Module 1: Identifying Essential Standards, Building the foundation for instruction guided by local...

Module 1: Identifying Essential Module 1: Identifying Essential Standards, Building the foundation Standards, Building the foundation for instruction guided by local for instruction guided by local assessments.assessments.

Local Accountability Professional Development Series

Learning Innovations at WestEd

Backward DesignBackward Design “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

From The Seven Habits of Highly Effective People by Stephen R. Covey

Identifying mastery learning objectives is essential in creating effective performance assessments

Benchmark testing is the “glue” for an effective local accountability system

Differentiated instruction and additional opportunities to learn need to be based upon student performance data from common formative assessments

Core instructional strategies cut across all content areas

Assumptions about Local Assumptions about Local Accountability SystemsAccountability Systems

Assumptions about Formative Assumptions about Formative Assessments and Assessments and Data-Driven InstructionData-Driven Instruction

Building a local accountability system enhances school culture

Limiting and ‘unpacking’ standards taught supports the development of formative assessment practice, differentiated instruction, and improved student performance and understanding

Timely, targeted assessment data informs reteach and enrichment opportunities

Immediate access to and use of data significantly influences teacher pedagogy and student performance

StudentLearning

andAchievemen

t

MonitoringProgress

Building Your Assessment

System

Identifying and Using Essential Standards

Standards-Based

Instruction Using Data

Step1Benchmark and Formative

Assessments to support student outcomes.

StudentLearning

andAchievemen

t

Monitoring Progress

Building Your Assessment

System

Identifying and Using Essential Standards

Standards-Based

Instruction Using Data

Step2

Benchmark and Formative Assessments to support student outcomes.

StudentLearning andAchievement

MonitoringProgress

Building Your Assessment System

Identifying and Using Essential Standards

Standards-Based Instruction Using Data

Step3

Benchmark and Formative Assessments to support student outcomes.

Four Essential QuestionsFour Essential Questions

What do we want our students to know?What will it look like when we get there?How will we know when they got there?What will we do to get them there?

Four Essential QuestionsFour Essential Questions

What do we want our students to know?What will it look like when we get there?How will we know when they got there?What will we do to get them there?

Standards Based Curriculum, Instruction, and AssessmentStandards Based Curriculum, Instruction, and Assessment

The CLAPPING HANDS Institute

For our Clapping Hands Institute we need a number of volunteers. First, we need….

4 Volunteers to complete a performance task.

And we also need 4 volunteers to evaluate the quality of the performance on the task.

These are our “Assessees”.

And these folks are our Assessors.

This activity was developed to explore the consequences of being treated in different ways; it was developed to elicit thought and feelings, so please be alert to them as the exercise progresses.

Assessee #1 – Please Clap for us.Assessee #1 – Please Clap for us.

Thank You.

Assessee #2 – Please Clap for us.Assessee #2 – Please Clap for us.

Please leave the room and return when called.

Assessors – Please rate the clapping Assessors – Please rate the clapping you just observed on a scale of 1 to 5.you just observed on a scale of 1 to 5.

1 being low and 5 being high.1 being low and 5 being high.

What is the average score?

Assessee #2Assessee #2

Your average score has been posted.

I hope you find this useful

Assessee #3 – Please Clap for us.Assessee #3 – Please Clap for us.

Please leave the room and return when called.

Good news… we have heard from the International Clapping Institute!

They are the organization developing international standards for clapping that all students must meet by 2014.

They have begun a handbook on how to conduct the assessment and want us all to assess clapping performances on three (3) traits – volume, appropriateness, and creativity.

Assessors – I have good news and bad news…….Assessors – I have good news and bad news…….

The bad news… ?

They have yet to finish the handbook and can give us no more guidance!

So, we have to assess the three traits where 1 is low and 5 is high.

Assessors – I have good news and bad news…….Assessors – I have good news and bad news…….

Assessee #3 – Welcome BackAssessee #3 – Welcome Back

We have a certificate for you.

I hope you find your scores useful.

Assessee #4Assessee #4

Could you tell us about your previous clapping experience?

In what situations do you find yourself clapping?

What do you feel are your strengths as a clapper?

Assessee #4Assessee #4

Is there anything in your clappingyou would like to improve?

Anything you would like the panel to give you feedback on?

