Module 7B for Secondary Teachers Florida Standards for ELA & Literacy: Focus on Assessment and Data Use

Module 7B for Secondary Teachers

Florida Standards for ELA & Literacy: Focus on Assessment and Data Use

Professional Development Session Alignment Set 1 – Completed 2013

Governing Board

School Leaders

Module 6 FL CCRS Math

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

2

Professional Development Session Alignment

Set 2 - Will be offered throughout 2013-2014Governing Board

School Leaders

Module 5 FL CCRS ELA

Module 6 FL CCRS Math Module 7

ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELAData Use

AssessmentData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

3

Module 2FL CCRS

ELA

Module 1 Data Use

Module 3Math

Module 4 Data Use

Module 5 FL CCRS

ELA

Module 6 Math

Module 7 ELA & Data

Use

Module 8Math &

Data Use

You Are Here

Module 5ELA

Module 2ELA

4

Travel Notes

• Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required)

• Parking and tolls will also be reimbursed with receipt• Reimbursement is limited to two cars per school• Forms and directions to request reimbursement are available

under “Resources” on www.flcharterccrstandardsorg• There are specific instructions included with the form to help

fill it out correctly• Reimbursements for substitutes are NOT an eligible expense

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Module 7B Outcomes

Understand the contributions that annual summative, ongoing interim, classroom performance tasks, and formative assessments make to a comprehensive assessment framework.

Incorporate principles of backward lesson design to create units that align with the Florida Standards for ELA & Literacy, essential questions, and assessments.

Use the EQuIP rubric and review process to assess the quality of Florida Standards for ELA & Literacy aligned units and lessons.

Use the instructional data cycle to analyze student work to make decisions regarding progress toward proficiency on the Florida Standards for ELA & Literacy and to inform instructional practice.

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8 Components of Full Florida Standards Implementation

Today’s Agenda• Welcome and introductions• Pre-assessment• Purpose and use of annual summative

assessments• Interim assessments to inform instruction• Lunch• Designing units of instruction• Classroom formative assessments• Classroom performance task assessments • Instructional data-use cycle: Looking at

student work• Post-assessment

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Pre-Assessment

Introductory Activity

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Guide Page

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Sharing Lesson Plans

Section 1

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Activity 1: Sharing Aligned Lessons

Share Florida Standards for ELA & Literacy Aligned Lessons

1. In table groups of 6-8, 9-10, and 11-12 teacher leaders, share your experiences developing and delivering Florida Standards for ELA & Literacy aligned lesson plans that specify:

•Text selection•Florida Standards for ELA & Literacy•Key ideas and understandings•Text-dependent questions•Targeted academic language•UDL technology and scaffolding support strategies for representation, expression, and engagement

What were breakthroughs, successes, challenges, and/or lessons learned?Where are you or your school in implementing aligned lessons?

2. Use the EQuIP rubric to assess alignment relative to the standards, instructional shifts, and scaffolding support.

Guide Pages

7-8

Annual Summative Assessment

Section 2

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• How are annual summative, interim, classroom performance tasks, and classroom formative assessments changing in response to the demands of the new Florida Standards?

Essential Question of the Day

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14


Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessments

A Comprehensive Assessment System Includes:

Alig

nmen

t

Assessment Systems

Summative --- Annual student performance on a defined set of standards; for accountability or to inform policy.

Interim --- Ongoing, three to four times per year to predict student performance on the annual standards-based assessment.

Classroom Performance Tasks --- End of unit, quarter, or semester summative performance tasks or tests using rubrics that align with the Florida Standards for ELA & Literacy; also used formatively to inform instruction across classrooms within grades or courses.

Classroom Formative --- Everyday assessment embedded in current lessons; used to diagnose student learning gaps and help teachers improve teaching and student learning.

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Fundamental Purpose of the Florida Standards for ELA & Literacy Annual Summative Assessment

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The annual summative assessment is designed to assess proficiency on the Florida Standards for ELA & Literacy.

It affirms quality instruction aligned to the Standards, so the assessment will be worthy of preparation rather than a distraction from good work.

