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Module 7B for Secondary Teachers. Florida Standards for ELA & Literacy: Focus on Assessment and Data Use. Professional Development Session Alignment Set 1 – Completed 2013. Data Use. Governing Board. Data Use. ELA Math. School Leaders. Data Use. ELA. Math. Teachers.
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Module 7B for Secondary Teachers Florida Standards for ELA & Literacy: Focus on Assessment and Data Use
Professional Development Session Alignment Set 1 – Completed 2013 Data Use Governing Board Data Use ELA Math School Leaders Data Use ELA Math Teachers Leadership Teams Session 1 Session 2 Module 6 FL CCRS Math
Professional Development Session Alignment Set 2 - Will be offered throughout 2013-2014 Florida Standards Governing Board School Leaders Assessment Data Analysis VAM Data Use ELA Math Data & ELA Data & Math Teachers Leadership Teams Session 3 Session 4 Session 5 Session 6 Module 6 FL CCRS Math Module 7 ELA & Data Use Module 8 Math & Data Use Module 5 FL CCRS ELA
You Are Here Module 2 ELA Module 2 FL CCRS ELA Module 1 Data Use Module 4 Data Use Module 3 Math Module 5 ELA Module 5 FL CCRS ELA Module 8 Math & Data Use Module 7 ELA & Data Use Module 6 Math
Travel Notes • Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required) • Parking and tolls will also be reimbursed with receipt • Reimbursement is limited to two cars per school • Forms and directions to request reimbursement are available under “Resources” on www.flcharterccrstandardsorg • There are specific instructions included with the form to help fill it out correctly • Reimbursements for substitutes are NOT an eligible expense
Module 7B 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.
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 formative assessments • Classroom performance task assessments • Instructional data-use cycle: Looking at student work • Post-assessment
Introductory Activity Pre-Assessment Guide Page 5
Section 1 Sharing Lesson Plans
Activity 1: Sharing Aligned Lessons Guide Pages 7-8
Section 2 Annual Summative Assessment
Essential Question of the Day • How are annual summative, interim, classroom performance tasks, and classroom formative assessments changing in response to the demands of the new Florida Standards?
A Comprehensive Assessment System Includes: Annual Summative Assessment Alignment Interim Assessments Classroom Summative Assessments Classroom Formative Assessments
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.
Fundamental Purpose of the Florida Standards for ELA & Literacy Annual Summative Assessment • 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.
Purposes of the Annual Summative Assessment • 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
English Language Arts Instructional Shifts Toward College and Career Readiness
Implications of the Florida Standards for ELA & Literacy for Instruction and Assessment • 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
Grade 6 Narrative Constructed Response In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next. PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items
Grade 7 Constructed Response You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. Consider the argument each text uses to demonstrate her bravery. • Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. • Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas. PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items
Grade 10 Constructed Response Use what you have learned from reading “ Daedalus and Icarus ” by Ovid and “ To a Friend Whose Work Has Come to Triumph ” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in the two texts. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items
Activity 2: Annual Summative Assessment Guide Pages 10-13
Let’s Take A Break Be back in 15 minutes….
Section 3 Interim Assessments (FAIR-CC)
A Comprehensive Assessment System Includes: Annual Summative Assessment Alignment Interim Assessments Classroom Summative Assessments Classroom Formative Assessment
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
What is the FAIR-CC for ELA? • A screening and diagnostic assessmentto monitor student progress 3 times per year • FAIR-CC tasks aligned with the strands of the ELA Florida Standards • K – 2 FAIR-CC: A computer-adaptive system that is administered one-on-one • 3 – 10 FAIR-CC: 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
2014-15 FAIR for ELA Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013
Questions Assessed by FAIR • Which reading skills are strengths and weaknesses for each student? • What skills should be targeted in order to improve reading comprehension? • What is the likelihood that the student will be proficient on the end of year assessment? • Has the student made progress since the last administration? (if FAIR-CC was taken previously) Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013
Activity 3: FAIR/Florida Interim Assessments Guide Page 15
Section 4 Classroom Assessments and Backward Design
A Comprehensive Assessment System Includes: Annual Summative Assessment Alignment Interim Assessments Classroom Summative Assessments Classroom Formative Assessment
Take a DOT 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.
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 Guide Page 17
BACKWARD DESIGN Identify desired result Determine acceptable evidence Plan learning experiences and instruction (Wiggins & McTighe, 2005)
Backward Design of Units and Lessons (Wiggins & McTighe, 2011)
Unit Backward Design Questions • 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)
Stage 1: What should my students know and be able to do by the end of this unit?
Stage 1: Determine Desired Results • Text sets • Standards • Objectives • ‘I Can’ statements • ‘BIG IDEAS’ • Essential Questions (up to 2)
Standard LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. Objectives What do you want your students to know and be able to do? • Understand and recognize point of view. • Discuss and write how point of view is developed by an author through a narrator or speaker.
Your Turn LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Objectives What do you want your students to know and be able to do? 1. 2. 3. Guide Page 18
‘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.
LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. Objectives What do you want your students to know and be able to do? • Understand and recognize point of view. • Explain how point of view is developed by an author through a narrator or speaker. Create ‘I can’ Statements 1. I can recognize different points of view. 2. I can understand how the point of view of a story is developed by an author through a narrator or speaker.
Your Turn LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Objectives What do you want your students to know and be able to do? 1. 2. 3. Create ‘I can’ Statements from Objectives Guide Page 18
Stage 1: Effective Essential Questions for a UnitEssential Questions • Sets the focus of the unit • Raises other questions • Requires support and justification • Identifies what students will be able to do and know • Assists in determining proficiency • Lead to deep and critical discussions, debate, and writing • (Wiggins & McTighe, 2013)