Everett Public Schools Power of Proficiency Scaling

1. Everett Public Schools Power of Proficiency Scaling Jo Anne Buiteweg, Director of Learning Management Systems Jana Sanchez, STEM Mathematics Facilitator ATI Summer 2014

2. Entry Task • Write down some of your thoughts for these two questions; be prepared to share. • What does a “2” represent? (approaching proficiency) • For a teacher? • For a student? • For a parent? • For a transcript reviewer? • What does a “4” represent? (beyond proficiency) • For a teacher? • For a student? • For a parent? • For a transcript reviewer?

3. “Clearly a better method for developing and scoring assessments is needed – one that ensures that the scale (the size of an inch) stays the same from one assessment to the next and that a teacher applies the same logic to scoring of each assessment.” Marzano, Robert J. Formative Assessment and Standards-Based Grading 2010

4. Session’s Overview • How does“ Depth of Knowledge” (DOK) as defined by Norman Webb facilitate the implementation of standards-aligned program? • How is the “Depth of Knowledge” a foundation for the construction of a proficiency scale to “unpack” clusters/ standards? • How can we use the implementation of CCSS and NGSS as a way to infuse standards-focused practices? • What implications does scaling have as the foundation for building leveled assessments and instructional plans? • How can instructional leaders utilize proficiency scaling as a focal point for a more coherent system for curriculum, assessment and instruction?

5. Backwards Design Model

6. Norman Webb’s Depth of Knowledge • Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with assessments • The degree of depth or complexity of knowledge reflected in the content standards and assessments • How deeply a student needs to understand the content for a given response/assessment

7. Webb’s Depth of Knowledge (DOK) • Addresses the content being assessed and the depth to which we expect students to demonstrate understanding of that content. • Is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product • Is about cognitive complexity, not difficulty • Is not grade contextualized • Offers a pathway to rigor

8. Created based on work of Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006

9. Depth of Knowledge depends on more than the verb. The complexity also depends on what the verb is acting on. For example, “draw” is in the DOK level 1 sector. But a student who draws a blueprint of a new building is doing more than recall of information. Explain also can be at different levels--explain by repeating a definition (DOK level 1), explain by putting a paragraph into your own words (DOK level 2), or explain by describing an analysis of the factors contributing to the economic down turn of the US (DOK level 3).

11. Bloom’s and Webb’s Different models to describe cognitive rigor • Bloom – What type of thinking (verbs) are needed to complete the task? • Webb – How deeply do you have to understand the content to successfully interact at a given depth? How complex is the content?

12. Cognitive Rigor Matrix This matrix from the Smarter Balanced Content Specifications for Mathematics draws from both Bloom’s (revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.

14. DOK Levels

15. Depth of Knowledge • Recall— Identify this utensil. • Concept— Explain the function of the fork. • Strategic— Identify two examples of when a fork would not be the best utensil for a type of food and explain why. • Extended— Design an investigation to determine the optimal number and length of tines for a salad fork. From: Lois Barnes SREB/HSTW

16. Depth of Knowledge • Recall— Identify the type of tree. • Concept— Explain the function of the leaves. • Strategic— Explain how a drought might affect the growth of the tree. • Extended— Design an investigation of seedling growth to determine the best fertilizer for this type of tree. From: Lois Barnes SREB/HSTW

17. Card Sort Activity? • Working with an elbow partner label each task/prompt with the appropriate DOK level and justify your decision.

18. Cognitive Complexity vs Difficulty What is the difference between Cognitive Complexity and Difficulty Level? • Difficulty refers to how many students answered the question correctly. • High Order Thinking refers to how many steps it takes to answer the question. Add: 4,678,895+ 9,578,885 • What is the DOK?

19. DOK Snapshot • DOK is a scale of cognitive demand • DOK is not an exact science • DOK is not about difficulty but how much thinking is required for the student to complete the prompt/task • DOK is about the item/standard not the student • The context of the item/standard must be considered to determine the DOK level not just a look at what verb was chosen. • DOK is lowered when too much information is given

20. How can we be consistent in applying DOK at our grade level? Depth of Knowledge = Cognitive Demand = Rigor • How much and what kind of “thinking” is called for in each CCSS cluster, for classroom instruction and on assessments? • What kinds of “thinking” is called for approaching the cluster and beyond the cluster?

21. Proficiency Scaling The process of identifying and developing the cognitive demand or level of rigor for a given standard. • Starting with the standard: educators use a framework … (Bloom’s, Costa’s , Webb’s DOK or combination) …as way to build “a rigorous rubric-based approach in the interest of valid and reliable assessing” which informs both teacher and student • If Proficient is the standard: • What is Advanced? • What is a Basic? Marzano, Robert J. Formative Assessment and Standards-Based Grading 2010

22. Common Core

23. Proficiency Scale

24. Proficiency Proficiency Scale level does not equal DOK level Strategic Thinking DOK 3 Extended Thinking DOK 4 Skills/ Concepts DOK 2 Recall/ Reproduction DOK 1

25. Proficiency Scale

26. Proficiency Scale

27. Difference Between Scales and Rubrics • Scales are built for teachers use in planning assessments and instruction • Scales are tied to standard – independent of performance task • Basic tasks are deliberate performance expectations not written to be “lacking” or “missing” proficient elements • Rubrics are tied to specific performance expectations • Rubrics are smaller picture • Proficiency Scales are the bigger picture

28. Build Summative Assessments and Assessment Maps Build summative assessments and assessment maps • Reliable and Valid • Items/Prompts aligned to standards • Items/Prompts leveled • Scoring and reporting variables determined Fix 7: Don’t organize by type but by standard Fix 8: Don’t grade unclear standards; provide clear expectations Fix 10: Don’t rely on weak assessments; use quality assessments

29. Leveraging Scaling Scaling and Leveling Rigorous, Informative Assessment Curriculum & Instruction Reporting Variables/ Grading Practices

30. Schimmer’s Key Questions Emphasize COMPLETION or STANDARDS? Is school about ACTIVITIES or LEARNING? Is school about POINTS or EVIDENCE? Is learning an EVENT or a PROCESS? Lead to O’Connor’s Fixes

31. Shift from Completion to Standards Emphasize COMPLETION or STANDARDS? Fix 1: Don’t include student behavior Fix 2: Don’t reduce score for late work Fix: 14: Don’t summarize evidence over time: emphasize recent achievement.

32. Shift from Activities to Learning Is school about ACTIVITIES or LEARNING? Fix 5: Don’t reduce grade based on attendance Fix 6: Don’t include “group scores” Fix 9: Don’t assign grades through comparison to others

33. Shift from Points to Evidence Fix 3: Don’t add “extra” points Fix 4: Don’t punish with grades (dishonesty) Fix 11: Don’t rely on the mean; use other measures and professional judgment Fix 12: Don’t include 0s – use “I” for insufficient evidence and gather information to make determinations

34. Shift from Event to Process Is learning an EVENT or a PROCESS? Fix 13: Don’t use formatives in grade; use only summative evidence Fix 15: Don’t leave students out of the learning process – they should play key roles in the assessment process”

35. Welcome, Encourage, Inspire to Build Confident Learners