Purposes of the Annual Summative Assessment

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Determine if students are college and career ready or on track

Assess the full range of the Florida Standards for ELA & Literacy and student performance

Provide data for accountability, including measures of growth

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Transition from FCAT to FL Standards AssessmentsAssessments in 2012-13 and 2013-14 Assessments in 2014-15

FCAT 2.0 Reading Grades 3 to 10 Florida Standards English Language Arts Grades 3 to 11

FCAT 2.0 Writing Grades 4, 8, 10 No longer given

FCAT 2.0 Mathematics Grades 3 to 8 Florida Standards Mathematics Grades 3 to 8

Florida Algebra 1 EOC Florida Standards Algebra 1 EOC

Florida Geometry EOC Florida Standards Geometry EOC

New Florida Standards Algebra 2 EOC

FCAT 2.0 Science 5, 8 Same FCAT 2.0 Science 5, 8

Florida Biology 1 EOC Same Florida Biology 1 EOC

Florida US History EOC Same Florida US History EOC

Florida Civics EOC Same Florida Civics EOC

English Language Arts Instructional Shifts Toward College and Career Readiness

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• Texts worth reading

• Questions worth answering

• Tasks worthy of engagement

• Fidelity to Florida Standards for ELA & Literacy

• Integration, integration, integration• reading, writing, language conventions, speaking, listening

from both literary and informational text

Implications of the Florida Standards for ELA & Literacy for Instruction and Assessment

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Focus on citing evidence;possibly more than one

right answer.

Informational texts across a variety of

content areas.

Simulate research and performance-based components within

assessments.

Build and present knowledge through

research, comparison, and synthesis of ideas.

Read and compare sufficiently complex text independently.

Write effectively when using and analyzing

multiple sources; including narrative, expository, and

argumentative writing.

Not just ELA but a full range of reading and writing across the disciplines of science and social studies.

English Language Arts & Literacy Assessment Shifts

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In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.

Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items

Grade 6 Narrative Constructed Response

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You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. Consider the argument each text uses to demonstrate her bravery.

1. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

2. Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.


Grade 7 Constructed Response

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Use what you have learned from reading “ Daedalus and Icarus ” by Ovid and “ To a Friend Whose Work Has Come to Triumph ” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in the two texts.

Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.


Grade 10 Constructed Response

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Activity 2: Annual Summative Assessment

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1. In table groups of 6-8, 9-10, and 11-12 teacher leaders, review the sample annual summative assessment performance task items for your grade level.

2. On the right side of the page summarize what students must know and be able to do to show proficiency on each of these items.

3. How will your instructional approaches change to align with Florida Standards for ELA & Literacy performance tasks as part of the annual summative assessment? What changes will you expect to see in students’ literacy practices?

Guide Pages 10-13

Let’s Take A Break

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Be back in 15 minutes….

Interim Assessments (FAIR-CC)

Section 3

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Interim Assessments


Classroom Formative Assessment


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Interim assessments are given over specified time intervals

Universal screeners Predictive assessments including predicting

likely performance on the annual summative assessment

Snapshot (3-4 times per year) Scale scores for growth Provide formative information to target

instruction to student needs

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What is the FAIR-CC for ELA?

• A screening and diagnostic assessment to monitor student progress 3 times per year

• FAIR-CC tasks aligned with the strands of the ELA Florida Standards

• K – 2 FAIR-CC: A computer-adaptive system that is administered one-on-one

• 3 – 10 FAIR-CC: A computer-adaptive system; provides information about individual standards as well as probability of literary success (PLS) on summative assessment

Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

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3-10 FAIRVocabularyWord RecognitionReading Comprehension84% and below- additional testing ↓Syntactic Knowledge (Diagnostic)

MAZE and Word Analysis now retired

Optional Open-Response Item Bank- oral fluency, oral & written response

Yields a Probability of Literary Success (PLS) on Florida’s annual summative assessment

2014-15 FAIR for ELA

31Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

1. Which reading skills are strengths and weaknesses for each student?

2. What skills should be targeted in order to improve reading comprehension?

3. What is the likelihood that the student will be proficient on the end of year assessment?

4. Has the student made progress since the last administration? (if FAIR-CC was taken previously)

Questions Assessed by FAIR

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Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

Item Bank and Test Platform (IBTP)

Districts can build and administer local assessments;compose, review, construct, deliver, and score items based on course content standards

Provides item bank in all subject areas

Formative, interim, and summative assessment purposes

Not a part of the teacher accountability system

Florida Interim Assessment Item Bank

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Activity 3: FAIR/Florida Interim Assessments

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Discuss Curriculum, Instruction, and Assessment PracticesIn table groups of 6-8, 9-10, and 11-12 teacher leaders, think about the curriculum, instruction, and assessment practices at your school.

