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July 2014

Standards-Aligned vs. Standards-Based: Evaluating Alignment of Instructional and Assessment Materials. July 2014. Welcome and Introductions. Maryland State Department of Education Student Achievement Partners Presenter Participants. Norms & Logistics. NORMS Silence Your C ellphones

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July 2014

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  1. Standards-Aligned vs. Standards-Based: Evaluating Alignment of Instructional and Assessment Materials July 2014

  2. Welcome and Introductions • Maryland State Department of Education • Student Achievement Partners • Presenter • Participants

  3. Norms & Logistics NORMS • Silence Your Cellphones • Be Actively Engage in Learning • Respect Others Right to Learn LOGISTICS • BATHROOMS – • VENDING MACHINES – • WIFI – • CPD CREDITS • PARKING LOT

  4. I can articulate the purpose of the Toolkit. I can identify the various evaluative instruments in the Toolkit and their individual purposes. I can articulate a plan to use the Toolkit instruments to address personal alignment concerns. Session Objectives

  5. Suite of Tools to Evaluate Alignment

  6. Background/Purpose The Shifts Exploring the Toolkit Planning Next Steps Session Learning Plan

  7. Building Background Knowledge • Read “What’s In the Toolkit? An Overview” on page II-1. • With a partner, summarize two important ideas from the reading.

  8. What is the Toolkit? An Overview • Purpose:To catalyze the impact that the CCSS can have on student achievement by building and applying a common vision of CCSS aligned, high quality instructional and assessment materials • What it is: • Evolved from The Publisher’s Criteria • Collaboration between Achieve, CCSSO and Student Achievement Partners • A resource that brings together a set of interrelated, freely available tools for evaluating instructional and assessment materials for alignment to CCSS • Support for the evaluation of comprehensive textbook or textbook series, units, lessons, grade or course-level assessments, item banks, and individual assessment items and can be applied to both print and digital materials

  9. Moving toward the MCCR Standards

  10. Evaluators must be well versed in the Shifts

  11. Types of Tools in the Toolkit

  12. Exploring the Toolkit: Toolkit Scavenger Hunt Please Move into Work Groups:

  13. Exploring the Toolkit • Complete a T-Chart to show the characteristics of structure for assigned tool. Example: • Think about: • How is the tool organized? • What item(s) are being evaluated? • How is the item evaluated? • Is there a specific sequence for evaluating? • How is the tool organized by grade band?

  14. Exploring the Toolkit: Scavenger Hunt Gallery Walk • Visit each chart to learn more about the individual tools in the Toolkit • Note the similarities of the tools • Complete #1 on the “Toolkit Scavenger Hunt”

  15. Exploring the Toolkit: Scavenger Hunt Take a Second Look • Review the tool to find evidence of the Shifts • Complete #2 on “Toolkit Scavenger Hunt” • Share with your group

  16. Intended Use of the Toolkit

  17. Putting the Toolkit into Practice Which TOOL would you use? • You are a part of a group of 8th grade teachers developing curriculum for English Language Arts and want to set up a process for evaluating the alignment of units that your group is producing. EQUIP • You are a curriculum specialist in your district and are tasked with providing a recommendation about whether or not to adopt a new set of math textbooks for grades 3 -5. IMET

  18. Putting the Toolkit into Practice Which TOOL would you use? • You are developing a grade-level performance task for reading in grade 5. AET • Your district is considering investing in a system of formative assessment tasks and you are on the evaluation committee that is developing the RFP. AET • Your students just did really well on their math chapter test. You are wondering if the results of this test are an indication of meeting MCCRS expectations. AET or Criteria Checklist

  19. Putting the Toolkit into Practice What will you do? • Identify a challenge you would like to address using the Toolkit. • Develop an action plan. • Be prepared to share key points of your plan.

  20. www.achievethecore.org

  21. Self-Evaluation Re-examine today’s session objectives: • I can articulate the purpose of the Toolkit. • I can identify the various evaluative instruments in the Toolkit and their individual purposes. • I can articulate a plan to use the Toolkit instruments to address personal alignment concerns. With a partner, determine how well you can do each: • Very easily • Somewhat with a little help • This is still a goal

  22. dbarnett@ccboe.comamy.burgess@garrettcountyschools.orgachievethecore.orgmsde.blackboard.com Twitter: @MDFormative

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