Standards Based Instruction Assessment Progress Book Putting All

Standards Based Instruction, Assessment & Progress Book “Putting All The Pieces Together” to incorporate standards based instruction into everyday teaching, student learning and assessment Kathy Collins, Wendy Sadd, Adrienne Brady & Kim Tanski August 22, 2013 & August, 29, 2013 1

How do you feel? Excited Panicked Unprepared Stressed Overwhelmed Sleepless Energetic Exhausted Disorganized Confused Frustrated Having fun Thank you, ma’am. May I have another? 2

Goals for this Green Book Understand the OTES Process and SGM and how it affects you Complete a lesson study Learn the basics of Mastery Connect Learn to set up Progress Book and Grading. Understand Brunswick’s Standards. Based Initiative how Progress Book is used to track learning for Standards Based Grading and Reporting 3

Pre- and Post Concept Check 4

Teacher Evaluation 5

Student Growth Measures 6

Student Learning Objectives 7

Mastery Connect 8

Stretch Break 9

SUB FOLDERS & LESSON PLANS 10

Substitute Folders

Resident Educator Lesson Study 2013

MAX TEACHING STRATEGY Focused Free Write

What are the benefits to writing detailed and coherent lesson plans?

OBJECTIVES VS. ACTIVITIES • • Column A Summarize informational text Analyze the causes of the American Revolution Solve three step Polynomial equations Identify dependent and independent variables within an experiment Column B • Read Chapter 2 • Keep notes in a journal • Complete worksheet 3. 4 • Work in small groups to complete an experiment

Lesson Study 1. 2. 3. 4. Oregon Trail PE Lesson Geography Lesson Math Lesson

PE Lesson • • • Wendy Sadd PE Grade 2 8 -23 -13 Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Learning Objective: The students will be able to kick a ball both while it is rolling and in a stationary position Procedure: Practice kicking the ball in a variety of situations Assessment: Participation

Lesson Study 1. 2. 3. 4. Oregon Trail PE Lesson Geography Lesson Math Lesson

MAX TEACHING STRATEGY Focused Free Write & Self Re. Flection

Pre- and Post Concept Check 20

House Keeping Items Resident Educator Program 1 st Observation Tech Issues/Assist IEPs and access 21

Next Week Laptops Paper Grades Bring an assessment that you have already used or plan to use in the near future 2 Lesson Plans – This week and next week for a comparative studty Questions and thoughts 22

New Tests RTI 2012 -2015 New Standards 23

Comparative Lesson Self-reflection Review Lesson Study from last week Lesson Comparison Document Feedback From PAR Consultant Re-write one lesson you have taught

OBJECTIVES VS. Column A Summarize informational text Analyze the causes of the American Revolution Solve three step Polynomial equations Identify dependent and independent variables within an experiment ACTIVITIES Column B Read Chapter 2 Keep notes in a journal Complete worksheet 3. 4 Work in small groups to complete an experiment

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Comparative Lesson Self-reflection Review Lesson Study from last week Lesson Comparison Document Feedback From PAR Consultant Re-write one lesson you have taught

Lesson Plan Template 28

Stretch it out

Brunswick City Schools THE NEW STANDARDS BASED CURRICULUM AND INSTRUCTION 30

What Does a Grade Mean? ? 31

A “C” Might. . . Compared students to. . . The average of the class An “average” student Personal progress A developmental continuum Our perceptions of ability Effort An academic standard 32

Grading and Reporting Teachers develop grading/reporting practices that mirror their experiences Rarely Training Grading in the past was often set in place to develop a “rank order” Did letter grades reflect an accurate measurement of mastery or effort and compliance? 33

What must students learn? Curriculum-Based (Old School) Standards-Based (New School) Teachers’ teaching Focus Students’ learning Broad, inclusive Priorities determined locally Content Organized around textbook content and local priorities Goal: “cover the curriculum” Instruction Content & level of difficulty determined at classroom level Assessment Standards Benchmarks (Grade-level Indicators) Organized and paced around grade-level indicators Goal: master standards for content & performance Content & level of difficulty determined by standards Full range of Bloom’s required Include selected & constructed response items (MC-SA-ER) Success measured by report card grades To help student pass class criteria Occurs before, during, and after instruction Intervention To help student master standards 34

Your Goal after this Green. Book… Model Standards Based Instruction in lesson planning & classroom instruction Track student learning using Standards Based Assessment Build connections between SBI and reporting practices

