West Georgia RESA Elementary ELA Accessing Georgia Milestones Webinar

1. Welcome! We will begin shortly. West Georgia RESA Elementary ELAAccessing Georgia Milestones Webinar Dr. Barbara Bishopbbishop@garesa.org

2. Resources Used in this Presentation: • Archived GDOE Webinars • WGRESA Constructed Response Training PPTs • External “Prototype” Sites • Use this link to access the resources:http://tinyurl.com/GAMilestonesELA

3. Our Learning Targets • Participants will build capacity to introduce students to the expectations, format, and content of constructed response questions. • Participants will determine and script next actions to ensure continued preparation toward supporting learners in second generation assessments.

4. GDOE’s Assessment for Learning Webinar Series • The state of Georgia’s student assessments will change to include tasks that ask students to write explanations and show their work. • The Assessment for Learning Series is designed to support teachers with understanding and using appropriate formative assessments as a classroom routine.

5. Topics in Assessment for Learning Series Series 1 Module 1: Understanding and Using Constructed Response Items in Elementary Classrooms Module 2: Understanding and Using Constructed Response Items in Middle School Classrooms Module 3: Understanding and Using Constructed Response Items in High School Classrooms Series 2 Module 4: How do I work through complex issues in student responses to items? Module 5: How can I improve students’ use of conventions through formative assessment?

6. Definitions of Assessment for Learning • Assessment for Learning involves “(1) teachers making adjustments to teaching and learning in response to assessment evidence, (2) students receiving feedback about their learning with advice on what they can do to improve, and (3) students’ participation in the process through self-assessment.” • Black and Wiliam (1998) • Assessment for Learning is a “formative process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning. “ • The Council for Chief State School Officers, 2010 • Assessment for Learning “pertains to the formal and informal ways that both teachers and students gather and respond to evidence of learning.” • J. Chappius, Stiggins, S. Chappius and Arter (2012)

7. Assess Current Knowledge Provide Feedback Redesign and Teach Assess Learning Create Lesson & Assessment Teach Using Assessment for Learning in Classrooms:A Continuous Cycle Deconstruct Standard

8. Why do I need to teach my students how to answer CRQ’s? • Federal requirements for Race to the Top states (by 2014-2015 school year): High quality assessments • Consolidate ELA, Reading, Writing into a single measure • Increase rigor to align with college and career expectations • Consistent alignment with external measures Georgia Department of Education, 2014

9. HOW DO WE MEASURE UP? Achievement of Georgia Students in Mathematics 2013 NAEP – Grade 8: 29% at/above proficient CRCT – Grade 8: 83% met/exceeded Coordinate Algebra EOCT: 37% met/exceeded SAT – Class of 2013: 42% college ready benchmark* ACT – Class of 2013: 38% college ready benchmark** Georgia Department of Education

10. Overall ELA Phase II Pilot Summary Data Georgia Department of Education

11. Why do you think students do so poorly on constructed response questions?

12. Some of the reasons kids do poorly on CRQ’s… • Many students don’t answer the question. • Some responses are very shallow and need more details. • Some students get off topic. • Spelling and handwriting may impact a student’s score. • Students don’t understand what the question is asking. • Instead of writing about what the passage talked about , students write about what they know about the topic. • Students don’t think about their audience. • Students are not in the habit of lifting and using an answer. They are in the habit of selecting an answer.

13. Constructed Response Questions (CRQ) Constructed responsequestions are assessment items that ask students to apply knowledge, skills, and critical thinking abilities to real-world, standards-driven performance tasks. Constructed response questions are so named because there is often more than one way to correctly answer the question, and they require students to “construct” or develop their own answers without the benefit of any suggestions or choices. (Tests That Teach by Karen Tankersley)

14. Georgia Milestones: Unique Features Item Types • Selected-Response[aka, multiple-choice] • all content areas • evidence-based selected response in ELA • Constructed-Response • ELA and mathematics • Extended-Response • ELA and mathematics • Technology Enhanced • to begin in 2016-2017 Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.

15. Georgia Milestones General Test Parameters: ELA Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55 Breakdown by Item Type: • 40 Selected Response (worth 1 point each; 10 of which are aligned NRT) • 2 Constructed Response (2 points each) • 1 Constructed Response (worth 4 points) • 1 Extended Response (worth 7 points) Norm-Referenced • Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test • Total field test items: 6 Total number of items taken by each student: 60

16. Georgia Milestones Writing at Every Grade • All students will encounter a constructed-response item allowing for narrative prose, in response to text, within first or second section of the test. • Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items: • 3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passages • 1 constructed-response item requiring linking the two passages • 1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre. Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.

17. Rubric

20. STEP 1- A Text-Based Example of Restating Prompt: (after reading “Little Red Riding Hood”) knew How did LittleRedRidingHood know thecharacterinthebedwasnothergrandmother? Little Red Riding Hood knew the character in the bed was not her grandmother because . . . Not “She knew…. (avoid pronouns) Use specific nouns, proper nouns

21. ADD WORDS: A Boost into the Right Answer • Little Red Riding Hood was not afraid of the wolf because . . . • The wolf ran to Grandmother’s house to . . . • Father got rid of the wolf by . . . • Little Red Riding Hood was afraid when . . . • Little Red Riding Hood would not have been bothered by the wolf if . . . • Little Red Riding Hood did not leave Grandmother’s house until . . .

22. Return to the prompt and mark the words used. Mark all restated words: Prompt: I What do you do intheevening I when you gethomefromschool? Restatement: In the evening when I get home from school I . . .

23. Reword the question/Restate Why were the three bears so upset when they came home?

24. IN THE CLASSROOM… ASSIGN ROLES • RESTATEMENT HELPER (ORAL) • RESTATEMENT MARKER (MARKS ON THE SENTENCE STRIP) • SCRIBE (REWRITES THE STATEMENT ON CHART PAPER)

25. How did Little Red Riding Hood know that the character in the bed was not her grandmother? • How did the wolf fool Little Red Riding Hood? • Why were the houses of Pig 1 and Pig 2 so weak? • Describe how the 3 little pigs escaped from the Big Bad Wolf. • Explain how Voldemort tried to fool Harry Potter. • Why did Jack climb the beanstalk to the giant’s castle? • 7. How does Cinderella’s stepmother treat her? • If the first little pig learned is lesson, what materials would he use this time to build a new house?

26. Practice the Restating • Practice this first step by asking students questions and have them respond orally by restating the question: Example: What did you do last night? • Students should always answer in complete sentences. (written and verbally) • Give students an opportunity to create their own questions and have partners answer them by restating.

27. Constructed Response • Can you build without materials? • Teach students that the materials are pieces of the original source/the text. • We can illustrate this with scissors.

28. Example from New York’s Collection - Grade 3Science Friction By David LubarI want to know how he behaved…

29. Idea – Use Actual Scissors

32. Cut out the evidence… • Paste those words, clues, sentences • Now add the connectors….. • TEACH CONNECTORS

34. Let’s put it all together…. Sentence Starters + Expected Transition Words + EvidenceConstructing with materials and glue!

35. Suggestion: Back Into the Prompt Look what you just did!!!!

38. What scripted actions would continue your learning and build your existing capacity to use the items for formative assessment.

39. Thank you! Please evaluate this session and share ideas for improvement:bbishop@garesa.orgwww.tinyurl.com/BBishopPLSurvey The “Range and Content” of the Common Core