Any guidance you want to giveto the assessors?

AssessorsAssessors

You’re the experts.. That is why you are here.

Anything you would like our assessee to know that you will be looking for in his or her clapping?

Do you want to discuss the criteriareceived by the Clapping Institute?

Assessee #4Assessee #4

Do you want to describe the setting?

What are you wanting to accomplish with your clap?

Are you ready?

Please clap.

Assessee #4Assessee #4

Do you want to leave the room?Or stay?

How would you like your feedback?Verbally, numerically, or both?

Debrief Discussion

The CLAPPING HANDS Institute

Assessees 1 …… What thoughts or feelings did you have? How did you feel about the treatment others received? How about getting no preparation or feedback?

Assessees 1…… What thoughts or feelings did you have? How did you feel about the treatment others received? How about getting no preparation or feedback?

Assessors – Please respond and comment on your feelings. How about giving our 2nd person a score but not the first?

Assessees 2 and 3…… What thoughts or feelings did you have? How did you feel about being sent out? Were your scores useful? How did you feel about them? What did you think about the ‘traits’?

Assessees 2 and 3…… What thoughts or feelings did you have? How did you feel about being sent out? Were your scores useful? How did you feel about them? What did you think about the ‘traits’ or criteria?

Assessors – Please respond and comment on your feelings on the same questions. Can you explain how you went about choosing a score? Were the criteria useful? How or why?

Assessee 4 and Assessors…… What thoughts or feelings did you have? How did you feel about having extra attention and information? Did you feel uncomfortable? Was extra discussion useful? Did hearing other people’s scores affect your scores?

Assessee 4 and Assessors…… What thoughts or feelings did you have? How did you feel about having extra attention and information? Did you feel uncomfortable? Was extra discussion useful? Did hearing other people’s scores affect your scores?

General Discussion – Any questions or comments from any Assessees, or from our audience?

Thank you to our clappers and their assessors!

Local AccountabilityLocal Accountability

Read the Overview on pages 1-2.

When you are done, discuss with a neighbor which of the 6 elements you feel are strongest within your school/district and those which still need more focus for implementation.

36

37

Instruction

Standards

Formative

Assessment

Professional Development

Reportingand usingResults

Leadership

Local AccountabilityLocal Accountability

ReadRead Element 1, “standards” on pages 2-4. Element 1, “standards” on pages 2-4.

As you read, underline or highlight key As you read, underline or highlight key quotes, points, or phrases. quotes, points, or phrases.

Local AccountabilityLocal Accountability

Go around your group, giving each person a Go around your group, giving each person a chance to share a favorite quote or idea.chance to share a favorite quote or idea.

Decide upon one quote or big idea and write Decide upon one quote or big idea and write on newsprint to share with rest of groupon newsprint to share with rest of group

ObjectivesObjectives

We will …Review a definition of FORMATIVE

assessment.

41Used with permission from Learning Innovations at WestEd for SERESC CAP presentations

What are the similarities/differences?What are the similarities/differences?

42 Used with permission from Learning Innovations at WestEd for New Bedford presentations

SummativeAssessment Formative

Assessment

Formative Assessment

Read the CCSSO definition of Formative Assessment

As you read, use the following notations

Got it, I know and understand this,? things that raise questions, or! Really important or interesting.

When you are finished reading, turn to a neighbor and compare what you noted.

Local AccountabilityLocal Accountability

ReadRead Element 3, “Common Formative Element 3, “Common Formative Assessments” on pages 5-7. Assessments” on pages 5-7.

As you read, underline or highlight key As you read, underline or highlight key quotes, points, or phrases. quotes, points, or phrases.

Local AccountabilityLocal Accountability

Go around your group, giving each person a Go around your group, giving each person a chance to share a favorite quote or idea.chance to share a favorite quote or idea.

Decide upon one quote or big idea and write Decide upon one quote or big idea and write on newsprint to share with rest of groupon newsprint to share with rest of group

“A comprehensive assessment system uses a range of measurement methods to assure adequate measurement of intended constructs and measures of different grain size to serve decision making needs at different levels of the education system…” “Moving from Piecemeal to Effective Formative Assessment Practice: Moving Pictures

on the Road to Student Learning”, Herman & Heritage, CREST, 2007

Monache High School and Elements Monache High School and Elements of a Schoolwide Intervention System.of a Schoolwide Intervention System.