Four Strategies for SB Teaching 1. Plan instruction around content and performance standards using both long and short-range planning techniques. Backwards design 2. Instruct so that all students master grade level standards at the required level of difficulty. Instruction has two parts: Teaching & Assessment 3. Monitor/Assess students’ 4. Intervene prior to summative assessment through classroom-based activities and coordination with special services. progress toward mastery of the standards through formative assessments. Coaching 36

Brunswick City Schools 3 Essential Questions 1. 2. 3. What must students learn? How will we know they’ve learned? What will we do when students don’ learn? 37

A Plan for Assessment 1. What must students learn? 2. How will we know what they have learned? 3. What will we do when they do not learn? 38

n. A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: n. Know what high quality work looks like (exemplars) n. Be able to objectively compare their work to the standard (Rubrics) n. Have a store of tactics to make work better based on their observations (Strategies/Goals) --Royce Sadler, 1989

Please go to the ODE Website and access the Common Core Standards that pertain to your subject 40

Clear, Student-Friendly Learning Targets Improves learning Reduces “check-it-off mentality” Increases motivation 41

How to write clear, student-friendly learning targets Make it Clear • Identify what must students KNOW ? (nouns & noun phrases) • Identify what must students be able to DO ? (verbs) Make it Student-Friendly • Begin with a simple phrase like, “I am able to …” • Eliminate unnecessary words and replace uncommon words with age-appropriate vocabulary • If needed - Add an example of what it looks like. "This means I can. . . “ 42

A Plan for Assessment 1. What must students learn? 2. How will we know what they have learned? 3. What will we do when they do not learn? 43

3 Essential Questions 1. 2. What must students learn? How will we know they’ve learned? 3. What evidence will we accept that students have learned this target? What does successful performance look like? Which students are successfully learning which standards? What do we do when students don’t learn? 44

Plan to Assess Standards 2 nd. Qtr Content Skills Assessments Scientific Inquiry & Ways of Knowing (all qtr) SI-A Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation. SI-B: Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. SI-C: Develop, design and safely conduct scientific investigations and communicate the results. WK-A: Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained. WK-B: Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. WK-C: Explain the importance of keeping records of observations and investigations that are accurate and understandable. Four Major Labs t. observation of process skills (rubric scored) (x. 5@) student’s written analysis of findings (rubric scored) (x 1. 5 @) 3 Unit Tests Each unit test to include Science process questions FC/SA/ER (x. 2@) 5 “Notes Quizzes” Students take notes from assigned readings (on 3 x 5 cards ) & use notes for FC follow-up quizzes. (x. 5@) Electrical Energy (3 weeks) PS-E: Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces. 3. Describe how electrical current produces other types of energy. 4. Trace electrical current, creating simple electric circuit. Electricity Unit Test – FC/SA/ER w/ analysis of circuit diagrams PS-D: Summarize the way changes in temperature can be produced and thermal energy transferred. 1. Define temperature & describe how it’s measured. 2. Trace thermal energy transfer. Thermal Energy Unit Test – FC/SA/ER Thermal Energy (2 weeks) Lab - Build & test model circuits Notes quiz pp. __ -__. Notes quiz pp. __ - __. Lab – Heat conduction lab Notes quiz pp. __ -__. Light & Sound Energy (4 weeks) PS-F: Describe the properties of light and sound energy. 5. Explore and summarize how light works 6. Describe and summarize how sound works 7. Describe the relationship between vibration & sound pitch. Light & Sound Unit Test – FC/SA/ER Lab – Light refraction/reflection Lab – Sound transmission 45

Formative Pre-test Summative OGT

CRUCIAL DISTINCTION Assessment OF Learning: How much have students learned as of a particular point in time? Assessment FOR Learning: How can we use this assessment information to help students learn more?

Assessment Continuum Pre-assessment + Evaluation Determination of students’ current levels of readiness in order to appropriately plan instruction Formative + Evaluation Accumulation of information about students’ progress in order to make instructional decisions Evaluation – The judgment of students’ present understanding. Summative + Evaluation Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been met 48

Plan for Summative Assessments Summative = Assessment OF Learning: n. How much has been learned n. Point in time n. Report learning to parents & public n. Accountability Formative = Assessment FOR Learning: n. How learning is progressing n. During learning n. Feedback to teachers & students n. Improve learning

