Professional Development to Practice Supplies needed: -Post Its -Chart Paper (one per table group) -Colored Markers

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.


Meaningful Learning Targets

Common Formative Assessment


Welcome and Introductions

Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position.

Our trainers for the day are….


KEY:

Core Training Modules

Follow-up Training Modules

Precursors to Training

Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.

The contentsof this presentation weredeveloped under a grant fromtheUSDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould not assumeendorsement by the FederalGovernment.

Collaborative Data Teams (CDT)

Foundational Processes

AgendasCommunicationNormsRoles

Overview and Purpose

Collaborative Teams

Activity: Wrap Up/Overview of

Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

School-Based Implementation Coaching

Overview and Purpose of

Coaching for supporting

school-wide implementation

Critical skills of coaching

Coaching in Practice


Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

Collaborative Work Training

Follow-up to Training

Getting Started

Wrap Up Activity

Focus AreasIntroduction to Missouri Collaborative Work

Use Getting Started Guide to determine starting point and scope of learning

Data-Based Decision Making (DBDM)

Overview and Purpose of DBDM

Data Team Process Steps Sequence and Examples

1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring

Developing Meaningful

Learning Targets

Quality Assessment

Design

Performance Events

Constructed Response

Items

Selected Response

Items

Common Formative Assessment (CFA)

Overview and Purpose of CFA

AdvancedProcesses

Consensus Collaborative SkillsProtocols

Overview and Purpose of EP

Effective Teaching/ Learning Practices (EP)

Spaced versus

Massed

Feedback

Assessment Capable Learners

Reciprocal Teaching

Spaced versus

Massed

Assessment Capable Learners

September 2013


Next Steps


Next Steps


Next Steps


Developing Meaningful

Learning Targets

Developing Meaningful Learning

Targets

Quality Assessment Design

Performance Events

Constructed Response

Items

Selected Response

Items

Common Formative Assessment (CFA)

Overview and Purpose of CFA


Learner Objectives of the Formative Assessment Series

Understand the clear purposes of assessment by clarifying Why they are assessing Who will use the results of assessment data What they will do with the assessment data

Develop clear and meaningful learning targets to guide instruction and student learning

Construct quality assessment instruments which are of sound design and measure the learning targets


Module 2: Develop clear and meaningful learning targets

Essential Questions:How do we use targets to guide

instruction?How do we use targets to help students

guide their own learning?


Clock Partners


NormsBegin and end on timeBe an engaged participantBe an active listener – open to

new ideasUse notes for side bar

conversationsUse electronics respectfully


Share Activity

With your 12 o’clock partner: Using your copy of the Article

“The Case For Common Formative Assessments” take turns sharing what you found of interest from the 6 arguments put forth.

Share whether you agree or disagree.


Learning OutcomesDevelop clear and meaningful learning

targets to guide instruction and student learning.

1. Determine Unit of Study2. Identify Standard Selected for

Assessment3. Unwrap Standard Selected for

Assessment4. Write Big Ideas5. Write Essential Questions


Accurate Assessment

Effectively Used

WHY ASSESS?What’s the purpose?

ASSESS WHAT?What are the learning

targets?Are they clear?Are they good?

Who will use the results?

ASSESS HOW?What method?

Written well?Sampled how?

Avoid bias how?

COMMUNICATE HOW?

How is informationmanaged?reported?

Students are users too!

Students track progress and communication,!

Be sure students understand targets too!

Students can participatein the process too!

Source: Adapted from Classroom Assessment for Student Learning: Doing it Right-Using it Well., by R.J. Stiggins, J.Arter, J.Chappuis, & S. Chappuis, 2004, Portland, OR.


ASSESS WHAT?What are the learning

targets?Are they clear?Are they good?

Be sure students understand targets too!

Students can participatein the process too!

Accurate Assessment


Key 2: Meaningful Learning Targets





Determine Unit of StudyA unit of study is a series of specific lessons, learning experiences, and related assessments – based on designated prioritized standards and related supporting standards – for a topical, skills-based, or thematic focus.

Leadership and Learning Center



1. Determine Unit of Study2. Identify Standard Selected

for Assessment3. Unwrap Standard Selected

for Assessment4. Write Big Ideas5. Write Essential Questions


Identify Standards Selected for Formative AssessmentReview the standards for your grade level and/or course. Identify those that match the focus for your unit of study based on the following criteria: Leverage Readiness Endurance Critically important for state

assessment


Standards Selected for Formative Assessment…

Are aligned with college and work expectations;

Are clear, understandable and consistent;

Include rigorous content and application of knowledge through high-order skills;

Build upon strengths and lessons of current state standards;

Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and

Are evidence-based.