• Does your ELA and Literacy and Content Area curriculum provide enough instruction, support, and practice to help students show progress on FAIR and Florida’s annual summative assessment?

• Do your instructional practices provide enough instruction, support, and practice to help students show progress on FAIR and Florida’s annual summative assessment? Your assessment practices?

• What more will be needed?

Guide Page

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Classroom Assessments and Backward Design

Section 4

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36


Interim Assessments


Classroom Formative Assessment

Alig

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Place your DOT on the chart paper under the heading that best describes your level of comfort with the following:

Aligning Florida Standards to objectives, creating aligned ‘I can’ statements, essential questions, formative assessments, performance-based summative assessments, and rubrics and scales in order to determine proficiency on the Florida Standards.

Take a DOT

37

1Need to

Know More

2Somewhat

Comfortable

3Comfortable

4Can teach

this to someone

else

Aligning Assessments to Standards

Florida’s ‘New Way to Work’: Process for developing an assessment that aligns with the Florida Standards

Choose one or more standards to address

Chunk the course content standards and identify the “big ideas” that each standard requires, including what students will know and what students will be able to do

Develop learning goals and describe learning progressions or scales that align to the standard(s) and the big ideas

Design an assessment that will enable students to demonstrate mastery of the learning goals

Check to ensure the assessment aligns to all sections of the standard and learning goals

Plan how to evaluate, provide feedback for growth, and score student work

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Guide Page

17

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BACKWARD DESIGN

(Wiggins & McTighe, 2005)

1. Identify desired result

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Stage 1: STANDARDS - objectives, ‘I can’ statements, big ideas, and aligned essential questions.

Stage 2: EVIDENCE OF LEARNING - performance tasks and other assessments aligned to the standards and assessment shifts with UDL supports.

Stage 3: LEARNING ACTIVITIES - aligned to the standard, instructional shifts, and assessments with UDL supports.

Backward Design of Units and Lessons

40(Wiggins & McTighe, 2011)

• Stage 1: What should my students know and be able to do by the end of this unit?

• Stage 2: How will I know and how will they know if they have learned it?

• Stage 3: What do I need to do to get them there? What do I do if they need more? (accelerate or remediate)

Unit Backward Design Questions

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Bon Appétit

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Stage 1: What should my students know and be able to do by the end of this unit?

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Text sets Standards Objectives‘I Can’ statements ‘BIG IDEAS’ Essential Questions (up to 2)

Stage 1: Determine Desired Results

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LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.

Objectives What do you want your students to know and be able to do?

1. Understand and recognize point of view.2. Discuss and write how point of view is developed by an author

through a narrator or speaker.

Standard

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LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.


1. 2. 3.

Your Turn

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Guide Page

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‘I Can’ Statements

‘I Can’ statements clarify expectations for students and teachers. • Create ‘I can’ statements for each standard assessed in the unit. • Create the statements from the standard using student-friendly

terms.

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LAFS.910.RI.1.1 Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.I can cite direct evidence from the text to support my analysis. I can ‘read between the lines’ and draw inferences from the text to support my analysis.

LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.


1. Understand and recognize point of view.2. Explain how point of view is developed by an author through a narrator or

speaker.

Create ‘I can’ Statements 1. I can recognize different points of view. 2. I can understand how the point of view of a story is developed by

an author through a narrator or speaker.

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1. 2. 3.

