Writing Pathways WELCOME Sandy Biondo Ph D Farah

Writing Pathways WELCOME! Sandy Biondo Ph. D Farah & Biondo, 8/2015

Agenda Assessment 101 – building background knowledge � Assessment Toolkit � � Assessment Tools ◦ ◦ ◦ ◦ Learning Progressions On-Demand (Norming and Norming Meetings) Teaching Rubrics Student Checklists Leveled Student Writing Samples Annotated Demonstration Texts Other Performance Assessments Planning Next Steps � Next Session – Sneak Preview � Farah & Biondo, 8/2015

Pathways is leading toward: �Students and teachers selfassessing �Collaboration �Learning with other learners from feedback �Working collaboratively toward challenging, clear goals Farah & Biondo, 8/2015

ASSESSMENT 101 – - WHY ASSESSMENTS - BACKGROUND INFO Farah & Biondo, 8/2015

Improving Learning Through Assessment 5 factors: Effective feedback to students Active involvement of students in their own learning 3. Adjustment of teaching to take into account the results of assessment 4. Recognition of influence of assessment on student motivation and self-esteem 5. Need for students to assess themselves and understand how to improve 1. 2. - “Assessment and Classroom Learning” (Assessment in Education, 1988 (5): 7 -74. Farah & Biondo, 8/2015

Visible Learning (Hattie, 2008) �Learners need – ◦ Crystal clear, ambitious goals ◦ Feedback that highlights progress the learner has made toward these goals ◦ To know of next steps that are within reach �There is a difference between students writing, writing vs. working with deliberateness toward specific goals! Farah & Biondo, 8/2015

Key to Assessment “The key to assessment is the word itself. It comes from the Latin verb assidire – to sit beside. We are not ranking here. We are sitting beside a piece of writing and observing its qualities. We are finding common language to talk about these qualities. ” ◦ Barry Lane Farah & Biondo, 8/2015

What is your Assessment Lens? �What guides your writing instruction? How do you decide what to teach? �When you get together with colleagues, what do you use as a shared tool to analyze and discuss student writing? �Try it: Studying a narrative piece… Farah & Biondo, 8/2015

Ear Piercing “ 1, 2, 3” said the lady with the ear piercing gun. I saw the needle on the left side of my head I could not bear the pressure. “Wait” I screamed I wouldn’t be surprised if the window cracked. I tried to slide off the chair but my cousin Emily who is 16 tried to relax me by saying “You will be fine Claudia, ” in a soothing voice. “ 1, 2, 3” said the lady but before I could do anything she put the needle threw my ear and quickly went to the other side of me and did the other side. “Oh my gosh, ” I said excitedly. “Wow, Claudia you look great” said my mom and my aunt. “I love them, ” said my cousin. I went to the mirror. “Oh my” I said so we went to the car and got in and my aunt turned on the engine and put on some music and that was the end of my ear piercing adventure. The End! Farah & Biondo, 8/2015

“Assessment is not something that we tack onto teaching; it is an essential ongoing component of instruction that guides the process of learning. Assessment is the horse that leads the cart of understanding. ” ◦ Rebecca Simmons Farah & Biondo, 8/2015

BALANCED ASSESSMENT SYSTEM Farah & Biondo, 8/2015

Improving Student Achievement Assessment Curriculum Instruction Farah & Biondo, 8/2015

Improving Student Achievement Assessment Curriculum Instruction Farah & Biondo, 8/2015

Assessment Farah & Biondo, 8/2015

Formative Assessment � Defined: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning � Research supports that 40% of time spent on assessment should be formative � The Heart of Effective Teaching � Can Produce Significant Gains � Used to Adjust Teaching/Learning � Ultimate User is the Student � Looks at Areas Needing Improvement Source: Inside the Black Box: Raising Students Through Classroom Assessment by Paul Black and Dylan William Farah & Biondo, 8/2015

What are Formative Assessments? � Classroom-based assessments used on an on-going basis in every classroom � Carefully thought-out strategies to engage students in learning in and outside of the classroom � May encourage different ways of learning – moving from passive to active student learning � May encourage student selfassessment/self-monitoring Farah & Biondo, 8/2015