Two Key Assessment Purposes Assessment OF Learning (Summative Assessment) Assessment FOR Learning (Formative Assessment) What has been learned to date Checks learning to decide what to do next Is designed for those not directly involved - daily learning/teaching Is designed to assist teachers and students Is presented in a periodic report Is used in “marking” and conversation Gather info into numbers, scores Usually detailed descriptive feedback Usually compares learning with other students at grade level Usually focused on improvement Does not need to involve the student Needs to involve the student – the person able to improve learning 50

Summative Assessment The “check in time” of student learning Usually to determine a periodic grade or student skill level at a point in time Example: Unit test Benchmark/ MAPS

FORMATIVE ASSESSMENT All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & William, 1998

RESEARCH Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

Formative Pre-test Summative OGT

Summative Assessment Ideas Tests Quizzes Note Quizzes/ Homework Quizzes Performance Assessments/Projects Analytical Rubric Scoring/Norm Scoring Four Item Assessment

Try It Out……. . Formative Let’s try out some Formative Assessments These are great to use during the lesson (to see how things are going…) Ready…. Set…. Go….

FIND and FLIP A summative assessment would most likely occur; a. At the beginning of a unit b. In the middle of a unit c. At the end of a unit d. At the end of the school day n The purpose of a formative assessment is: a. To assign a grade b. To report to parents about student learning c. To measure the accountability of a school district in Ohio d. To see how learning is progressing

Hinge Questions Focus on critical skills or concepts that are hard to learn and frequently misunderstood Ask at a decision point in the lesson – midway Takes 3 minutes or less…. Guides direction of the lesson – adjustment needed?

Four Item Assessment Research has shown that 4 quality assessment items can determine student understanding on any given objective Can be used for both formative and summative Activity – Read the info on Four item Assessments Create a quality question/ item the could be placed on an assessment from this reading

STOP = Red = Disagree and GO = Green = Agree The following are examples of commonly used Formative Assessment Tools a. Find and Flip Strategies b. Rubrics for Specific Feedback c. Chapter Tests d. Practice OGT/OAT

Formative Assessments The following are examples of commonly used Formative Assessment Tools a. Find and Flip Strategies/Hinge ? ’s/Student response systems/SMART board games b. Rubrics for Specific Feedback (pgs 7 – 12 pgs 13, 14) c. Exit Tickets/Muddiest Points (pg 4) d. Problem of the Day e. Exemplars as Models f. Explain it to your neighbor g. Explain it to your group and report out h. Checklists, Charts, Post its!

Weighting: Guidelines Least Weight Greatest Weight R Most Formative R Most Summative R Related to “nice to know” learning targets R Related to the most important learning targets R Demonstrated by the least reliable, least comprehensive forms of assessment R Demonstrated by the most comprehensive forms of assessment R Reflects group performance R Reflects individual student achievement 62

Assessment Design assessments that align with the learning targets (pg 1) Students understand the targets and what is covered on the assessment. “I can…. ” Check it out! (pg 3 – 6) There are enough items to accurately measure student learning – but not an endurance test

Government Final Test (Sample) 1, 2, 3, 4, 5 5 Rights & Responsibilities 6 2 Rights & Responsibilities 7, 8, 9, 10, 11, 12 6 Dem, Mon, Dict. 13 2 Dem, Mon, Dict. TOTAL 15

A Plan for Assessment 1. What must students learn? 2. How will we know what they have learned? 3. What will we do when they do not learn? 65

Students Need to Know 1. Where do I need to be? Clearning Targets 2. Where am I now? Teacher/peer feedback & self- assessment 3. How will I close the gap? Set a plan in comparison to a rubric or a set of criteria

Monitoring provides evidence of students’ learning and guidance for future instruction. n n SBI monitors students’ progress toward mastery of benchmark objectives so there are NO SURPRISES for anyone about what students know and are able to do. Student work and assessment data are analyzed by individual teachers and groups of teachers to identify needed adjustments in instruction and intervention. 67

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BREAK TIME 69

Progress Book Basics for SB Grading and Reporting n n Record Grades By Learning Target Use the Power Standards in Progress Book to track the Learning Targets 70

The 90/10 Guideline At least 90% of final grades should reflect achievement of most important academic learning targets. When included, the influence of nonacademic factors must be limited to 10% (about one letter grade up/down). 71

Progress Book Weight Categories: 4 – Major Tests/Projects 3 – Quiz 2 – Classwork 1 – Homework/Work Habits OR 9 – All Academic Assessments 1 – Homework/Work Habits 72

