Learning Innovations at WestEd

1. Local Accountability Professional Development SeriesBuilding a Local Accountability System with Standards, Assessments, and Standards-Based Instruction Learning Innovations at WestEd

2. Overview of Series

3. Fill out the initial Pre-Assessment… • Do the best that you can… • If you are unable to write a paragraph at this time, feel free to write a list of question you might have.

4. Seasonal Partners • When looking for partners… • Find folks you have not worked with in the past couple of weeks if possible.

5. Backward Design “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” From The Seven Habits of Highly Effective People by Stephen R. Covey

6. Assumptions about a Local Accountability System and Data-Driven Instruction • Collaboratively building a local accountability system enhances school/district culture • Limiting and ‘unpacking’ essential standards supports the development of formative assessment practice, differentiated instruction, and improved student performance and understanding • Timely, targeted assessment data provides teachers with the opportunity to inform instruction and individualize learning opportunities • Immediate access to and use of data significantly influences teacher pedagogy and student performance

7. How your work on assessments connects with your development of SLOs and the development of related compensations • Identifying mastery learning objectives is essential in creating effective performance assessments • Benchmark (interim) testing is the “glue” for an effective local accountability system • Formative Assessment practice informs differentiated instruction and provides opportunities for all students to mastery concepts and skills, and perform at higher achievement levels

8. Benchmark and Formative Assessments to support student outcomes Step 1 Identifying and Using Essential Standards Student Learning and Achievement Standards-Based Instruction Using Data Building Your Assessment System Curriculum Instruction Assessment Monitoring Progress

9. Benchmark and Formative Assessments to support student outcomes Identifying and Using Essential Standards Student Learning and Achievement Standards-Based Instruction Using Data Building Your Assessment System Step 2 Curriculum Instruction Assessment Monitoring Progress

10. Used by permission by WestEd for presentations within the Northern Humboldt District Today and Tomorrow’s Agenda • Unpacking Standards – the big picture, content & skills • Determining Rigor – New Bloom’s Taxonomy and Webb’s Depth of Knowledge • Practice Unwrapping Essential Standards • Elements of developing valid and reliable assessments • Work sessions - • Unpacking essential (Power) standards • Writing standards in student friendly language • Developing essential (Power) standards assessments

11. Four Essential Questions • What do we want our students to know? • What will it look like when we get there? • How will we know when they got there? • What will we do to get them there?

12. Four Essential Questions • What do we want our students to know? • What will it look like when we get there? • How will we know when they got there? • What will we do to get them there?

13. Local Accountability System Six Elements to consider for implementation.

14. Instruction Formative Assessment Reporting and Using Results Standards Leadership Professional Development

15. Essential Standards • Find your Fall partner and read page 35. *Be prepared to share your answers with the group.

16. Why do we need essential standards? “If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.” From Awash in a Sea of Standards by Robert J. Marzano and John S. Kendall

17. Why do we need essential standards? • Or to put it another way….. • We would be going to school from • kindergarten through grade 21!

18. Essential (or Benchmark) Standards • Subset of state standards • Prioritized in terms of: • Endurance • Leverage • Readiness • Required for state assessments • Vertical and horizontal alignment • Taught on calendar • Mastery “guaranteed” • Formative assessments • Intervention opportunities • Not license to eliminate other standards from curriculum

19. Essential (or Benchmark) Standards What makes a standard essential? • It has endurance. Will this provide students with knowledge and skills that will be of value beyond a single test date? • It provides leverage. Will this provide knowledge and skills that will be of value in multiple disciplines? • It ensures readiness for the next level of learning. Will this provide students with essential knowledge and skills that are necessary for success in the next grade or next level of instruction? • It is regularly assessed by the state. Is this a standard that students have failed to master?

20. Standards Based Curriculum, Instruction, and Assessment

21. Essential (or Benchmark) Standards What considerations need to be made to identify essential standards? • Consider teaching order • Re-write in student friendly language • Consider allotment of time to teach to mastery • Review previous performance data • Sequence across grade levels • Vertical and horizontal alignment

22. Assessment Beliefs…… (Card activity) • Count off by (Total number of participants divided by 3) • Work in teams of three • find the statement(s) that resonate for you • Try to reach consensus as a group • Be prepared to report out to the whole group

23. Local Accountability (Return to your seats) • Read Element 3, “Assessments” on pages 5-7. • As you read, underline or highlight key quotes, points, or phrases. 23