Uses of Formative Assessments � Key Question: Has each student learned? � Guide students learning on a daily basis by providing information about what critical skills were and were not learned � Provide extra learning opportunities to students who are struggling academically or doing well academically � Report student progress to students, parents, and other educators Farah & Biondo, 8/2015

What are Common Formative Assessments? Common assessments are any assessment given by 2 or more educators with the intention of collaboratively examining the results for: • Shared learning • Instructional planning for individual students • Curriculum, instruction and/or assessment modifications Karen Bailey, Solution Tree, 2009 Farah & Biondo, 8/2015

Shared Language and Knowledge �Common assessments and a common assessment plan will help build shared language and knowledge within and across grade levels, a school, and a district �Goal is to assist teachers in developing a systematic assessment toolkit Farah & Biondo, 8/2015

“The only way to raise the quality of writing in a school is to create, share, and celebrate the specific criteria for that quality with everybody on a regular basis. ” Barry Lane Farah & Biondo, 8/2015

ASSESSMENT TOOL KIT WRITING PATHWAYS Farah & Biondo, 8/2015

Assessment Tool Kit – Writing Pathways �Most effective when used across grade level and school �Aligns to the CCSS but is not limited to them �Provides information for students - not only on how they are doing, but also on how they can improve �Offers information for teachers as to where their students are-lifts the level of feedback �Allows for differentiation �Helps transfer skills from one type of writing to another Farah & Biondo, 8/2015

Assessment Tool Kit – Writing Pathways �Helps children set goals and self- assess their progress. �Helps teachers self-assess, set goals, collaborate with colleagues and work toward developing an articulated process of achieving those goals. Farah & Biondo, 8/2015

Assessment Tool Kit �Components: ◦ ◦ ◦ Learning Progressions On-Demand Teaching Rubrics Student Checklists Leveled Student Writing Samples Annotated Demonstration Texts Teacher. Written ◦ Other Performance Assessments Farah & Biondo, 8/2015

CHECK OUT INSIDE FRONT COVER Farah & Biondo, 8/2015

ON-DEMAND PERFORMANCE ASSESSMENTS CHAPTER 2, PAGE 13 Farah & Biondo, 8/2015

On-Demand �Background ◦ Prompts for each text type (k-8) ◦ Students have a fixed time to write their best piece based on a prompt ◦ Provides a base-line piece of writing to show growth over time ◦ On-demand pieces can be assessed using the learning progressions and/or rubrics ◦ Helps track progress across the year Farah & Biondo, 8/2015

Study the prompts and discuss with table mates. �Read background info on page 17 �Prompts: ◦ Opinion page 116 ◦ Information page 226 ◦ Narrative page 354 Farah & Biondo, 8/2015

Why Use On-Demand Assessments? � On-demand writing tasks provide a clear, accurate demonstration of what students : ◦ know and can do on their own – independently (no teacher assistance) ◦ where they need additional help � Data collected can also be used to inform instructional decisions for ◦ individual students ◦ small groups of students ◦ the entire class � On-demand writing assessment were designed as a way for teachers to ◦ measure a student’s writing growth over time ◦ determine a student’s strengths and needs ◦ measure the “stickiness” of their teaching Farah & Biondo, 8/2015

On-Demand Logistics �What are the Purpose/s of the On-Demand? �When will it be administered? – pre/post, before a unit, after a unit, before or after a text type, etc. �How will they be scored? Not every ondemand piece needs to be completely scored with the teaching rubrics (depends on purpose) �When will they be scored? �What will be done with the information gathered? Farah & Biondo, 8/2015

Administration of On-Demand � Ideally all students in a class, grade level, and district would be given the same prompt for each type of writing � All teachers agree to offer no further support to writers � 45 minute time frame only � Prompts: ◦ General prompts – see Part II of book � K-2 nd prompts and 3 rd-8 th prompts ◦ Grade-Specific instructions after the prompt (read and display) See sample page 116 (opinion) page 226 (information) � In grades 3 -8, the opinion/argument and information prompts require giving students one day’s notice in case students want to bring an outside source with them to cite in their on-demand writing. Farah & Biondo, 8/2015

