1. Deeply Aligned Teaching How to prepare students for success on statewide testing

2. Participants will: Recognize effective learning targets that align to the written curriculum. Become aware of vocabulary essential to success on statewide tests. Use the Success web site to create practice tests for students. Examine cognitive level of benchmarks and indicators using SEC web site. Develop lessons plans with differentiating strategies and interventions that align to the statewide curriculum and tests.

3. Preparing students and parents ODE: “Strategies for Taking State Assessments Information for Parents and Students” Vocabulary: Verbs from standards

4. Content Cognitive LevelClassroom application Context  Pre-requisites  Vocabulary  Knowledge & skills  Key concepts  Extension  Test format  Given information  Given materials  Distractors  Performance verbs  Knowledge  Process  Analysis  Evaluation  Metacognition  Teaching strategies  Classroom activities  Relevance to life  Assessment  Interventions How will I share with students? How will I go beyond? How will I share with students? How will I go beyond? Deep Alignment

5. Content Pre-requisites Vocabulary Knowledge & skills Key concepts Extension How will I share with students? How will I go beyond?

6. An effective learning target should: Describe learning goals, not activities (the WHAT and not the HOW) Tell specifically what the students will be able to know or do Use indicators from Ohio’s Academic Content Standards Be “just right” for one lesson unit

7. Is this an effective learning target? Do #5-20 on page 167 Legislative Branch Explain the causes of World War II Write a narrative paragraph Work on your lab project Fractions Add fractions and mixed numbers Describe some battles from the Civil War Cooking

8. Context Success Web site at: http://portal.success-ode-state-oh-us.infohttp://portal.success-ode-state-oh-us ODE web site at: http://www.ode.state.oh.ushttp://www.ode.state.oh.us Teaching: Practice Tests Teaching: Released Test Material Scoring guides, blueprints How will I share with students? How will I go beyond?

9. Some things you need to know: Grades 5 and 8 social studies and science are benchmark tests. Indicators from previous years math and reading are fair game. Biggest errors kids make on constructed response: not responding to the WHOLE question; not understanding question vocabulary.

10. Cognitive Level Bloom’s Taxonomy Recall – know, understand Process – apply, demonstrate Analyze – compare, generalize Evaluate – use in new situations How will I share with students? How will I go beyond?

11. Some things you need to know: Surveys of Enacted Curriculum shows cognitive levels required for your grade level indicators and past tests: http://www.seconline.org Teachers may “cover the material” but not on a high enough cognitive level HOTS involves PRACTICE

12. Classroom Application Teaching strategies Classroom activities Relevance to life Formative/summative assessment Interventions How will I share with students? How will I go beyond?

13. The Big Questions What do students need to learn? How will I know students have learned it? What will I do if they don’t learn it? Rick DuFour

14. Interventions and Strategies Strategy Ring A+ software

15. Using the GAME Plan G oals – set clear learning targets (OACS) A ctivities – geared to knowledge or skills (Strategy Ring, SEC web site) Access previous knowledge Add new knowledge Apply in a variety of situations Assess and summarize what has been learned M easurement – ongoing check for understanding (Success Web site) E valuation – Now what? (A+ software)

16. Summing it Up Compass points E – What excites you about what you have learned today? W – What worries you? N – What else do you need to know? S – What are the next steps you need to take?

17. Questions for the Consultant: Bonny Buffington, Knox County ESC 740-393-6767 http://www.bonnybuffington.wikispaces.com Bonny_buffington@knoxnet.k12.oh.us