Create ‘I can’ Statements from Objectives

Your Turn

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Guide Page

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Stage 1: Effective Essential Questions for a Unit

Essential Questionso Sets the focus of the unito Raises other questionso Requires support and justificationo Identifies what students will be able to do and know o Assists in determining proficiencyo Lead to deep and critical discussions, debate, and writing


1. How does fear threaten freedom? 2. How can people be a catalyst for change? 3. What makes a good writer great? 4. When is blindness not physical? 5. How are themes developed by writers? 6. What is effective research?

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Essential Questions and Guiding Questions

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Overarching UnitEssential Question(s)

Lesson GuidingQuestions

Text-based Questions

Lesson GuidingQuestions



ELA Essential Questions and Guiding Questions

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How do authors develop points of view?

What are the different kinds of points of view?


How does the author develop the point of

view of… in…


Content Essential and Guiding Questions

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Why do people migrate?What factors caused migration in the early

1900’s?


What factors cause today’s global

migration?


Guide Page

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1. Align to Florida Standards for ELA and Literacy2. Ask higher order, open ended questions3. Get students to think and discuss more by asking:

How do you know?What makes you say that?What evidence proves your point?

ORTurn to a different student and ask: Why do you think student X said that? Do you agree with X’s thinking/ Disagree? What’s your evidence?

Deepening Students’ Understanding

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Stage #2: Determine Evidence of Learning

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How will I know, and how will they know, if they have learned it?

Instructional Cycle

Instruction Formative Assessment

EnrichmentInstruction

Summative Assessment Re-teach

no

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Assessments aligned to standards Performance-based tasks Aligned scales or rubrics Various assessments: pre-assessment, formative, summative,

and self-assessments Universal Design for Learning supports by providing flexible and

multiple means for expression

Remember to include the essential questions and guiding questions as a part of formative and summative assessments.

Stage #2: Determine Evidence of Learning

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Formative Assessment “a process to continuously gather evidence

and provide feedback about learning while instruction is underway.”

Heritage, Kim, Vendelinski and Herman (2009)

Other features: On-going, every day in classroom Provides immediate feedback Student-centered Helps instructional decision-making Identifies gaps Most likely type of assessment to immediately impact instruction

How often do we do this?.

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Everybody got it?Does everyone understand?Does that make sense?Everybody O.K.?... Let’s move on.ORCall on students that may have it right.

A Teacher’s Daily Practice Video

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Discussion prompts:

1. How do formative assessments help to inform instruction.2. What makes for effective formative assessment?3. How could you adapt the three categories of feedback for

your classroom?4. What other questions would you consider asking your

students?Guide Page 20

https://www.teachingchannel.org/videos/daily-lesson-assessment

https://www.teachingchannel.org/videos/daily-lesson-assessment

Take out a sheet of paper and list as many characteristics of …..as much evidence as you can find that…as many applications of…How ____and____ are alike (or different)

D o t s , P o l l s , R e s p o n s e C a r d s

- I don’t understand yet - I need more help - I can do this by myself - I can teach someone else

L i s t i n g

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Compare notes with a partner:• Summarize the most important information.• Identify (and clarify if possible) any sticking points.• Make additions to your own notes.

Take a minute to come up with 3 text-dependent questions together.• See if you can stump another pair.• Ask your best question to the class.

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On an index card• students summarize the big ideas of the lesson

and any sticking points• or ask a question

Or complete these stems• Something I learned…• Something I still don’t understand…• Something more I need to know…• Something I need you to know…

T i c ke t O u t t h e D o o r

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Discussion Prompt: Share ideas of what processesand practices you use to gather evidence of learning while learning is underway.

R e v i e w t h eFo r m a t i v e

A s s e s s m e n tE x a m p l e s

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Timely Specific Understandable Actionable Questions

1. Begin with a description of the expected performance.

2. Follow with specific guidelines of what to continue doing, then what to change.

3. Pose a question to extend thinking. (example: How do you think this can be improved?)

4. End with encouragement to persist.

5. Ask students to re-do and provide one-on-one time to discuss.

Feedback 101

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Stage #2: How will I know and how will they know if they have learned it? Summative Assessment: Determine Evidence of Learning

1. Select Response (MC, T/F, Matching, Fill-in)2. Written Response - short or extended essays3. Oral Evidence - interview and conferencing4. End of Unit Performance-Based Tasks

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Performance-Based Assessment“Performance-based learning and assessment represent a set

of strategies for the acquisition and application of knowledge, skills, and work habits through the performance

of tasks that are meaningful and engaging to students.”

