1. Instructional Leadership Planning Common Assessments

2. © AZ Board of Regents, All rights reserved, 2012. Superintendent –Welcome –Why Important Welcome

3. © AZ Board of Regents, All rights reserved, 2012. Agenda / Overview Targeted Objectives Guiding Questions Introductions Agenda & Introductions

4. © AZ Board of Regents, All rights reserved, 2012. Participants will… –Develop an awareness of the steps for creating a common assessment –Learn about Acceptable Evidence and Cognitive Rigor Matrix –Apply the steps to one of YOUR curriculum units –Create an Action Plan Intended Outcomes

5. © AZ Board of Regents, All rights reserved, 2012. Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person – electronic copies of PowerPoints will be provided Proposed Norms & Expectations

6. © AZ Board of Regents, All rights reserved, 2012. Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocating Planning Instructional Leadership Key Processes Applied to Rigorous Curriculum & Assessment

7. © AZ Board of Regents, All rights reserved, 2012. By the end of the workshop you will develop an action plan –primarily 2 nd row In the column labeled “Current Reality” –Rate yourself on a scale of 1-5 –5 = highly effective –3 = effective (PROFICIENT) –1 = ineffective Action Plan Handout Action Plan

8. © AZ Board of Regents, All rights reserved, 2012. Rigorous Curriculum – ambitious academic content provided to all students in all academic subjects Rigorous Assessments – –Content, Cognitive, & Context Common Assessments – collaboratively developed, implemented, and interpreted Clarifying Definitions

9. © AZ Board of Regents, All rights reserved, 2012. How do school leadership teams and professional learning communities (grade/dept)plan a quality system of common assessments that is predictive of student readiness for the cognitive rigor level required by the common core state standards and future state assessments? Planning Common Assessments Guiding Question PARCC Reading Writing Math Practices

10. © AZ Board of Regents, All rights reserved, 2012. “It’s not enough to AIM at the target if the objective is to HIT the target.” Consider the Following

11. © AZ Board of Regents, All rights reserved, 2012. Read the article: –Linking Formative Assessment to Scaffolding Make notes regarding –The most significant big ideas –Key words (try to identify at least five) – With your table group – Create a summary / representation on chart paper Focus on Planning Assessments…

12. © AZ Board of Regents, All rights reserved, 2012. An effective standards-based assessment system… –promotes learning by students –provides accurate and meaningful information –incorporates multiple modes/types –identifies student needs for intervention –includes effective individual diagnostic tools –facilitates a systemic collective response to students who are experiencing difficulty Source: West-Ed, (2000) Spotlight on Research Handout Spotlight On Research

13. © AZ Board of Regents, All rights reserved, 2012. Effective assessments are… –linked to standards –aligned with important content that is taught and expected to be mastered –designed to meet diverse student needs –cognitively complex based on cognitive level of rigor expectations –authentic Source: Multiple Spotlight on Research

14. © AZ Board of Regents, All rights reserved, 2012. The POWER of Common Assessment: –most effective strategy for determining whether the Viable Guaranteed Curriculum is learned –more efficient than assessments created by individual teachers –more equitable for students –better informs instructional practice of individual teachers and teams –builds a team’s capacity to improve its program Source: DuFour Spotlight on Research

15. © AZ Board of Regents, All rights reserved, 2012. A quality system of common assessments is predictive of student readiness for the cognitive rigor level required by the common core state standards and future state assessments. It provides “valid” data to inform decisions Bottom Line

16. © AZ Board of Regents, All rights reserved, 2012. From the reading & research –What are the common themes? Select ONE – we do this “best” Select ONE – doing this “better” would have the most significant impact on student achievement –Be prepared to explain WHY you selected that one Reflection

17. © AZ Board of Regents, All rights reserved, 2012. High Five Directions: –1 st – Find a partner not at your table, share your ONE that would have the most significant impact on achievement & WHY you selected that one. Listen carefully to your partner. –2 nd – Find a new partner (not at your table), share your previous partners ONE & WHY. Stand & high five a partner Rotate & high five a new partner TASK: Share “Most Significant”

