Celebrating the Strengths &Talents Within

6-12 Language Arts Leadership Mandatory Training Session

Honolulu Airport Hotel, Oahu

October 27, 2006

Introductions

• Petra Schatz, Ph.D. –Educational Specialist

• Maria Gordon, State Resource Teacher

• Debra Masada, State Resource Teacher

Today’s Desired Outcomes• An understanding of the HCPS III Implementation

Process Model and related support tools

• An understanding of how to use the searchable feature of the Benchmark Maps to assist in lesson planning and/or task creation

• An increased understanding of language arts benchmarks and the method of assessing those benchmarks by reviewing and discussing the released H S A items, rubrics and student examples

• Student work examples with commentary for a range of proficiency levels for selected benchmarks

• Have fun!

Expectations-Which Hat Am I Wearing?

Literacy Opportunities in Our Back Yard

• Celebrate Reading Festival

• Ted Kooser-Poet Laureate

• Shiro Matsuo Poetry Contest

• Barry Lane

• IRA Regional Conference: Hawaii Nov 14-17th

• Katie Ray

HCPS III Implementation Process Model

1. Identify relevant benchmarks.

2. Determine acceptable evidence and criteria.

3. Determine learning experiences that will enable students to learn what they need to know and to do.

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

6. Evaluate student work and make judgment on learning results and communicate findings.

The HCPS III Implementation Process Model

is used by teachers to plan and implement

standards-based curriculum,

assessment, and instruction.

HCPS III Implementation Process Model

1. Identify relevant benchmarks. Which benchmark(s) will be the central focus of the

lesson/unit?

2. Determine acceptable evidence and criteria.

What evidence will show that the student has met the benchmarks at the appropriate taxonomic level?

3. Determine learning experiences that will enable students to learn what they need to know and to do.

What strategies or learning experiences will build understanding and help all students meet proficiency?

How can the General Learner Outcomes and Process Standards enhance the learning experience?

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

What does the evidence indicate about the student’s progress? Other evidence: reflections, observations, interviews.

Is there enough work to make a judgment about the student’s level of proficiency?

What further support is needed?

6. Evaluate student work and make judgment on learning results and communicate findings.

What is the level of proficiency most recently demonstrated by the student?

HCPS III Implementation Process Model1. Identify relevant benchmarks. Which benchmark(s) will be the central focus of the lesson/unit?

• HCPS III (www.doe.k12.hi.us)

• Secondary Course Benchmark Development (in progress)

– Reading Workshop– Expository Writing

• Benchmark Maps

ACCN UPDATESThe high school program has requiredcourses in grades 9 and 10 with an option tosupplement or substitute the required courses withbasic elective courses in grades 11 and 12 only.

Grade 9- English Language Arts 1Grade 10-English Language Arts 2

Basic Elective= English Graduation Credit

Specialized Elective= Elective credit only (e.g., newswriting, reading workshop, strategic reading)

Supplemental Elective= Elective credit only. These are lab courses taken concurrently with required or basic elective courses ( e.g., World Literature lab, English Language Arts lab).

BENCHMARK MAPS

• DEFINITION: The state benchmark maps are a sequence of clustered benchmarks to be covered within a grade or course.

• PURPOSE: Benchmark Maps provide consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.

Review: Benchmark Maps-feedback1. Read the maps individually, note

suggestions on your individual recording sheets.

2. Share your suggestions as a group.3. Come to a consensus.4. Place suggestions that come from the

consensus on the recording sheet. 5. Make sure to include the rationale for

your suggestions.

Review: Feedback on the Benchmark MapsShared Understanding:• No changes will be made to the benchmarks

themselves.• Feedback will be collected in multiple venues. • Feedback will focus on the placement of

benchmarks. • We will collect 1 recoding sheet (per grade

reviewed) from each group.• Please do not write on the maps themselves.

BENCHMARK MAPS

Major Changes: Draft New Map

Genre Focus Suggested Text FocusLiterary (Q1-3)

Informational (Q2-4)

Functional (Q2-4)

Many more italicized benchmarks

Many benchmarks moved to fit text focus.

• HCPS III Implementation Process Model2. Determine acceptable evidence and criteria.3. Determine learning experiences that will enable students to learn what they need to know and to do.4. Teach and collect evidence of student learning.5. Assess student work to inform instruction or use data to provide feedback.

• State Support—

– Instructional Map– Taxonomic Level Trainings and Modules

(see complex area School Renewal Specialists)

Taxonomic Level Trainings

10/13- North/South Central11/6- Farrington Kaiser11/13- CKW11/20-11/21-Mckinley/Roosevelt11/27- Lanai11/30- Kaimuki Kalani12/05- NPW12/12- Kauai1/30- Molokai2/5- Kailua/Kalaheo2/6- Hilo/Laupahoehoe/Waikea

Instructional Map

• Developed by OCISS w/ input from field and aligned to the Benchmark Map

• Includes sample assessment tasks with accompanying rubrics and criteria

• Includes student work (exemplars) for the tasks that are provided

Instructional Map TimelineFall 2006 • Contracted teachers will create tasks for all

quarters and grade levels. These tasks will be presented to Fall LA Leadership participants (by e mail in January) to implement.

Spring 2007 • Participant teachers will do the tasks for 3rd & 4th quarter;

•Quarter 3 Due by April 5, 2007•Quarter 4 Due by June 11, 2007• At Spring LA Leadership meetings, we will analyze student work from the third quarter and write commentary.