Features:• Demonstrate knowledge; thinking critically and deeply in

addressing the topics in both writing and speaking• Cite research and evidence from multiple sources• Guidelines, rubrics, or scales aligned to Florida Standards

provide guidance for students to demonstrate proficiency

Hibbard, K.M., Van Wagemen, L., Lewbel, S., & Waterbury-Wyatt, S.

Teacher's Guide to Performance-Based Learning and Assessment. 1995

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Objective, I Can, Essential Question, and End-of-Unit Performance Task

Objective Specify the critical content that students will learn in this unit.Example: Students will examine academic language, read complex texts, and write an argument supported by textual evidence.

Create ‘I Can’ Statements

I can write an argument supported by evidence in the text.

Essential Question Specify 1 - 2 essential questions that will be the basis of the end-of-unit performance assessment.Example: How do authors present an argument in a text? How do authors use academic language to strengthen their argument?

End-of-Unit Performance Task

Specify the common assessment performance task relative to the focus standards. Example: Students will compose an argument using supporting evidence from _________ text.

Team determined common assessment for unit

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Padagogy Wheel by A. Carringtonwww.edudemic.com

Guide Page

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http://www.youtube.com/watch?v=RAYVQlUVpK4&feature=youtu.be

o Diary entrieso Different ending to a storyo Brochures and pamphletso Wiki entrieso Character sketcheso Myths and Fableso Playso Book reviewso Interviewso Articleso Letterso Short storieso EditorialsoTestimonials

o Speecheso Sequelso Multimedia presentationso TV /Movie scriptso Diagrams, charts, graphso Displayso Science fictiono Reportso Illustrationso Answer Essential Question with Evidence o SatiresoArgumentso With Rubrics or Scales

Types of Performance-Based Tasks

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Guide Page

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Building a Performance Task

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ROLE: Scientist, expert, journalist, researcher, friend, citizen

PRODUCT or Performance: Article, journal, portfolio, letter, speech, play, dance, audio-visual representation, editorial, diagram, picture, brochurePURPOSE and Steps: In order to persuade, support, argue, form an opinion, detail, compare/contrast, analyze, provide a different ending and provide required steps

AUDIENCE for writing and discussing: Character, citizens, students, friends, class, community

We have studied the texts: Who Was Marco Polo? by Joan Holub and The Adventures of Marco Polo by Russell Freedman

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ROLE: Pretend you are an historian writing an article for a magazine.

PRODUCT: Using information from both sources, write an article in which you provide an opinion that either Marco Polo told the truth in his book or that Marco Polo made up his stories. PURPOSE and Steps: Evaluate the evidence and cite information from both of the texts to support your opinion. AUDIENCE: History students in our classroom. Discussion: With a partner, talk about what led you to your conclusion and compare the key points of the two different claims.

LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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Reading Like a Historian You are an historian who is trying to answer the question: Was the Great Society successful? 1. Read LBJ’s “Great Society” speech.2. Answer the provided sourcing and context questions.3. Read the two provided secondary sources: a “Pro” perspective from

historian Joseph Califano and a “Con” perspective from Thomas Sowell. 4. Fill out the comparative graphic organizer. 5. You are a journalist for American History Magazine. Produce an article

supporting the following: Which historian is more convincing? What kind of evidence does each use to make his case? How do these arguments still play out today? Cite evidence from all sources.

6. Your Discussion/Your Audience – You are asked to discuss your findings with the readers of American History (i.e., the students in our class.) They will also be able to ask questions and provide comments.

www.achievethecore.org Guide Page

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http://www.cpalms.org/Public/PreviewStandard/Preview/6182

http://www.cpalms.org/Public/PreviewStandard/Preview/6182


1. Read the texts in the Vermont Writing Collaborative handout.

2. In grades 6-8, 9-10 or 11-12 teams of 2 to 4, use the Types of Performance Tasks, Bloom’s Wheel, the Four Steps of Building a Performance Task and the above standard to build an end of unit performance task that addresses the identified standard. On a piece of chart paper list:

a) Additional standards, objective(s) and ‘I Can’ statement(s)

b) An essential question(s) for the unit

c) A performance task indicating role, product, purpose and audience

3. Place your work on the wall for your grade band, 6-8, 9-10, 11-12.

Activity 4: Building Performance Tasks

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Guide Page

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The performance task provides evidence that students are able to use their knowledge in context.

