1. Standards and Objectives Cluster 5
The TAPTM System Training Portal

2. Objectives
Cluster members will examine the key words and their significance of the indicators in Standards and Objectives and how they connect to student learning.
Cluster members will identify important components of research and develop a plan for formative assessments to improve student achievement.
Cluster members will evaluate a lesson using the Instructional Rubric for Standards and Objectives and Learning Environment.
Vicki

3. Agenda
1. Talking Chips! 2. It Says…It Means rubric activity 3. Research 4. Prezi 5. Classroom Model 6. Development 7. Action Steps (Reflection)

4. Talking Chips (Review Learning Environment)
Your Turn! Tell two things you implemented from the learning environment rubric
Whole Group Debrief: POW-WOW (decide on something powerful)
(Connect to Last Week’s Cluster Meeting)
Diana will giive a quick model of Chalk Talk… with non-content…The best part of TAP is …
THE descriptor I’m most excited about improving under learning environment is…(tell what you’ve done)
… (co-trainers will assist in modeling this quickly for participants) Each has a different colored marker and are given 2 minutes on the timer. Only the CHALK (PEN) TALKS… SILENT ACTIVITY… Whoever feels led to begin starts the silent conversation around the prompt. The next person responds to what the first person wrote– or writes another thought. This continues until the timer goes off. ONLY ONE PERSON CAN WRITE AT A TIME…..SO THAT ALL CAN READ WHAT HAS BEEN WRITTEN --- IT IS A WRITTEN CONVERSATION…
Trainer and Co-Trainer models this… Then the trainer asks audience to review the directions… Select a marker – (We will already have the charts made for each team with the prompt written on them so that the activity can begin promptly.
Trainer then models the POW-WOW with the example she used to model initially… by asking: So What was something powerful you discovered at your table? (Trainer calls on a number to answer…)
Call on approximately 2 or 3 participants. Choosing tables by their alphabet and then by their color post-its then by their numbers.

5. Review and Reflect
Take a moment to review the descriptors under the indicator of Standards and Objectives. Highlight the differences between the scores of 5, 3, and 1
Think about which descriptors are challenging for the teachers at your school and why.
Vicki: (Not Vicky Condalary) This is done individually by the participants. Participants will have a Handout #1 (the Standards and Objectives indicator) to review. Participants may highlight the problematic descriptors. Trainer will allow 1 minute for participants to think/reflect. Next slide will be the activity used to discuss this – and prepare for the training today.
Timer Tools Needed

6. What is an effective learning objective? Let’s look at the research!
EMT Vicky: Handout # 2 Research Article
Trainer refers participants to the handout and asks them to read the research and highlight 3 key points they gleaned from the article.
(2 minutes) Timer set…
Timer Tools Needed
Handout 2

7. Key Points from the Research
Instructional goals must be clear and stated in terms of student learning rather than student activity.
Instructional goals should be capable of assessment.
Instructional goals should be stated in clear language. Verbs that define instructional goals should be unambiguous and suggest assessment techniques.
Setting objectives should be a thoughtful exercise with a student focus. The objectives should be clearly communicated to students.
EMT Vicky

8. Standards & Objectives Indicator
What the descriptor says:
What the descriptor means:
Most learning objectives and state standards are communicated.
Note: Learning objectives must be narrow in focus, measurable and clear.
Communicated (not simply stated)
Making connections throughout the lesson to provide purpose for the lesson…
(EMT Vicky) The trainer will frontload this slide – giving participants the opportunity to interject…
Trainer should begin by stating the obvious presupposition: Before learning objectives can be communicated… they must be Measurable, concise, narrow in focus.written..
Means more than simply stating the objective…Whether a state standards or a sub-objective of a standard. Communicated implies that the teacher is certain that the students understand the learning objective. Teacher is making connections throughout the lesson for what teacher and students are doing as it relates to the objective. This provides the purpose for the lesson—and should be referred to again at the end of the lesson as part of reflection on how students met the objective.