24. Local Accountability Assessment • Go around your table, giving each person a chance to share a favorite quote or idea. • Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group. • Write your quote and reason on the chart paper provided. Used with permission from Learning Innovations at WestEd for Northern Humbolt presentations 24

25. Self – Scoring Guide Pages 22-27 22-27

26. Review pages 21 & 22 and then as a group at your table, identify where you would place yourself on the rubrics on pages 23 & 25 & 27 for Assessments, Un-packed standards….. And Common Formative Assessments.Be prepared to share your findings……… Where are you now….. ? 26

27. Quick review of student friendly language See Handouts

28. Unpacking Standards is critical in the process of identifying foundational skills…… After data analysis has helped to define an instructional focus and Learning Objectives. See Module 5, Page 15

29. Formative and Common Formative Assessment(s) to pre-assess student understanding, inform and individualize instruction (inform intervention support), and determine mastery.

30. Break!

31. Welcome Back!

32. Module 5: Unpacking Standards Building the foundation for instruction guided by local assessments

33. Used by permission by WestEd for presentations within the Northern Humboldt District Standards Based Curriculum, Instruction, and Assessment

34. Used by permission by WestEd for presentations within the Northern Humboldt District Districts UnpackingEssential or Power Standards

35. Used by permission by WestEd for presentations within the Northern Humboldt District Workshop Essential Questions How are grade level expectations (standards) unpacked? Why do we need to unpack them?

36. Used by permission by WestEd for presentations within the Northern Humboldt District Rationale (See page 17 Module 5) Unpacking grade level expectations will provide a simple and highly effective way to manage standards. Unpacked grade level expectations can help you address the appropriate cognitive depth for classroom instruction and assessment.

37. Used by permission by WestEd for presentations within the Northern Humboldt District Definition “Unpacking standard expectations” means to identify the concepts and skills found in the state standards. IN OTHER WORDS. . .

38. Used by permission by WestEd for presentations within the Northern Humboldt District It means to examine the standards to determine exactly what students need to: • know(the content/concept) • be able to do(the skill) considering • New Bloom’s (identifying the level of rigor to teach students the concepts and skills) • And • Webb’s Depth of Knowledge (to focus on how deeply a student has to know the content in order to respond)

39. Used by permission by WestEd for presentations within the Northern Humboldt District

40. Used by permission by WestEd for presentations within the Northern Humboldt District What Are Concepts? Abstract ideas that point to a largerset of understandings Concepts = the important nouns

41. Used by permission by WestEd for presentations within the Northern Humboldt District What Are Skills? Skills = the verbs When we “unpack” skills in a standard, we are looking for the verbs.

42. Used by permission by WestEd for presentations within the Northern Humboldt District Math Concepts & Skills Concepts Skills • Linear • Non-linear • Patterns • Models • Tables • Sequences • Graphs • Problem situations • Words and symbols • Expression • Equation Identifies Generalizes Writes Extends Using

43. Used by permission by WestEd for presentations within the Northern Humboldt District Reading Concepts & Skills Skills Concepts • Text Features • Main Idea • Supporting details • Organizing information • Questions • Inferences • Information • Informational text Stating Organizing Generating Synthesizing Evaluating Drawing Inferences

44. Used by permission by WestEd for presentations within the Northern Humboldt District Guided Practice Unpacking the Standards – Content & Skills

45. Used by permission by WestEd for presentations within the Northern Humboldt District R:LT:4:2.2: Analyze and interpret elements of literary texts, citing evidence where appropriate by- describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits • Work in groups of 2 or 3 and use the graphic organizer– • Write the standard above in the box at the top • Write the nouns in the concepts box • Write the verbs in the skills box

46. Used by permission by WestEd for presentations within the Northern Humboldt District Bloom’s Original Revised Taxonomy Taxonomy Separate dimension • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation Remembering Understanding Apply Analyze Evaluate Create C O G N I T I V E

47. Used by permission by WestEd for presentations within the Northern Humboldt District Categories of the Knowledge Dimension There are 4 categories of knowledge.

48. What kind of knowledge is it?

49. Used by permission by WestEd for presentations within the Northern Humboldt District Bloom’s Original Revised Taxonomy Taxonomy Separate dimension • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Remembering • Understanding • Apply • Analyze • Evaluate • Create C O G N I T I V E

50. Used by permission by WestEd for presentations within the Northern Humboldt District Categories of the Cognitive Processes There are 6 categories of the Cognitive Processes.