Fall 2007 • At Fall LA Leadership meetings, we will look at 4th quarter work from Spring 2007.

Spring 2008 • We will look at 1st and 2nd quarter work and write commentary

Creating the Sample Tasks

Step 1: Defining the Targets:• Does the task align to the targeted benchmark?

– SPA (specific performance assessment) and benchmark rubric

– Placement in the Benchmark Map

– Standard Progression of the Benchmark

• At the appropriate taxonomic level?– Marzano’s 4 levels of taxonomy

Creating the Sample Tasks

Step 2: Determine the Assessment Evidence:

Developing a Task and Criteria:• Consider the purpose of the task as initial, formative, or summative.• Consider the SPA and the Benchmark Rubric to develop the task.• Consider the appropriate level of difficulty or taxonomy.• Consider criteria/rubrics that are research-based.• Consider implementing a pre-assessment or use formative

assessment evident to develop rubric/criteria for the task.• Consider using forms and checklists for evidence of proficiency, as

appropriate.

Design your own…SHARED EFFORT Educational Websites

http://nces.ed.gov/nationsreportcard/itmrls

www.hsaitems.orghttp://readinglady.comhttp://www.ode.state.oh.us

Supplemental Resources Textbooks / Chapter Tests (with

modifications)

Identifying Assessment Tasks

• Well I got that, but how will the students be assessed on the H S A?

HAWAII STATE ASSESSMENTUPDATES

• As of 2006-2007 Based on HCPSIII

• The H S A will include 6 sessions– 4 standards-based sessions that include 2

reading and 2 math sessions of multiple-choice and constructed response items.

– 2 norm-referenced sessions that include 1 reading and 1 math session of multiple choice items.

• Norm referenced test=A test comparing test takers to each other½ below the midpoint and ½ above

• Criterion referenced test=A test intended to measure how well aperson has learned a specific body ofknowledge

H.S.A. Assessment Schedule

Fall 2006 Spring 2007Writing (4, 6, 9 and 11)

5-dimensional scoring

Field-test new writing prompts

October 30 & 31

Reading (3-8, 10)

April 9-13- (5 days)

Make up April 16-20 (6 days)

Fall 2007 Spring 2008

Writing (4, 6, 9 and 11) Reading (3-8, 10)

Fall 2008 Spring 2009

Writing (4, 6, 9 and 11) Reading (3-8, 10)

Hawaii State Assessment Updates

The Terra-Nova will replace the SAT-9 as the norm referenced portion of the Hawaii State Assessment Raw scores

CR Items will be scored using item-specific rubrics rather than generic rubrics.

4 points- extended response2 points- short answer

HSA- Support to Schools

• In lieu of printed H S A related documents, such as the Interpretive Guides, teachers will be able to access the Released Items website, an on-line resource that will house items as of 8/8/06

• www.hsaitems.org (blue handouts)

NEW RUBRICS (HSA)

• From generic to item specific

• Why– greater inter-rater reliability in a large scale assessment

Generic Rubric

3The response indicates an appropriate stance (personal, interpretive, or critical) is taken in relation to the text under consideration. The explanation of the elements of that stance in relation to the text itself (literary, informative, or functional) is clear and shows a good understanding of the complexities involved. The response contains sufficient detail to ensure the completeness of the answer.

Item Specific RubricGrade 7

Question:

Using details from the passage, explain

Wu’s goals as an underwater photographer.

Item-Specific Rubric

2The response addresses the task in a satisfactory manner. It is completeand accurate, containing enough information (general or specific) toanswer the question thoroughly. For this item, the response includes twoof the following correct details:

• Wu wants to show others how to appreciate the beauty and mystery of the ocean.

• Wu wants to inspire people to protect marine life by showing them the damaging effects of pollution and over fishing in the sea

• Note: Responses that include information about Wu’s motivation/goal in taking pictures of ocean wildlife will be accepted, such as “Wu enjoys taking photos of sea creatures because he finds them interesting.”

H S A Support to Schools (continued)

• Let’s examine H S A released items

Where do these come from?

-HCPS II items (Harcourt)

H S A Support Tools

• Examine H S A Sample Items---Read Your Sample Items

• Think about the following questions

1. How does this support my understanding of the benchmark and how it might be assessed?

2. How can this resource be used to support student achievement?

3. What is the most significant feature of this tool?(complete protocol in groups of 4)

HCPS III Implementation Process Model6. Evaluate student work and make judgment on learning results and communicate findings.

• Standardized Course Assessment-

coming soon for high school courses.

not meant to determine a student’s grade

• Standards Based Report Card

2011-2012 for secondary schools

SEARCHABLE BENCHMARK MAPS

Welcome

• Hilary Apana-Mckee, School Library Services Specialist

Advanced Technology Research Branch

WELCOME!

Kristin Noelle Wolfgang

Ka’u High and Pahala Elementary School

COLLABORATING FOR HIGH STANDARDS: Analyzing Student

Work• Why we examine student work:

To set common performance standards so teachers will have a clearer understanding of teaching targets and be more consistent in their evaluation of student learning in relations to standards

To plan reteaching of concepts to students who have not met the performance standards

To identify possible strengths and/or weaknesses in instructional and programmatic practices so teachers can plan improvements

Closure

• Thank you so much for your participation today!

• Expectations for the Spring!

• (we need your student work!)

• Please remember to fill out the evaluation form. Have a safe trip home!