“It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.”

Popham, J., 2003


• Identify Priority Standards

Activity: Determine Unit of Study and Identify Standard Selected

for Assessment


Share ActivityWith your 3 o’clock partner:

Why is it important to match Selected Standards to your Unit of Study?

Reflect on what choosing these standards would look like in your classroom.

Discuss potential challenges and possible solutions for choosing appropriate standards for the Common Formative Assessment.







“Unwrapping” the Selected Standards

“Unwrapping” is a way to collectively analyze a standard to ensure shared understanding of the learning goal.

“Unwrapping” is a process of deconstruction to clearly identify the skills and concepts represented in the standard.


“Unwrap” the Selected Standards

Identify the key concepts (important nouns or noun phrases) by underlining them.

Identify the skills (verbs) by circling them or making them All CAPS.


“Unwrapped” Standard

1.RI.5 – Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.


Concepts(What students need to

know)

Skills(What students must be

able to do)

Bloom’s or DOK

• Heading• Table of contents• Glossaries• Electronic menus• Icons• Key facts• Titles• Labels• Graphs

• Know various text features

• Use various text features• Locate key facts and

information in a text

• Knowledge (1)

• Application (3)

• Knowledge (1)

1.RI.5 – Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.


What a Learning Target isn’t and is…

A learning target IS NOT an instructional objective or standard which guides instruction and is written from the teacher’s point of view

A learning target IS a statement sharing the objective (intended learning) with the students in language they can understand using

“I Can…This Means…”

April 14, 2010

28


What a Learning Target isn’t and is…

Definition

Clear description of what is to be learned; Provides a clear vision of the ‘destination’ for student learning

Facts/Characteristics

• Measurable & attainable• Focus on intended learning• Focus on “chunks” of a standard• Clear, specific language

congruent to standard

Examples

I can add fractions with unlike denominators.I can identify characteristics of a linear function and use them to create a graph.

Nonexamples

Adding fractionsDo exercise 3.7 on page 148Learning ActivitiesTasksPre-RequisitesAssessments

Learning Target

Frayer Model


Example of ELA Standards to Student Friendly Learning Target Language

Achievement Strategies, Inc., Dr. Bobb Darnell, achievementstrategies.com.


Example of Math Standards to Student Friendly Learning Target Language

Achievement Strategies, Inc., Dr. Bobb Darnell, achievementstrategies.com.


Activity:“Unwrap” Standards Selected for Assessment


April 14, 2010

33

Clear Target Continuum*

*Adapted from John Antonetti

Adult Behaviors

Student Behaviors

Post Agenda or Activity

Post Learning Target

Write Learning Target on every assignment and activity

Implement strategies for students to interact with the target

Involve students in writing clear targets

Provide models of strong and weak work and teach self assessment strategies

Students read the Target

Students articulate the objective in their own words

Students recognize the relevance of the objective

Students can identify the critical qualities in their work and self assess


Share Activity

With your 9 o’clock partner:Why is it essential to “unwrap”

the standards?Reflect on what unpacking

selected standards would look like in your classroom.

Discuss potential challenges and possible solutions for unpacking the standards.







What is the Big Idea Anyway?

Foundational understandings students will remember long after instruction ends

What you want students to discover as a result of the learning experience

The larger concepts or main ideas


Guidelines to Determine Big Ideas

Will this Big Idea…apply to more than one content area of

learning?apply to more than one grade level?be one that students remember long

after instruction ends?


Determine the Big Ideas“Ah-ha’s!”, realizations, discoveries, or

conclusions you want students to reach on their own either during or after instruction

Key generalizations students can articulate after they grasp the ‘big picture’

Lasting and relevant understandings that are applicable to the real world

Open-ended, enduring ideas that have leverage across disciplines


Text helps us create

new ideas.

Good readers and writers evaluate the reliability of sources

and apply that in their writing.

There are organized

ways to answer

unanswered /

undiscovered

problems

(or questions).

Everything we observe can be categorized by what we know

(or don’t know). -MATH

Geography has an influence on people and their lives: where you live affects how you live.

Examples of Big Ideas


Activity:Determine the Big Ideas


Share Activity

With your 6 o’clock partner:Why is it essential to determine Big

Ideas?Discuss potential challenges and

possible solutions for determining Big Ideas.







Why is it important to

organize data?


Do opinion and persuasion mean the same thing?


Write Essential Questions

Questions, not statements, stimulate student curiosity to

find the answers!