Rubrics help determine the levelof proficiency of the performancetask.

Rubrics Aligned with Standards

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Rubrics are reviewed with the students when the performance task is assigned so…

Determine the criteria:

Establish EXEMPLARY performance

Define the lowest level of

performance

Identify what isbetween the top & bottom

Clear expectations that lead to corrective feedback

expectations and criteria for success are explicitly understood.

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4. Exemplary“4” goes beyond what is required.

3. Proficient“3” should reflect the target for the student.

2. Foundational Knowledge“2” should reflect some prerequisite knowledge that is

necessary to accomplish the goal identified in “3.”1. Little understanding or skill

“1” indicates that much support is still needed.0. No understanding

Simple Four Point Rubric

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Align Standards, Objectives, and Rubric

LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

4 Demonstrates the standards with in-depth inferences and applications beyond what was taught.

3 Demonstrates purpose, focus, organization, and cites evidence to support insights from a primary and secondary sources.

2 Partial understanding of a character, setting, or event in a story or drama, drawing on details in the text with some of the 3.0 score elements.

1 Partial understanding of some of the score 2.0 elements

Rubrics Review these Elk Grove California sample rubrics • 6-12 Opinion/Argument Rubrics• 6-12 Informational/Explanatory Rubrics• 6-12 Narrative RubricsRetrieved from http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/. Reprinted with permission.

Other sources for rubrics• CPALMS- Most lessons each have attached rubrics.• RubiStar is a free tool to help teachers create quality rubrics.

http://rubistar.4teachers.org• iRubric is a free comprehensive rubric development, assessment, and

sharing tool. http://www.rcampus.com/indexrubric.cfm

Guide Pages 46-55

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https://owa.pcgus.com/owa/redir.aspx?C=ab52f45a6e414c82bc4a2a1fb585d118&URL=http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/

http://rubistar.4teachers.org/

http://www.rcampus.com/indexrubric.cfm

Stage 3: Determine Learning ActivitiesWhat do I need to do to get them there? What do I do if they need more? In Modules 2 and 5, we considered:

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UDL Coding the Text

Close Reading

Academic Language

Backward Design Review

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DetermineMultiple Standards

Create Objectives

and‘I Can’

Statements

Consider the BIG

Ideas and Create

Essential Questions

Develop Formative

and Summativ

e Assessme

nts

Align Learning Activities

and Experienc

es

Place it on the chart paper under the heading that now best describes your level of comfort with aligning:

• Florida Standards to objectives, creating aligned ‘I can’ statements, essential questions, formative assessments, performance-based tasks, and rubrics and scales in order to determine proficiency on the standards.

Take a different colored DOT

83

1Need to

Know More

2Somewhat

Comfortable

3Comfortable

4Can teach

this to someone

else

How can analysis of student work help plan future lessons?

Think About It…

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“The work that kids produce is the most tangible evidence we have of our effectiveness as teachers. That work warrants our close scrutiny.”

-Ann Borthwick

Looking at Student Work: Format

• Focus on the work, the learning it reveals, and on instructional decisions that might be made based upon this analysis.

• Select several work samples; low-medium-high.• Engage in discussion of colleagues’ interpretations

of the student work samples using the protocol.• Reflect on the implications and applications of

what is learned to teaching.• Reflect on the one-on-one feedback you will

provide to the student.

Looking at Student Work website http://www.lasw.org

http://www.lasw.org/

Examining Student Work Protocol

Part I: ProficiencyWhat do I want my students to know and be able to do?

Standards addressed?What was mastery/proficiency?Did the assignment and rubric measure proficiency?

Part II: Diagnosing Strengths and WeaknessWhere are my students? How do I know?

What did the student demonstrate?What wasn’t the student able to demonstrate?What information was wrong or missing?What did an error analysis show?