On-Demand - Teacher’s Role �Hands-off approach �“Just do the best you can and keep going. ” �Need to know what they can do without you. �Take notes as students work – takes a long time to come up with ideas, no or minimal planning, difficult time getting started, writing word-by-word fashion, etc. Farah & Biondo, 8/2015

Uses of On-Demand Assessments � Data collected from analyzing this writing allows teachers to begin to develop insight into what their young writers ◦ know and can do on their own ◦ where they need additional help � Data collected can also be used to inform instructional decisions for ◦ individual students ◦ small groups of students ◦ the entire class Farah & Biondo, 8/2015

“If any of us coauthor a student’s piece of writing, making it vastly better than anything the student could possibly do on his own, and if we do this by working so far outside the student’s zone of proximal development that the student doesn’t learn to do what we teach on his own, then even if this produces better writing, it is essentially for naught. ” - Lucy Calkins Farah & Biondo, 8/2015

On-Demand �Instruction needs to be focused on teaching the writer, not the writing. �Focus on STRATEGIC teaching – this helps students to grow demonstrably as independent writers. Farah & Biondo, 8/2015

Learning Progressions Chapter 7, page 69 Narrative = page 346 Farah & Biondo, 8/2015

Learning Progressions �What? ◦ Expectations for writing in each text type in each grade level ◦ Pre-K-6, Grade 3 -9 ◦ Set-up- Structure, Development, Language Conventions ◦ Categories (9): �Structure – overall, lead, transitions, ending, organization �Development – elaboration and craft �Language Conventions – spelling and punctuation Farah & Biondo, 8/2015

Learning Progressions Why Use Learning Progressions? �Learning Progressions help to inform instruction (where are students, what can I teach? ) �Gives teachers a place to start on a trajectory �Effective writing instruction requires making quick decisions to support the writer �Feedback given needs to support the writer, not just the writing �Effective feedback is when teacher knows next steps Farah & Biondo, 8/2015

Learning Progressions How to use: �Best to look at with a lens �Pick one area, look across the grades �Think about how this area changes across the grade levels �Think what does that look like in student writing? �Turn and talk Farah & Biondo, 8/2015

TEACHING RUBRICS SEE PAGE 359 Farah & Biondo, 8/2015

Teaching Rubrics �Background ◦ Grounded in the learning progressions ◦ Provides a point score for student writing in each text type ( below, at, above) ◦ End of the year expectations ◦ Elaboration and craft double weighted categories ◦ Can be used to assess on-demand student published pieces ◦ Can reveal patterns to support whole and small group instruction Farah & Biondo, 8/2015

Teaching Rubrics �Rubrics helpful for teachers- not for kids! Checklists are helpful for kids. �Rubrics determine where students are in relation to grade level for grading purposes - At? Above? Below? (3 = always grade level) �Provides a table to score each student on a scaled score �Reduces the complexity of work to a number – no process info included Farah & Biondo, 8/2015

Teaching Rubrics Activities � 1. Unpack them – note progression from grade level to grade level � 2. Try It – Score a writing sample on your own, then compare with a partner Farah & Biondo, 8/2015

Leveled Student Writing Samples Page 6 background information Page 410 starts samples Farah & Biondo, 8/2015

Leveled Student Writing Samples � On-demand benchmark texts written by students to illustrate what writing in each text type at each grade level should look like by the end of the year � Two texts at each grade (different but equivalent) to demonstrate what writing might look like at the end of the year � Reading these samples defines/shows what is essential at each level Activity: � Using the lens you looked through on the progression, see if you can find some student text that illustrate that writing � Now that you know what to teach, you can decide how Farah & Biondo, 8/2015

TEACHER ANNOTATED DEMONSTRATION TEXTS PAGE 437 Farah & Biondo, 8/2015

Teacher Annotated Demo Texts �Background �Same story or idea and bumped up for each grade level �Illustrates items on the checklists �Provides mentor texts at various developmental levels �Can be used to show students how they can revise their own writing and take their writing from one level to the next Farah & Biondo, 8/2015