Guidelines for Writing Essential Questions

Engaging Questions That

Lead to Discovery

Align with the Rigor in the

Skills Open-Ended


Characteristics of Essential Questions

Cannot be answered with a “yes” or “no.”Have no single obvious right answer.Cannot be answered from rote memory.Match the rigor of the “unwrapped” standard.Go beyond who, what, when, and where to how

and why.


Essential QuestionsEssential Question: What are literary devices? Why do authors use them?

(Big Idea: Literary devices enhance and deepen fiction’s impact upon the reader.)

This is an example of a “one-two punch”

question.

The Big Idea in parentheses is an appropriate response

to the second part of the essential question.


Some examples…What do the following essential questions have in common?

• What should I do when I am stuck as a reader?

• What kind of problem is this?• Why is that there? (geography:

monuments, cities, etc.)• How much debt should I take on?• Which stranger can I trust when I need

help?


Some non-examples…

What do you notice about these essential questions?• What does the word trust mean?• How do mortgages work?• What is slang?• Is this fiction or nonfiction?• Why do countries build monuments?• Is plus or minus used in a subtraction

problem?


Checking for UnderstandingLiterature

1. Must a book be popular to be a “great” book?

2. How old is Romeo and Juliet?

3. How timeless is Romeo and Juliet?


Grammar4. What is the predicate?5. Can a complete

sentence be created without the subject?

Checking for Understanding


Math6. Where are shapes found

in the world?7. What operation should be

used to solve this word problem?

8. What does the (+) symbol tell you to do?

Checking for Understanding



Activity: Write Essential Questions


Practice ProfileMissouri Collaborative Work Practice Profile

Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction. Common Formati ve Assessment

Essential Functions Exemplary Proficiency Ideal Implementation

Proficient

Close to Proficient

(Skill is emerging, but not yet to ideal

proficiency. Coaching is

recommended.)

Far from Proficient (Follow-up

professional development and coaching

is critical.)

Evidence

1

Educators develop clear and meaningful learning goals to guide instruction and student learning.

All of the following criteria are met. Learning goal is clearly connected to a big idea/essential

learning in the domain Learning goal develops deep understanding of

underlying concepts and/or acquisition of skills Learning goal clearly engages higher order thinking

processes Learning goal is clearly manageable and can be

accomplished in the course of a lesson or unit (may be several periods)

Learning target is clearly explained to students Connections between current learning goal and prior

learning are clearly made

At least 6 of the criteria are met.


Less than 4 of the criteria are met.

Common Formative Assessment Development & Implementation Template.

2

Educators establish clear and measureable student success criteria in a rubric, scoring guide, or checklist.

All of the following criteria are met. Success criteria are clearly and effectively aligned to

learning goals Success criteria clearly and effectively relate to what

students will say, do, make or write to show evidence of learning

Success criteria clearly and effectively reflect ways for students to indicate their current status relative to the learning goals

Success criteria are communicated in language student can fully understand

Success criteria are frequently referred to during the learning process.



Less than 2 of the criteria are met.

Common Formative Assessment Development & Implementation Template.


Implementation Fidelity

Yes Partially No If partially or no, please

explain. 1. Common formative assessment is linked to selected

learning standards.

2. Learning goal engages higher order thinking processes.

3. Learning goal can be accomplished in the course of a unit.

4. Learning target is written in language that students can clearly understand.

5. Learning target is clearly explained to students. 6. Success criteria are written in language that

students can clearly understand in a rubric or checklist.

7. Students receive feedback based on learning goal and their assessment results.

8. The quality of assessment items for measuring mastery is reviewed and items revised as needed.

Total


Share Activity

With your 12 o’clock partner:What would be the benefits of

using Essential Questions in your classroom for both the teacher and the student?


Share Your WorkCreate a poster displaying your:1. Unit of Study2. Identified Standard Selected for

Assessment3. Unwrapped Standard Selected for

Assessment4. Big Ideas5. Essential Questions


Carousel Activity

Using post-it notes, provide warm and cool feedback to the work of other teams.

Make note of ideas that you would like to remember or take back to your team.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eReflection upon our

Learning Outcomes for todayWe learned how to develop clear and

meaningful learning targets to guide instruction and student learning by

1. Determining the Unit of Study2. Identifying and Selecting

Appropriate Standards for Common Formative Assessment

3. Unwrapping the Selected Standards4. Writing Big Ideas5. Writing Essential Questions


Thank You!

Documents

Professional Development to Practice Supplies needed: -Post Its -Chart Paper (one per table group) -Colored Markers