Rock Exam – Earth & Space Science/Inquiry (Sample) E/S 1 - #1 -4 8 Explain that rocks & minerals make up the Lithosphere E/S 2 – #5 -16 14 Explain how rocks are classified & formed INQ B #17 -21 6 Analyze & interpret data TOTAL 28 Exceed = 26 -28, Master = 23 -25, Proficient = 21 -22; Insufficient = 0 -20 73

Progress Book Basics Record the test in three different columns, clicking the appropriate power standard for each section of scored student responses. Progress Book does this for us now!!! 74

Focus on Student Learning and Content Mastery Since not all students learn at the same rate in the same manner, Second Chance Assessments provide another opportunity for student learning 75

Homework Ideas n n Bell work – check for learning Bonus points on unit test Trigger for “ 2 nd chance” assessments Use as separate score in grade book 76

Effort Marks 77

Elementary Report Card 78

Teachers Need to Know “The paper-grading ritual not only fails to improve learning, it also cannibalizes the … time available for teachers’ highest level job functions – planning tomorrow’s lessons -- with the teachers’ lowest level job function – yesterday’s clerical work. ” Dr. Fred Jones's Tools for Teaching Escaping the Paper Grading Trap 79

When evaluating your assessments, keep in mind…. Match learning targets Assessment is “best fit” Rigor is appropriate Strategies align with learning targets (“Best fit strategies” coming up) 80

Housekeeping Items & Extras BEA Forms & e. Dues Administrative Observations PAR Panel Visit Request New PAR Consultant Student Engagement Curriculum Maps Instructional Time Management Classroom Management Parent Contact Log & Update 81

SAVE YOUR SANITY!!! QUICK & EASY CLASSROOM STRATEGIES 82

Routines/Rituals Teach Routines/rituals Start of class End of Class Questions Finished with work Centers Teach the “why” Teach counter examples Practice Pat Quinn Whole Class Instruction/SDE 83

Rules Promote a positive environment Conducive to learning Simple Easy to follow Enforceable Staff Development for Educators 84

Signals Should be modeled and practiced Transitions Stop and Listen Small group Staff Development for Educators 85

Possible Seating Arrangements Te ach er Teacher 86

Possible Seating Arrangements 87

Center Arrangement 88

Center Arrangement 89

Partners Clock Partners 1, 2, 3, 6, 9 – Students choose 2, 4, 8, 10 – Based on skill/ability “Magic Wheel” Based on strengths and weaknesses of students 90

Directions: Choose one of the shapes on this page. Do not think too long or too hard about your choice. If you must, indicate a first and second choice. 91

Triangle – The person who envisions and sets goals then delegates responsibility – Downside: Can be bossy – Upside: Goals are met. Circle – The mediator who wants everyone to get along – Downside: more concerned with feelings of group than its progress toward goals – Upside: Mediates controversy that can derail the group’s progress. Square – The classic introvert who needs to have time to gather thoughts before coming to the group – Downside: Can appear disinterested and uninvolved (and perhaps is). Upside: Synthesizer of ideas and philosophical thinker. Rectangle – The classic extrovert who needs to talk to form ideas. Downside: Like the triangle can be domineering, but not in a bossy way. Does like to be in charge of the direction the conversation goes. Upside: Like the circle, the rectangle likes for people to get along. For the rectangle life is a party. Much fun to be had by all. Squiggly Line – Wants to know the starting and ending points, but doesn’t mind some discovery detours along the way. Downside: Gets nervous/agitated if an end point is not clear. For start-up ventures, the squiggly line can hinder free thinking. Is uncomfortable with what seems like needless or unproductive ideas. Upside: Once a rough map is in place, the squiggly line enjoys finding productive side trips that lead to deeper, richer thinking. The squiggly line is often a combination of the circle and square. 92

Whole-Group Instruction Introductions – motivate at the beginning of lesson Read-Alouds – create discussion points, think-alouds Shared Reading – students follow while teacher reads aloud Instructional Games – reinforce skills/concepts Discussions – encourage collaborative thinking What whole group instruction strategies do you use? 93

Small-Group Instruction Random – processing or collaborating Heterogeneous – problem solving Skills/Readiness – achievement Interest - motivation Cooperative – Marzano book, page 36 What small group instruction strategies do you use? 94

Individual Work Extension Activities – finished with work, deeper understanding Remedial OR Practice Activities – different pathway to learning Anchor Activities – meaningful, ongoing, independent assignments 95

Possible Activities That Anchor the Class Writing journals Creative writing prompts Independent reading Content-related reading Reading activities Math practice Illustrating current academic work Independent projects or studies Small-group projects 96