18. © AZ Board of Regents, All rights reserved, 2012. Quality Common Assessments Starts with Alignment Handout Alignment

19. © AZ Board of Regents, All rights reserved, 2012. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org khess@nciea.org Cognitive Rigor Matrix (CRM) Handout Matrix

20. © AZ Board of Regents, All rights reserved, 2012. Verbs may guide you to the Bloom’s level –What type of thinking is needed to complete the assessment or learning task? What comes after the verb may guide you to the Depth of Knowledge. The intended student learning outcome determines DOK# –What mental processing must occur? –How deeply do you have to understand the content to successfully interact with it? –How complex or abstract is the content? Clarifying the difference! 3/19/2016 20

21. Examples - Moving up DOK Levels 3/19/2016 21 Describe the process of photosynthesis Describe how plant cells and animal cells are alike and different Describe the most significant effect of a loss of vitamins and/or minerals on the cell

22. © AZ Board of Regents, All rights reserved, 2012. 1.Identify/List an assessment item that checks for understanding at that level of cognitive rigor –Think progress monitoring –Think pre-test to determine knowledge/skill 2.Identify/List a learning activities which prepares students to pass that assessment item? –Think scaffolding the learning –Think manageable step toward the standard and/or preparing for next level of rigor Using Cognitive Rigor Matrix (CRM)

23. © AZ Board of Regents, All rights reserved, 2012. Individually read the article: xxx Make notes regarding The most significant big ideas Key words (try to identify at least five) As a table group, create a representation of the 2-4 most significant ideas on chart paper TASK: Read & Reflect

24. © AZ Board of Regents, All rights reserved, 2012. 1.Identify priority standards Identify Cognitive Level of Rigor 2.Identify sample assessment items Including criteria or rubric for each assessment item 3.Brainstorm additional assessments Select 2-4 “best” assessments Use CRM to consider various level of assessments NEXT STEP: Create CRM for “scaffolding” 4.Create end-of-unit common assessment Recommend: 3 per standard; 2 at level of rigor; 1 at DOK4 Include criteria or rubric for each assessment item Include exemplars of each level of answer 5.Implement common assessments Planning Common Assessments Handouts: Planning Worksheet Evidence Matrix

25. © AZ Board of Regents, All rights reserved, 2012. 1.Identify priority standards See MODEL ELA Unit #1 - Reading Standard #1 2.Identify sample assessment item See “The Legends” 3.Brainstorm additional assessments See MODEL Acceptable Evidence (ELA #1) See MODEL Cognitive Rigor Matrix (ELA #1) 4.Create end-of-unit common assessment See MODEL ELA Unit #1 Assessment Sample Planning Handouts: Model Unit Model Item Model Evidence Model Common

26. © AZ Board of Regents, All rights reserved, 2012. Materials Needed… –YOUR Curriculum Unit Select 1 priority standards OR select 1 State Standard –Acceptable Evidence (worksheet) –Cognitive Rigor Matrix (worksheet) YOUR TURN Planning Common Assessments

27. © AZ Board of Regents, All rights reserved, 2012. Working in groups of 3-5 persons –Identify one course, one unit, one standard –Access appropriate materials Work through steps for ONE standard 1.Identify standards 2.Identify sample assessment items 3.Brainstorm additional assessments 4.Create end-of-unit common assessment Work Time

28. © AZ Board of Regents, All rights reserved, 2012. Each group will share … –ONE standard –ONE test item –Why do you think this would be predictive of mastery of the standards? Sharing

29. © AZ Board of Regents, All rights reserved, 2012. List Ideas / Strategies from Workshop… –Primarily 2 nd row Next Steps… –What additional data do you need? –Who will you involve in the process? –What resources do you need? Action Plan… –WHO does WHAT by WHEN Workshop Closure – Action Plan

30. © AZ Board of Regents, All rights reserved, 2012. In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS! Workshop Closure

31. © AZ Board of Regents, All rights reserved, 2012. Thank you for your participation! Good Luck in your next steps! Please complete Feedback Closure