Matthew Morgan Imran Abbasi Schalmont Central School District.
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Transcript of Matthew Morgan Imran Abbasi Schalmont Central School District.
Clarify essential learning (skills, knowledge, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.
Team Learning Process
1. What is it we expect them to learn?
2. How will we know when they’ve learned it?
3. How will we respond when they don’t learn it?
4. How will we respond when they already know it?
PLC Critical Questions
PLC’s attempt to answer these critical questions by first BUILDING SHARED KNOWLEDGE – engaging in collective inquiry – LEARNING together,
If people make decisions based on the collective study of the same pool of information, they increase the likelihood that they will arrive at the same conclusion.
Step 1: Building Shared Knowledge
Only happens when the teachers who deliver the curriculum work collaboratively to:
Study the intended curriculum and agree on the priorities within the curriculum.
Clarify how the curriculum translates into specific student knowledge and skills.
Commit to one another that they will teach the agreed upon curriculum.
Guaranteed and Viable Curriculum
“The true purpose of assessment must be, first and foremost, to inform instructional decision making. Otherwise, assessment results are not being used to their maximum potential—improving student achievement through differentiated instruction.”
--Ainsworth and Viegut, 2006, pp21-22
Why Assess?
Pretest Teach Posttest Assign Grades
Traditional Instruction-Assessment Model
• Analyze Results
• Plan to Differentiate
Pre-Assess
• Monitor, Reflect, Adjust
• Reteach
Teach Analyze Results
Post-Assess
Instruction-Assessment Model with Data Analysis
Ainsworth & Viegut, 2006
1. Intended: What we want them to learn
2. Implemented: What actually gets taught
3. Attained: What they actually learn
To impact the attained curriculum in the most powerful way, we must make certain that the implemented curriculum is guaranteed and viable.
Levels of Curricula at Work In Our School
Understand the definition of a common formative assessment
Identify priority standards Identify why and when to use common
formative assessments Identify the next steps after giving a
common formative assessment Determine structural needs to implement a
system of common formative assessments
Learning Targets
To identify what the essential priority standards, apply these three criteria:
1. Endurance: Are students expected to retain the skills or knowledge after they have been assessed?
2. Leverage: Is this skill or knowledge applicable to many academic disciplines?
3. Readiness for the next level of learning: Is this skill or knowledge preparing the student for success in the next grade or course?
Identifying Essential Priority Standards
EnduranceValue for Life; Long-Lasting Knowledge
LeverageHas Value in
Many Disciplines
ReadinessPrepares
Students for the Next Level of
Learning
Priority Standards
Common Assessments… … assess the learning of all students
pursuing the same curriculum through the use of the same instrument and the same criteria.
… are administered during the same window of time.
… are administered to all students with appropriate modifications and adaptations.
Assessments for learning administered to all students in grade level or course several times during a unit of study, semester or year
Items collaboratively designed by participating teachers
Results analyzed in Data Teams in order to differentiate instruction
Ainsworth & Viegut, 2006
What are Common Formative Assessments?
“Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.”
--Reeves
What are Common Formative Assessments?
What is it we expect students to learn? Priority Standards
How will we know when they have learned it? Common Assessments (Form and Summ)
How will we respond when they don’t? Interventions
How will we respond when they do? Enrichment or Differentiation
Keys to a Common Formative Assessments (CFAs) Process
If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning.
--DuFour, DuFour, Eaker, et. al
Why Collaborate?
Not all assessments need to be common assessments. CFAs should be collaboratively developed around essential priority standards.
When to use CFAs?
Represent the “content and performance standards for a given subject matter area in terms of their endurance, leverage and ability to prepare students for readiness at the next level of learning. --Ainsworth & Viegut, 2006, p31
Focus on Priority standards when developing CFAs but do not ignore others
Identify Priority Standards
Teams need to work collaboratively to determine scoring rubrics and levels of proficiency
If possible, CFAs should be collaboratively scored and results analyzed as a team
Scoring of CFAs
Shifts in ELA/Literacy
20
Shift 1 Balancing Informational & Literary Text
Students read a true balance of informational and literary texts.
Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.
Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
The first steps are related to “unwrapping” the standards so that your assessments are aligned to the shifts in the Common Core.
This is applicable to all subject areas not just ELA or Math.
1. Choose an Important Topic2. Identify Matching Priority Standards3. “Unwrap” Matching Priority Standards4. Create a Graphic Organizer5. Determine the Big Ideas6. Write the Essential Questions
Steps to Creating Common Formative Assessments
Step One: Important Topic: Reading Comprehension.
Rationale: Important to all subjects and closely aligned with Shift #4: Text-Based Answers.
Step Two: Match Priority Standards Reading Standards for Literacy in Science and
Technical Subjects 6-12. Grades 9-10 Students: 2. Determine the
central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Beginning Steps
Step Three “Unwrap” the standards. Underline the concepts (important nouns or noun phrases and circle or capitalize the skills (verbs).
DETERMINE the central ideas or conclusions of a text; TRACE the text’s explanation or depiction of a complex process, phenomenon, or concept; PROVIDE an accurate summary of the text.
Central Ideas/Conclusion
Accurate Summary
Process, Phenomenon or Concept
Step 4: Create a Graphic Organizer
Reading Comprehensio
n
Concepts: Need to KNOW about
Skills: Be Able to DO
Graphic Organizer
Approximate Level of Blooms
Skill and Related Concept
4. analyze Determine (central idea/conclusion)
2. understand Trace (process, phenomenon or concept)
6. create Provide (accurate summary)
Use the unwrapped standards and graphic organizer to help create the Big Ideas to assess.
◦ Use text-based questions to determine if students can Identify a main idea Understand a process Create an accurate summary
Big Ideas