Teacher Activity �As a grade level team, try writing your own series of narrative text from K through fifth grade (or for your grade level) Farah & Biondo, 8/2015

STUDENT CHECKLISTS CHAPTER 5 PAGE 40 SAMPLE PAGE 384 Farah & Biondo, 8/2015

Checklists – Background Information �What are self-assessment checklists? �Why checklists? Provides students with clear PATHWAYS ◦ How am I doing? ◦ How can I improve? �Sense of efficacy – “I can do this, if I work hard. ” �Assessment tools help students become evidence-based close readers of their own writing. Farah & Biondo, 8/2015

Checklists – Background Information �Background on Checklists – ◦ “I” ◦ CCSS vs. checklists (see next slide) ◦ 3 column format �No substitute for instruction – checklists follow rather than precede instruction �TIP: At the start of each text type, ask students to use the checklist from the preceding year Farah & Biondo, 8/2015

CCSS Wr Pathways’ Checklists � In informational writing, � In Pathways’ checklists, students are expected to “hook their reader. ” they are expected to do that by “explaining why the subject mattered, telling a surprising fact, or giving a big picture. ” Tell (CCSS) vs. Show (checklists) see also book p. 42 Farah & Biondo, 8/2015

Checklists – Background Information �Background on Checklists – ◦ “I” ◦ CCSS vs. checklists ◦ 3 column format �No substitute for instruction – checklists follow rather than precede instruction �TIP: At the start of each text type, ask students to use the checklist from the preceding year Farah & Biondo, 8/2015

Checklists – Background Information �Help Students Crystalize Visions of Good Writing by Using ◦ A. Benchmark pieces ◦ B. Demonstration Writing ◦ C. Mentor Text Put Side-by-side with Checklists Farah & Biondo, 8/2015

Checklists – Background Information �Demonstrate how to set goals and make plans to meet them �Demonstrate by Using Checklist to Assess Your Own Writing ◦ Choose either illustrated or nonillustrated checklist. ◦ Introduce the checklist. �Read item �Recall what you know about that item/indicator �Look for evidence in your text ◦ Show to hold yourself accountable. ◦ Emphasize the importance of being truly honest with yourself. ◦ Stay Positive. Farah & Biondo, 8/2015

Checklists – TIPS �Adaptations for young writers �Guide students to set writing goals by helping them focus on not only WHAT, but also HOW they write �Help them keep track of their goals Farah & Biondo, 8/2015

Checklists – Keeping Track of Goals �Strategy Rings �Lines of Learning �Strategy Cards/stickers – see book p. 60 �Charts – highlight, post-it, book p. 56, 58 �Goal Oriented Bulletin Boards �Other Farah & Biondo, 8/2015

SAMPLES OF GOAL SHEETS �Samples �Please bring a copy of any goal sheet you develop for your students to the next session. We will share items people create. Farah & Biondo, 8/2015

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Video Clip K-2 �Using a Learning Progression to Help Students Work Towards Clear Goals as They Lift the Level of Their Information Writing �http: //vimeo. com/album/2776928/vide o/55951746 Farah & Biondo, 8/2015

Video Clip 3 -5 �Fourth Grade Goal Setting in Narrative Writing �http: //vimeo. com/album/2777080/vide o/89014992 �Tip: Discuss more of what STARTEGY could you try to assist with this goal Farah & Biondo, 8/2015

District Considerations Farah & Biondo, 8/2015

“Good assessment starts with a vision of success. ” -Rick Stiggins Student Centered Classroom Assessment Farah & Biondo, 8/2015

WRITING PROCESS LEARNING PROGRESSION PAGE 448 Farah & Biondo, 8/2015

Process Progression What? �Progression for assessing students’ engagement with the writing process. Farah & Biondo, 8/2015

Process Progression �Describe pathways that skill development might take as students become increasingly proficient in cycling through the writing process. Can be used for each text type. Farah & Biondo, 8/2015