This evening, review the content from pages 10 to 20. Use sticky notes to write down questions or points you would like to discuss Thursday morning.

Right now, turn to the building block graphic on page 21…… discuss with at your table, elements that you feel are strongest within your school/district and those which still need more focus for implementation.

47

Standards Based Curriculum, Instruction, and AssessmentStandards Based Curriculum, Instruction, and Assessment

22-24

Page 23

Essential StandardsEssential Standards Find your Fall partner and read page 35.

Be prepared to share your answers with your group.

Tomorrow’s agendaTomorrow’s agenda Content groups work on

selecting essential standards

Standards put on quarterly calendar

Cross grade level groups review lists for flow, gaps

District/school teams plan next steps

Development ofDevelopment of Benchmark Calendars Benchmark Calendars

Why do we need essential standards?

“If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.”

AWASH IN A SEA OF STANDARDS

by Robert J. Marzano and John S. Kendall © McREL 1998

Or to put it another way….. We would be going to school from kindergarten through grade 21!

See handout page 19

Essential StandardsEssential Standards Subset of State

Standards Prioritized in terms of

– Endurance– Leverage– Readiness

Required for state assessments

Vertical and Horizontal Alignment

Taught on calendar Mastery “Guaranteed”

– Formative assessments

– Intervention opportunities

Not license to eliminate other standards from curriculum

Essential Essential ((or Benchmarkor Benchmark)) Standards Standards

What makes a standard essential?

It has Endurance. Will this provide students with knowledge and skills that will be of value beyond a single test date?

It provides Leverage. Will this provide knowledge and skills that will be of value in multiple disciplines?

It ensures Readiness for the next level of learning. Will this provide students with essential knowledge and skills

that are necessary for success in the next grade or next level of instruction? It is regularly assessed by the state. Is this a standard that students have failed to master?

Essential Essential ((or Benchmarkor Benchmark)) Standards Standards

What considerations need to be made to identify essential (benchmark) standards?

Consider teaching order?

Re-write in student friendly language?

Consider allotment of time to teach to mastery?

Review previous performance data?

Sequence across grade levels?

Vertical and Horizontal Alignment.

You have until 10:15 AM to complete your list(s) of plus or minus 20 grade level essential standardsI will alert you 35 minutes before this I will alert you 35 minutes before this

activity shiftsactivity shifts After a mini lesson on ‘student friendly

language’, your team will have 40 minutes later to refine & finalize a calendar.

ObjectivesObjectives

We will …Review a definition of FORMATIVE

assessment.Learn information and guidelines for

creating effective assessments.Work with colleagues to create useful

assessments that can be used formatively.

60Used with permission from Learning Innovations at WestEd for SERESC CAP presentations

What are the similarities/differences?What are the similarities/differences?

61 Used with permission from Learning Innovations at WestEd for New Bedford presentations

SummativeAssessment Formative

Assessment

Formative Assessment

Read the CCSSO definition of Formative Assessment

As you read, use the following notations

Got it, I know and understand this,? things that raise questions, or! Really important or interesting.

When you are finished reading, turn to a neighbor and compare what you noted.

AssessmentAssessment

Read Element 3, “Common Formative Assessments” on pages 3-4.

As you read, underline or highlight key quotes, points, or phrases.

63

Common Formative Assessments (CFAS)Common Formative Assessments (CFAS)

Go around your table, giving each person a chance to share a favorite quote or idea.

Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group.

Write your quote and reason on the chart paper provided.

64Used with permission from Learning Innovations at WestEd for SERESC CAP presentations

Closing EvaluationsClosing Evaluations

Steve Hamilton

Shamilt@wested.org

End

Local AccountabilityLocal Accountability

Go around your table, giving each person a chance to share a favorite quote or idea.

Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group.

Write your quote and reason on the chart paper provided.

Why do we need essential standards?

“If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.”

AWASH IN A SEA OF STANDARDS

by Robert J. Marzano and John S. Kendall © McREL 1998

Or to put it another way….. We would be going to school from kindergarten through grade 21!

See handout page 19

New Bloom’s QuizNew Bloom’s Quiz

Handout