Transcript
Page 1: Module 7A for Elementary Teachers

Module 7A for Elementary

Teachers

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

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Professional Development Session Alignment

Set 1Governing Board

School Leaders Module 3PARCC

Module 6 Florida Standards Math Module 7

ELA & Data Use

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

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Professional Development Session Alignment

Set 2Governing Board

School Leaders

Module 5 Florida Standards ELA

Module 6 Florida Standards Math Module 7

ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELAData Use

AssessmentsData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

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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

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Module 7A 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

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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 performance task assessments • Classroom formative 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 K-1, 2-3, and 4-5 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 rubrics to assess alignment relative to the standards, instructional shifts, and scaffolding support.

Guide Pages

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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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Annual Summative Assessment

Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

A Comprehensive Assessment System Includes:

Alig

nmen

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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.

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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

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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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Grades 4-5 FSA ELA Writing Prompt

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Activity 2: Annual Summative Assessment

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Annual Summative Assessment

1. In table groups of K-1, 2-3, and 4-5 teacher leaders, review the sample annual summative assessment performance task items.

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

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Let’s Take A Break

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Be back in 15 minutes….

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Interim Assessments (FAIR-FS)

Section 3

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Annual Summative Assessment

Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

A Comprehensive Assessment System Includes:

Alig

nmen

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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-FS for ELA?

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

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

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

• 3 – 10 FAIR-FS: 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

29Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

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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-FS was taken previously)

Questions Assessed by FAIR

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Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

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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 K-1, 2-3, and 4-5 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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A Comprehensive Assessment System Includes:

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Annual Summative Assessment

Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

Alig

nmen

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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

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1Need to

Know More

2Somewhat

Comfortable

3Comfortable

4Can teach

this to someone

else

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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

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BACKWARD DESIGN

(Wiggins & McTighe, 2005)

1. Identify desired result

2. Determine acceptable evidence

3. Plan learning experiences and instruction

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Stage 1: DESIRED RESULTS – 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

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• 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.4.RL.2.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

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

1. Understand and recognize point of view.2. Understand how a story is impacted by points of view.3. Compare and contrast stories based on point of view.

Standard

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LAFS.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.

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

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.3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as a basis for the answers.

I can ask questions to show that I understand the text. I can answer questions to show that I understand the text. I can go back into the text and show where I found my answers.

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LAFS.4.RL.2.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

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

1. Understand and recognize point of view2. Understand how a story is impacted by points of view.3. Compare and contrast stories based on point of view.

Create ‘I can’ Statements 1. I can recognize different points of view. 2. I understand how the point of view of a story can impact a story. 3. I can compare and contrast stories according to their points of

view.

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LAFS.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.

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

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 Set the focus of the unito Raise other questionso Require support and justificationo Identify what students will be able to do and know o Assist in determining proficiencyo Lead to deep and critical discussions, debate, and writing

(Wiggins & McTighe, 2013)

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

Text-based Questions

(Wiggins & McTighe, 2013)

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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?

Text-based Questions

How does the author develop the point of

view of… in…

Text-based Questions

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Content Essential and Guiding Questions

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

1900’s?

Text-based Questions

What factors cause today’s global

migration?

Text-based Questions

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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?

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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 the summative assessments.

Stage #2: Determine Evidence of Learning

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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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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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GRASPSGOAL Provide a statement of the task.

Establish the goal, problem, challenge, or obstacle in the task.

ROLE Define the role of the students in the task.State the job of the students for the task.

AUDIENCE Identify the target audience within the context of the scenario.Example audiences might include classmates or parents.

SITUATION Set the context of the scenario.Explain the situation.

PRODUCT Clarify what the students will create and why they will create it.

STANDARDS & CRITERIA INDICATOR(S)

Provide students with a clear picture of success.Identify specific standards for success.Issue rubrics to the students or develop them with the students.

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GRASPS Ideas

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G Design, teach, explain, inform, create, persuade, defend, critique, improve

R Advertiser, illustrator, coach, candidate, eyewitness, newscaster, editor, news show host, politician

A Classmates, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government

S The context of the situation – Create a real life scenario

P Essay, letter, advertisement, script, debate, story, proposal, brochure, slide show, performance

S What success looks like: Scoring guide, rubric, and examples

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After reading chapters 1 – 7 of Sarah Plain and Tall, think about the decision Sarah must make to stay or go back to live with her brother.

1. Think about what you would do. Now, what do you think Sarah should do?

2. Pretend you are a good friend of Sarah’s. Write a letter to Sarah giving her advice on what to do. Make certain to support your opinion with evidence from the text.

3. You will present your letter to Sarah as a speech to the class. The class will use a listening rubric to determine how well you support your point of view.

Assessed Standard: LAFS.3.RL 2.6 Distinguish their own pointof view from those of the narrator or character.

Elementary Example

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Guide Page

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LAFS.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.

1. Read the 2 texts about The Best Pet in the Vermont Writing Collaborative handout.

2. In grades K-1, 2-3 or 4-5 teams of 2 to 4, use the Types of Performance Tasks, Bloom’s Wheel, the GRASPS acronym for 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 Goal, Role, Audience, Situation, Product, Standards

3. Place your work on the wall for your grade band, K-1, 2-3, 4-5.

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 on the performancetask.

Rubrics Aligned with Standards

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Rubrics are reviewed with the students when the performance task is assigned so expectations and criteria for success are explicitly understood.

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Determine the criteria

Establish exemplary

performance

Define the lowest level of

performance

Identify what is between the top and the bottom

Write clear expectations that lead to corrective

feedback

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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.4.RL.1.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text (e.g., a character’s thoughts, words, or actions).

4 In addition to score 3.0 performance, the student demonstrates the standards with in-depth inferences and applications beyond what was taught.

3 The student describes in-depth characters, settings, or events in a story or drama, drawing on specific details in the text.

2 The student recognizes characters, settings, or events from a story or drama; identifies details that support the description of a character, setting, or event in a story or drama.

1 The student demonstrates partial understanding of some of the score 2.0 elements.

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Rubrics Review these Elk Grove California sample rubrics • K-5 Opinion/Argument Rubrics• K-5 Informational/Explanatory Rubrics• K-5 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 48-54

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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

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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

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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.

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A Teacher’s Daily Practice Video

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Discussion prompts:

1. How does formative assessment 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 23

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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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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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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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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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Backward Design Review

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Determine Multiple 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

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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

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1Need to

Know More

2Somewhat

Comfortable

3Comfortable

4Can teach

this to someone

else

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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

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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

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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?

84Source: School Improvement in Marylandhttp://mdk12.org/data/examining/protocol.html

Guide Page

25

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Activity 5: Reviewing Student Work

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Reviewing Student WorkLook at the student work samples on pages 28-32 in your Participant Guide. Using the rubrics on pages 26-27 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 24-32

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Activity 6: Reviewing Lessons

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Review Your Lessons1. In the Participant Guide on page 33, 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 34-42 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 Pages33-42

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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?

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Closing Activities

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Module 7A 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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Where are you now?

Assessing Your Learning

Post-Assessment and Session Evaluation

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Guide Page

44

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