decide on the appropriate measurement. (Consider - Is writing an appropriate method of measurement for the identified skill?) Use the LDC template tasks to create a classroom assessment as part of the baseline data. NOTE: This writing product is evidence of what students can do independently. After analyzing classroom assessment results, use that data to inform module and/or mini-tasks design - specifically, Section 2 (What Skills?) and Section 3 (What Instruction?). During module implementation, formative assessment data will inform instructional decisions. Build in additional assessments for evidence of students’ abilities to independently apply learning. Use a classroom assessment for summative SGG data for the enduring skill. (An LDC template task may be used for the assessment task.)

Let’s take a look at the LDC scenario… STEP 1: Determining Need – How did Mrs. Abner decide how to focus her goal and establish a baseline?

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals After identifying the Enduring Skills, decide on the appropriate measurement. (Consider - Is writing an appropriate method of measurement for the identified skill?) Use the LDC template tasks to create a classroom assessment as part of the baseline data. NOTE: This writing product is evidence of what students can do independently. After analyzing classroom assessment results, use that data to inform module and/or mini-tasks design - specifically, Section 2 (What Skills?) and Section 3 (What Instruction?). During module implementation, formative assessment data will inform instructional decisions. Build in additional assessments for evidence of students’ abilities to independently apply learning. Use a classroom assessment for summative SGG data for the enduring skill. (An LDC template task may be used for the assessment task.)

 Contextual Data: ◦ Data that informs teachers of where students are performing; aids your decision making for determining an area of focus for enduring skills: state assessments, interim assessments from previous year, common assignment/common assessment data, formative data, performance data  Baseline Data: ◦ Data that established a beginning point of where students are against an enduring skill; provides a starting point for student growth goals

Contextual DataBaseline Data

Contextual DataBaseline Data

Contextual DataBaseline Data MAP data from previous yearLDC Assessment Task K-PREP data from previous year Cold Read/Cold Write Formative Assessments Rubric Student Observations/Content Area Tests/Grades per 9 weeks (ID area) 7 Scoring Elements Performance Assessments/Products STEM Activities GT Assessments and areas of ID

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals After identifying the Enduring Skills, decide on the appropriate measurement. (Consider - Is writing an appropriate method of measurement for the identified skill?) Use the LDC template tasks to create a classroom assessment as part of the baseline data. NOTE: This writing product is evidence of what students can do independently. After analyzing classroom assessment results, use that data to inform module and/or mini-tasks design - specifically, Section 2 (What Skills?) and Section 3 (What Instruction?). During module implementation, formative assessment data will inform instructional decisions. Build in additional assessments for evidence of students’ abilities to independently apply learning. Use a classroom assessment for summative SGG data for the enduring skill. (An LDC template task may be used for the assessment task.)

Task Template: A5: After reading the articles “Be Afraid: Very Afraid” and “Scared Silly”, write an essay in which you compare fears and phobias and argue if fear is healthy or unhealthy for an individual. Support you position with evidence from the texts. For baseline (independent, cold read/write, on demand like, no scaffolding of instruction) to determine baseline

1234 Focus32635 Controlling Idea Reading/ Research Development Organization Conventions Content Understanding

 ENDURES beyond a single test date  is of value in other disciplines  is relevant beyond the classroom (applying learning to new and unique situations)  is worthy of embedded, course-long focus  may be necessary for the next level of instruction  requires critical thinking (analyzing, creating and evaluating )

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals After identifying the Enduring Skills, decide on the appropriate measurement. (Consider - Is writing an appropriate method of measurement for the identified skill?) Use the LDC template tasks to create a classroom assessment as part of the baseline data. NOTE: This writing product is evidence of what students can do independently. After analyzing classroom assessment results, use that data to inform module and/or mini-tasks design - specifically, Section 2 (What Skills?) and Section 3 (What Instruction?). During module implementation, formative assessment data will inform instructional decisions. Build in additional assessments for evidence of students’ abilities to independently apply learning. Use a classroom assessment for summative SGG data for the enduring skill. (An LDC template task may be used for the assessment task.)

For the school year, my 6 th grade gifted and talented students will improve their ability to write arguments with clear reasons and relevant evidence. Each student will improve by one performance level in reading/research and development areas of the LDC argumentation writing rubric and 75% of the students will score at the level 3 (meets expectations/proficiency) on that rubric. 23 Specific growth need Proficiency Measure Specific growth measure Time Interval

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals After identifying the Enduring Skills, decide on the appropriate measurement. (Consider - Is writing an appropriate method of measurement for the identified skill?) Use the LDC template tasks to create a classroom assessment as part of the baseline data. NOTE: This writing product is evidence of what students can do independently. After analyzing classroom assessment results, use that data to inform module and/or mini-tasks design - specifically, Section 2 (What Skills?) and Section 3 (What Instruction?). During module implementation, formative assessment data will inform instructional decisions. Build in additional assessments for evidence of students’ abilities to independently apply learning. Use a classroom assessment for summative SGG data for the enduring skill. (An LDC template task may be used for the assessment task.)

 LDC Modules  LDC Optional Demands  Anecdotal Records  LDC Mini-Tasks  LDC Big Task Bank

MonitoringWhat & Why Monitoring – What & Why What - What - Monitor both * student progress toward goal attainment * strategy effectiveness through formative assessment processes. Why - Why - Adjust strategies and instruction as needed, while maintaining the goal.

 Establishing baseline with LDC Task  Teaching modules throughout the year  Monitoring Progress  Instructional Implications  Adjusting instruction to meet student needs

Listed on p.6

Student AStudent B  Baseline Task  Areas of Weakness  Performance Tasks  Areas of Strength  Collaboration  CER  Mini-Tasks  Comprehension issues—ID in area of math  Demands  Baseline Task  Areas of Weakness  Content Understanding  Development  Citing Sources  Reading/Research

Some examples:  CER (Claim, Evidence, Reasoning)  Debate  Instant Debate  Controlling Idea  Transitions  Focused Text Marking  Understanding Citation Systems

 RI.1 (Insert optional question.) After reading _______________, write a(n) (extended response) in which you explain what the text says explicitly and when drawing inferences. Use details and examples from the text to support your response.  RI.2 After reading ______________, write ______________ in which you determine the main idea of the text and explain how key details support the main idea. Include a summary of the text.  RI.9 (Insert Optional Question) After reading _________________, write________________ in which you integrate information in order to write or speak about the subject knowledgeably.

It’s what we do with data that’s important – use it authentically to inform practice.

CoreTools: DLr5dcC8E

 Step 2 / What Task?  Step 3 / What Skills & Instruction?  Step 4 / Monitoring learning during mini-task instruction?  Step 5 / What Results?