Process Progression Study the Writing Process Learning Progressions ◦ Where were your students at the beginning of the year? ◦ Think about your students now ( mid-year) are your students on track? ◦ How can you use this learning progression to guide your instruction? ◦ Ways to use ( see Writing Rubric FAQ sheet) Farah & Biondo, 8/2015

NORMING Farah & Biondo, 8/2015

Norming Meeting Why: �We don’t look at writing and see the same things as our colleagues. �We need to standardize our expectations. �Sometimes we score kids lower or higher based on our own expectations. Need to think about where students are in relation to grade level and on the learning progression Farah & Biondo, 8/2015

Norming Meeting What: �Coming together as team to become acquainted with the assessment system and to norm the ways you score student work �Promote shared culture �Conversations change the school- what stuck? What got better? �Consistency changes a school Farah & Biondo, 8/2015

Norming Meeting How: �Establish a norming meeting with grade level team or cross grade level �Have a facilitator �Establish a protocol- see pg. 31 for possible steps �Need one at the beginning of the year and ideally as you start each text type Farah & Biondo, 8/2015

Norming Meeting Getting Started � Review the rubric/learning progression for your grade level � Examine relevant benchmark pieces � Establish norms by looking at a piece together and determine which grade level this piece represents � Avoid the pitfalls- Talk as a group � Try saying, “ I think this student looks most like a (grade level) because… � Tips: ◦ Don’t split hairs over something. You’re looking for the overall level ◦ Keep your initial discussion of a student’s work to a five minute conversation Farah & Biondo, 8/2015

Norming Meeting �Jot down on post-it ◦ What are some of the big things the writer is doing well? ◦ What might be next for this writer? ◦ Share with group Farah & Biondo, 8/2015

Norming Meeting �Look at another student piece individually �Follow the same steps: ◦ Look at rubric/learning progressions for your grade level ◦ Look at benchmark pieces ◦ Determine level for your piece ◦ Look for strengths and where to go next �Cross-check to see if the group ended up with the same conclusion. �Devise a plan that leads to action and instruction. Farah & Biondo, 8/2015

Tips � Bias for two reasons ◦ Assessing student work based on what is known about the student ◦ Assessing the student work is skewed by other aspects of the writing � Doing this kind of work helps teachers figure out how to teach students and to set conferring goals and databased, whole class mini-lessons that will move students forward � The progressions are not rubrics. Score students where they mostly fall (grade-level wise). For instance, you don’t score a student on a second grade level on their lead, a third grade level on their transitions, a fourth grade level on their elaboration, a second grade level on their spelling, etc. Instead, your ask yourself, which column (aka: grade level) are students mostly in? Farah & Biondo, 8/2015

Norming meeting Be realistic ◦ Analyze a few students above, at and below really closely and quickly compare the rest ◦ Pick a few traits that are coming up in the unit and look at just those traits closely ◦ This is so important, take each others class for an hour to free up time for scoring Support each other!! Farah & Biondo, 8/2015

Things to keep in mind when using rubrics �These rubrics were not intended to be used for grading purposes. They are intended to inform our instruction �Students have until the end of the year to meet standards Farah & Biondo, 8/2015

SUGGESTION �How often do teachers conduct assessments, gather data and then do nothing with the information? Often the process of conducing assessments is done for compliance reasons only! �After norming meeting, schedule a follow-up meeting with colleagues to begin to use data you’ve gathered to INFORM INSTRUCTION. Farah & Biondo, 8/2015

WARNING � Students probably didn’t perform that well! Fact: During your first few years using the assessments, your students won’t all leave your grade producing work that is at standards level. � Beginning of the year – really expecting end-of-the-year expectations for the preceding year � Expectations are END-of-the year goals � CCSS have been written to sound a wake-up call! � Realize standards will be more doable once your school as a whole has developed a systematic, school-wide approach to teaching writing and supporting writers’ development across all grade levels. Farah & Biondo, 8/2015

Adjust Your Teaching Based on Your Data �Read chapter 4 for good information on how to adjust instruction and differentiate Farah & Biondo, 8/2015