South Mecklenburg High School 2014/2015

Moving from Reporting Progress to IMPROVING Progress

Objectives

• Review the concepts of backward design using Common Core Standards and Common Assessments.

• Analyze the components of data analysis and data reports.

• Identify an action plan for incorporating data analysis individually and as a PLC.

North Carolina Common Core

• NC Common Core Standards were implemented in 2010.

• All teachers had over ten hours of training analyzing the new standards and evaluating how they differ from the original NC State Standards.

• Teachers now had rigorous standards, but one key component was missing in most subjects for high school.

What Assessments?

• Originally, one obstacle of the NC Common Core standards in high schools was that our assessments were not implemented at the same time the standards were launched.

• OR• The assessments were not

transparent.• OR• Maybe we never thought

about the end assessment.

Traditional Model

Backward Model

Focus on input Focus on output

Work forward from beginning

Work backward from the goals

Focus on learning activities

Develop assessment, determine goals, design lessons

Summative Assessments

Standards

Then what?

“The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy. I prefer physicals to autopsies.” Rick DuFour

What is backward design? How can I make it happen

in my classroom?

Key Resources

What is data analysis?

Use assessments to define the rigor and the standard that will be reached.

Assessments are not the end of the teaching and learning process; they are the starting point.

NCCCS

CMS

Class

UnitLesson

Shift from what was taught to what wasLEARNED.

What will it look like in my classroom and

within my PLC?

Four Step Process

Step One• Know your Common Core Standards.

• Evaluate your subject’s final exam: EOC, NC Final Exam, AP exam, or teacher made final exam.

• Identify all of the standards/skills assessed on the final exam.

• Compare the standards/skills to the Common Core standards.

• Make decisions with your PLC according to your findings.

Item Number

? Type

Key

Category Standard(s)

16 MC B Number and Quantity

N-RN.1 – Explain how the rational exponents follows the extending properties for radicals.

17 MC C Algebra A-CED.1 – Create equations and inequalities in one variable and use them to solve problems.

18 MC D Algebra A-CED.4 – Rearrange formulas to highlight a quantity of interest.

19 MC C Functions F-IF.5 – Relate the domain of a function to its graph and to the quantitative relationship it describes.

Math I EOC

# ? Type

Key Standard Skill

50 MC A L-Language Figurative languageToneAuthor’s purposeIrony

51 MC B RI-Reading: Informational Text

52 MC C RI-Reading: Informational Text

53 CR RUBRICConstructedResponse

RI-Reading: Informational TextW-Writing

Rhetorical strategiesAuthor’s purposeThe Writing Process

English II EOC

Step Two• Evaluate your PLC’s first

common assessment to determine what standards/skills are covered.

• Revise/Edit the assessment when necessary.

• Create lessons using best practices that facilitate mastery of the identified objectives.

Unit Topic/Focus

Objectives and skills within the unit

Lessons to teach each objective

andskill

Apply to your subject area

Major Unit Topic: Plot Structure

Objective and Skills within the unit: Exposition, inciting incident, rising action, climax, falling action, resolution, conflict (internal/external), characterization,…

Lessons for each objective and skill:

Lesson Plan #1

Lesson Plan #6 Lesson Plan #7 Lesson Plan #8

Lesson Plan #3 Lesson Plan #4

Lesson Plan #5

Lesson Plan #2

Apply to your subject area Major Unit Topic: Plot

Structure

Objective and/or Skill: Climax

Lesson Plan: A. Review definitions of all plot points with partner.B. Brainstorm events of a popular fairy tale, Cinderella.C. Using a graphic organizer, students will identify the plot points of

Cinderella with a partner. The teacher will facilitate the process with questioning.

D. View The Fresh Prince of Bel-Air theme song on youtube.com. Students will use definitions, the Cinderella example, and their partner to determine the climax.

E. Exit Ticket: On an index card, students will write 3-6 complete sentences that both identify and explain the climax.

Apply to your subject area

Major Unit One Topic:

Objective/Skill:

Lesson Plan Ideas:

Step ThreeAnalyze Student Performance by

Objective

Step Three

•Analyze the data from the common assessment:

Use Data reports to facilitate analysis

South Mecklenburg Teachers

• http://southmeckteachers.cmswiki.wikispaces.net

Step Four• Determine what

skills/standards need to be re-looped as you continue with the curriculum.

• Repeat steps 1-4 for all units. All unit tests must be completely reviewed by objective/standard before beginning lessons for that unit.

Intervention strategies:

Re-teaching the classRe-teaching small groupsWarm-upsTutoringEnrichmentHomework AssignmentsTriumphCastle Learning

Assessment Type Formative Assessments

Interim Assessments

Summative Assessments

Definition Formative assessments are methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course

An interim assessment is a form of assessment that educators use to (1) evaluate where students are in their learning progress and (2) determine whether they are on track to performing well on future assessments, such as standardized tests or end-of-course exams.

Summative assessments evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year.

Example Outline Quiz Exit TicketWarm-Up

•Exit ticket targeting one particular skill in unit 1

Usually administered every six to eight weeks in a year-long class to determine what students have learned

•Interim Assessment #1= objectives covered in units 1-3•Interim Assessment#2=objectives covered in units 1-6

Unit TestProjectFinal draft of essay or speech

•Final Exam=assesses objectives covered in units 1-10

Edglossary.org

How to Incorporate Interim Assessments

Interim Assessment #2

Interim Assessment

# 1

Beginning of Course

End of Course

Final Exam

Common Unit Assessment

Common Unit Assessment

Common Unit Assessment

Pacing Calendar for PLC

PLC ProductsImplement Step 1 – Backward Planning

1. Begin with unpacking the final exam (EOC, NCFE, or teacher made) by identifying the common core standards and skills being assessed. Due date – Friday August 29th.

2. Develop a Unit 1 assessment based on standards identified on the final exam. Group assessment into objectives for tracking student mastery. Due date – Friday August 29th.

Each unit assessment should be developed and approved by the PLC prior to the start of that particular unit – ALWAYS start the unit knowing what is on the unit test!

# ? Type Key Standard Skill

50 MC A L-Language Figurative languageToneAuthor’s purposeIrony

PLC Contact

• Literacy Facilitator Alison Johnson E-106 alison.Johnson@cms.k12.nc.us

EnglishSocial StudiesForeign LanguageESLPerforming and Visual

Arts

• Math Facilitator Cheryl Vanosdall E-114 cheryll.vanosdall@cms.k12.nc.us

MathScienceROTCPECTE

PLC leaders, email or turn in a copy of assignments either to our offices or to Alison Johnson’s mailbox by the end of the day on the 29th

Exit Ticket•What concept/idea will benefit you and/or your PLC the most?

•What are your primary concerns regarding implementation?

•In what areas will you need the most assistance?

1.What concept/idea will benefit you and/or your PLC the most?

2.What are your primary concerns regarding implementation?

3.In what area(s) will you need the most assistance?