Assessment Anchors

1. Assessment Anchors GO! Get Ready, Get Set,

2. Get Ready!

3. Workshop Goals • Understand how to use the Assessment Anchors • Understand how to make connections among standards, assessment, curriculum and instruction

4. Where We’ve Been • Getting Results! a voluntary framework for School Improvement Planning http://www.pde.state.pa.us/pas/cwp/view.asp?a=3&q=96694&pasNav=|6158|&pasNav=| • Leading for Learning! a voluntary framework for District Strategic PlanningComing soon to PDE website • Getting Ready! 2004 PSSA http://www.pde.state.pa.us/pas/cwp/view.asp?a=3&q=96694&pasNav=|6158|&pasNav=| • New accommodations guidelineshttp://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&Q=45132&a_and_tNav=|678|&a_and_tNav=| And now…

5. What are Assessment Anchors? A tool to: • Design the PSSA • Connect PSSA to classroom practice • Clarify the PA Standards in Reading and Mathematics

6. How were the Anchors developed? • Internal input • External input

7. Why do we needAssessment Anchors? • Clarity • Focus • Alignment • Grade appropriate skills • Curricular flow • Rigor • Manageability

8. Standard: 2.1. Numbers, Number Systems and Number Relationships 2.1.8. GRADE 8  A. Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation, square roots).  B. Simplify numerical expressions involving exponents, scientific notation and using order of operations. Standard Anchor Pennsylvania Department of Education

9. Standard Anchor R5.B Interpretation and Analysis of Literature ASSESSMENT ANCHOR R5.B.1 Describe and interpret literary elements within and among texts. Standard: 1.3. Reading, Analyzing and Interpreting Literature 1.3.5. GRADE 5  A. Read and understand works of literature.  B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view Pennsylvania Department of Education

10. The KEYS to Assessment Anchors • Reporting Category • Assessment Anchor • Reference to PA Standard • Eligible Content • Sample Item

11. Reporting Categories READING • Comprehension and Reading Skills • Interpretation and Analysis of Literature

12. How to Read Assessment Anchor Coding R3.A.1.1 Assessment Anchor Reading Grade Level Reporting Category

14. Reporting Categories MATHEMATICS • Numbers and Operations • Measurement • Geometry • Algebraic Concepts • Data Analysis and Probability

15. How to Read Assessment Anchor Coding M8.E.1.1 Math Assessment Anchor Grade Level Reporting Category

17. Take a Look • What patterns do you notice? • What similarities/differences do you see? • How do the Anchors clarify the standards?

18. Get Set!

19. Activities • Anchors in Practice • Adopt-an-Anchor

20. Activity ANCHORS IN PRACTICE

21. “Students can do no better than the assignments they are given.”

22. Steps to Alignment • Read the directions and complete the assignment. • Analyze the demands of the assignment.What does it require the student to know and be able to do? • Link the assignment to the appropriate Assessment Anchor.

23. Math Activity A room measures 8 feet by 12 feet. The room needs to be covered with new tiles. The tiles are right triangles. The legs of the right triangles are 12 inches long. Each tile costs $.39. How much does it cost to buy tiles to cover the floor?

24. Reading Activity • Read the passage. • Write a clear, opening sentence stating the subject matter and tone of the passage. • Write a paragraph that builds upon your opening sentence.

25. So What? • What is the district/school role in using Anchors in Practice? • What are the implications for time? • How is Anchors in Practice more than an activity and linked to the “bigger picture”?

26. Keep in Mind • Clarity • Focus • Alignment • Grade appropriate skills • Curricular Flow • Rigor • Manageability

27. ACTIVITY ADOPT-AN-ANCHOR

28. ADOPT-AN-ANCHOR • Deepens the instructional experiences in Reading and Math across content areas. • Helps staff share responsibilityfor teaching essential skills in Reading and Math.

29. Reading Assessment Anchor R5.A Comprehension and Reading Skills R5.A.2 Demonstrate the ability to understand and interpret non-fiction texts including informational e.g. textbooks and print media (magazines, brochures, etc.); autobiography; biography… R5.A.2.5Retell or summarize the major ideas or procedures of the text

30. Social Studies • Task: Summarize an article on the effects of Western Expansion on the Native American way of life.

31. Environment and Ecology • Task: Summarize the causes of environmental pollution in urban areas. You must read at least three articles and synthesize your findings in one summary.

32. Health Education • Task: Summarize the main points from an article on the impact of HIV on society.

33. World Languages • Task: Retell or summarize the major ideas of an on-line newspaper article about the recent Mars landing of the “Spirit” explorer using a world language (Spanish, French, German or Japanese) .

34. Math Assessment Anchor M8.E Data Analysis and Probability M8.E.4 Develop and/or evaluate inferences and predictions or draw conclusions based on data displays. M8.E.4.1Draw conclusions, make inferences and/or evaluate hypotheses based on statistical and data displays.

35. Science • Task: Based on the following graph from 2000-2004, what is your prediction that Anycity, USA, can expect a flu epidemic in the coming year? Why do you say this? What might be some influencing factors?

36. Your Turn In cross-curricular groups of three: • Choose either a Math or Reading anchor • Develop a task from any other discipline that incorporates the anchor

37. So What? • What is the district/school role in using Adopt-an-Anchor? • What are the implications for time? • How can Adopt-an-Anchor be part of the “bigger picture”?

38. Increasing Alignment at the School Level

39. One period? Is it enough? 45 Minutes/Day 180 Days/Year = 135 Hours 22.5 School Days -20% Waste 18 Real School Days

41. Step 1: Individual course analysis Which Assessment Anchors are a natural fit for your discipline? Which are essential to success in your discipline? Mark ONLY the ones that fit. Don’t “stretch”– the key is to identify only those anchors that are natural to your discipline?

42. For example….

43. Social Studies “Natural Fit” R11A Comprehension & Reading Skills R11.A.2 Demonstrate the ability to understand and interpret nonfiction text, including informational, …editorials, public documents… R11.A.2.6 Check the validity and accuracy of information obtained from reading by differentiating fact from opinion

44. Visual Arts “Natural Fit” M5C Geometry M5.C.2 Identify and/or apply concepts of transformations or symmetry M5.C.2.1 Analyze transformations and/or use symmetry to analyze mathematical situations

45. Science “Natural Fit” M5E Data Analysis & Probability M5.E.3 Understand and/or apply basic concepts of probability or outcomes M5.E.2.1 Predict or determine all possible combinations, outcomes and/or calculate the probability of a simple event

46. Music “Natural Fit” R11B Interpretation & Analysis of Literature R11.B.1 Analyze the relationships and uses of literary elements R11.B.1.1 Analyze characters, settings, plots, themes, tone and style in one or more texts

47. Tech Ed “Natural Fit” M5B Measurement M5.B.2 Apply appropriate techniques, tools and formulas to determine measurements M5.B.2.1 Use appropriate tools to determine measurements

48. STEP 2: What’s the overall picture for the school as a whole? Are all anchors adopted? Are some orphans? Where are the gaps? Is there “overload” anywhere? What is the specific list of Assessment Anchors for each individual discipline? What specific Assessment Anchors belong to your discipline? Looking at your school achievement profile, and looking at the “adoption” list, is there enough time to get the job done?

49. For example, in math…

50. Step 3: The Plan What can we do to make sure all Assessment Anchors are taught? What can we do to make sure all Assessment Anchors are learned? If some Assessment Anchors are orphans, what can we do to find a good disciplinary fit while insuring that all students have full opportunity to learn and meet expectations for proficiency?