9. Standards & Objectives Indicator
What the descriptor says:
What the descriptor means:
Most learning objectives and state standards are communicated.
**Sub-objectives are mostly aligned to the lesson’s major objective.
Pre-requisite: what students need to know or be able to do to succeed and accomplish the objective of the lesson.
Learning objectives are connected to what students have previously learned.
The objectives are sequenced appropriately and build on prior learning.
Expectations for student performance are clear.
Teacher communicates how students will show mastery of the lesson objective.
State standards are displayed.
Teacher displays state standards to students – giving them the BIG Picture.
**There is evidence that most students demonstrate mastery of the objective.
Student responses (oral and/or written) provide evidence that most students mastered the objective.
EMT Vicky: Sub-Objectives: Once the objective is clearly defined, the next step is to develop the necessary sub-objectives. The selection of the appropriate sub-objectives depends on the needs of the students, the complexity of the objective and the content. Three reasons for including sub-objectives: To review prior learning, to teach a new sub-skill, to teach a process that supports the main objective.
Trainer will point out on the last descriptor that it is the most important one of all! No matter what teachers do or don’t do, if students don’t learn the information, then it is a waster of time and effort. Focus should be on what students have learned as opposed to what they have taught. FORMATIVE ASSESSMENTS –VERBAL AND OR WRITTEN– THAT ENABLE TEACHERS TO CHECK FOR STUDENT MASTERY –AND MAKE MODIFICATIONS TO THEIR FUTURE LESSONS TO MEET THE NEEDS OF STUDENTS IS CRITICAL.

10. Assessments Indicator (Tie-in for future)
Handout 3
Assessments Indicator (Tie-in for future)
What the descriptor says:
What the descriptor means:
**Are aligned with state content standards.
The process for gathering information (use of assessments) to measure student progress which matches the state’s expectations (criterion)
Have measurement criteria.
Levels of student proficiency are defined and quantifiable (proficiency levels)
**Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test.)
Formative Assessments are used throughout the lesson – oral and/or written … formal or informal –in 2 or more ways…
Require written tasks.
Writing shows “thinking” – some written tasks (as appropriate) should be used to assess student progress/understanding
Include performance checks throughout the school year.
Evidence of scaffolding and spiraling assessments to continuously check progress toward mastery of instructional goals.
EMT – Vicky (Red list should come in one descriptor explanation at a time.) Focus will be on tying in two descriptors from assessments with two descriptors from standards and objectives. Trainer will tell participants that now we take a closer look at the Designing and Planning Rubric – Assessment Indicator. Trainer will
Remind participants as we go through this activity – think about the connections from this indicator to Standards and Objectives. Trainer should give 2 minutes for participants to jot down what the descriptor means… and then trainer reviews each descriptor--- red information should “fly in”.

11. -Robert J. Marzano's The Art and Science of Teaching
There is evidence that most students demonstrate mastery of the objective.
"Major reviews of research on the effects of formative assessment indicate that it might be one of the more powerful weapons in a teacher's arsenal. The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions."
-Robert J. Marzano's The Art and Science of Teaching
EMT Vicky

12. What about Assessment? Key Points from the Research
Teachers should use assessment data to guide and inform instruction. (Hello….)
The use of formative assessment increases student achievement.
assessment-classroom-techniques-factstitle/
Teacher designed assessment must be aligned to state standards. (We do this with STI)
EMT Vicky: Summary slide

13. Guiding Questions: Create student friendly objectives
Design assessments that show most students demonstrate mastery of the object
Measure student performance in more than two ways
(e.g. project, experiment, presentation, essay, short answer, or multiple choice test.
EMT Vicky: Su/Hu/Pu to a Timed Pair Share… PROCESSING POINT! 1 minute for each partner to respond… Feedback: The most important thing I heard you say was… Trainer debriefs and includes the points/connections below…
Standards and Objectives
Sub-objectives are mostly aligned to the lesson’s major objective
Assessments
Are aligned with state content standards.
There is evidence that most students demonstrate mastery of the objective.
Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test.
Participants will probably say: Talking Chips?