Part III: Effective FeedbackWhat feedback do I give that will inform and instruct?

What questions do I ask?What feedback will I give in a conference to promote thinking?

Part IV: Next Instructional StepsWhat do I do if they know?What do I do if they don’t?

What and who need re-teaching?Who needs enhancements and extensions?

86Source: School Improvement in Marylandhttp://mdk12.org/data/examining/protocol.html

Guide Page

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Activity 5: Reviewing Student Work

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Reviewing Student WorkLook at the student work samples on pages 27, 29, and 32-33 in your Participant Guide. Using the rubrics on page 26 and page 31 and the protocol for looking at student work on page 25, discuss each sample and answer these questions from the protocol:

What standards are addressed? What was mastery/proficiency?Did the assignment and rubric measure proficiency on the standard?

What did the student demonstrate? What wasn’t the student able to demonstrate?What information was wrong or missing? What did an error analysis show?

What questions do I ask the student?What feedback will I give in a conference to promote thinking? Guide

Pages 24-34

Activity 6: Reviewing Lessons

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Review Your Lessons1. In the Participant Guide on page 35, answer the big question: How are classroom

assessments changing in response to Florida Standards for ELA & Literacy?

2. Revisit your lessons. Discuss adding to your lessons the following:Overarching EQs and Guiding Questions, ‘I Can’ Statements, Formative Assessments and Summative Assessments,Performance Tasks, and Rubrics.

3. View sample lessons and lesson templates on pages 37-45 of the Participant Guide and discuss how UDL principles and accommodations can be utilized for students who may need more including: multiple means of expression, representation or engagement.

Guide Pages35-45

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Essential Questions for Teachers

Did I offer my students a challenging and rigorous World Class Education?

Did I give them something to talk about? Think about?

If I were a student, would I have wanted to be in my class today?

Closing Activities

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Module 7B Outcomes

Understand the contributions that annual summative, ongoing interim, classroom performance tasks, and formative assessments make to a comprehensive assessment framework.

Incorporate principles of backward lesson design to create units that align with the Florida Standards for ELA & Literacy, essential questions, and assessments.

Use the EQuIP rubric and review process to assess the quality of Florida Standards for ELA & Literacy aligned units and lessons.

Use the instructional data cycle to analyze student work to make decisions regarding progress toward proficiency on the Florida Standards for ELA & Literacy and to inform instructional practice.

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Don’t Forget Your Resources

flcharterccrstandards.org

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cpalms.org/project/cpalmscharter.aspx

http://www.flcharterccrstandards.org/

http://www.cpalms.org/project/cpalmscharter.aspx

JOIN US FOR A DISCUSSION

Follow Up

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MondayJanuary

27th

TuesdayJanuary

28th

WednesdayJanuary

29th

ThursdayJanuary

30th

Friday January

31st

Administrators 9 AM 4 PM 9 AM 3 PM 9 AM

ELA & Literacy 4 PM 9 AM 4 PM 9 AM 3 PM

NEW - E-Learning Courses!

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Tentative Release Dates for E-Learning Courses

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• November 2013o Charter Leadership Team Module 1

• December 2013o Administrator Module 1o Teacher Modules 1A/1B (Data)

• January 2014o Governing Board Module 1o Administrator Module 2o Teacher Modules 2A/2B (ELA)

• February 2014o Charter Leadership Team Module 2o Teacher Modules 3A/3B (Math)

• March 2014o Administrator Module 3o Teacher Modules 4A/4B (Data)

• April 2014o Governing Board Module 2o Charter Leadership Team Module 3o Administrator Module 4o Teacher Modules 5A/5B (ELA)

• May 2014o Charter Leadership Team Module 4o Teacher Modules 6A/6B (Math)

• June 2014o Charter Leadership Team Modules 5 and 6o Teacher Modules 7A/7B (ELA) and 8A/8B

(Math)

Where are you now?

Assessing Your Learning

Post-Assessment and Session Evaluation

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Guide Page

57

Thanks and see you next time!

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Documents

Module 7B for Secondary Teachers Florida Standards for ELA & Literacy: Focus on Assessment and Data Use