14. How can teachers strengthen these areas?
EMT-Vicky

15. Strategies for Formative Assessments
FIST
Muddy Waters
Chalk Talk
Think-Pair-Share
One-minute paper
Talking Chips
Application Cards
Lots of Ideas
EMT Vicky: Trainer will review each bulleted item – and briefly identify how this will strengthen instruction…

16. Sample Assessment Plan
Checkpoint Assessment
“Look For's”
Next Steps
Questioning for Real-life examples and associations
Prior learning and connections
Provide visuals and scenarios to create the associations for them (Reassess through questioning)
Word Problem Scenario Sort
Ability to differentiate between perimeter and area scenarios
Rally Coach to specifically identify words that are being associated with perimeter and area concepts
Dry erase board activity
Individual assessment of ability to differentiate between perimeter and area scenarios
Individual writing of perimeter and area word problems
Exit Ticket
Ability to differentiate between perimeter and area in visuals, words, and in writing scenarios
Assessment of student work will determine next steps
When? At “trigger points” in the lesson –throughout lesson
at the beginning to determine prior learning
after associations/visuals used to determine their ability to apply and extend to their own lives
after teacher modeling to determine if students can “mimic” finding relevant clues for whatever is taught…
What do they need to know in advance to master this GLE?
Begin with identifying prior knowledge. Based upon pre-test data, students were missing perimeter and area problems in context.
First, I will question to assess prior knowledge and associations with perimeter and area. Next, I will create associations and reminding words to help them differentiate these concepts.
Second, I will question/use active responses (dry erase) to determine if students can now make their own associations based upon reminding words, associations, and gist definitions
I will model my thoughts in differentiating the concepts and identifying relevant clues within context. Then I will assess through a scenario sort if students can do the same. (At least 4 out of 5 scenarios correct for mastery)
If needed, I will assess specific words or phrases students identify as relevant clues to perimeter or area concepts through a rally coach partner activity.
Individual assessment – dry erase activity to determine individual students who are struggling and need one on one attention; assess readiness for “own my own”
Individual assessment will assess ability to differentiate in words, pictures, and write their own word problems
Exit Ticket- Visual symbolic and visual text

17. Development Time “Formative Assessment”
Davita –Remind participants that they have a blank handout of this page to use--- handout 7.
classroom/cluster connection – development time just like cluster
How to identify sub objectives handout with questions
Reflective question – processing point
Career teachers struggling with planning for assessments
Give GLE and one problem and participants will identify sub-objectives

18. Write/Pair/Share
1) Individually: What is your biggest challenge (s) in assessing students?.
2) Shoulder Partners: share your ideas.
3) Work together to brainstorm some formative assessments you could use in your discipline
4) Share
After step 3 use table numbers to solicit identified sub objectives/skills.
Talk about the sequencing of sub-skill as it relates to the assessment plan.
Think about the beginning of the lesson, was there a logical sequence in which the subobjectives were followed.
Trainer calls on volunteers to provide the sub-skills identified… getting consensus from the group.
Trainers should have a “cheat sheet” – of the sub-skills already sequenced… and all trainers work with table groups to make sure they are on the right track –as they formatively assess understanding… This will be a step out point… The trainer will ask… What are the trainers doing? (what did you notice we were doing as you worked in your partner groups?) Why were we doing this? How can we use the information received? (Telling participants that we are assessing understanding and adjusting the content as needed.)
Write/Pair/Share activity HANDOUTS: ACTIVITY SHEET (PROBLEMS) AND GRAPHIC ORGANIZER *Vicky creates the Activity Sheet from handouts provided by Deania---someone needs to create the graphic organizer ---

19. TAKE 3
List 3 pieces of new learning you will take away from today’s session.
Describe 2 actions you will take in the next week as a result of today’s cluster.
Write 1 way in which Tap has already improved your teaching.
Handout is located in participants’ notebook -Davita

20. Have a GREAT WEEK!!!!
Celebration is important for students and teachers (Make this Classroom to Cluster connection)