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Essential QuestionEssential Question

•How can developing Formative How can developing Formative Quarterly assessments close Quarterly assessments close gaps between the gaps between the

Intended, Delivered, and Intended, Delivered, and Achieved Achieved

Reading Curriculum?Reading Curriculum?

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FormativeFormative Quarterly Quarterly Assessments Assessments

Welcome!Welcome!The purpose for our The purpose for our Formative Quarterly Formative Quarterly Assessment Planning Assessment Planning

Committee is to increase: Committee is to increase: AwarenessAwareness

CollaborationCollaborationCommunicationCommunication

Shared Understandings Shared Understandings

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Formative Quarterly Formative Quarterly Assessments: Assessments:

What Questions will Formative Quarterly What Questions will Formative Quarterly

Assessments Address?Assessments Address?

CCPS PreK-12 Literacy Essential CCPS PreK-12 Literacy Essential QuestionsQuestions: :

• To what extent do our students To what extent do our students purposefully and critically engage purposefully and critically engage text?text?

• To what extent do our students To what extent do our students communicate their thinking with communicate their thinking with clarity, accuracy, and impact?clarity, accuracy, and impact?

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Literacy VisionLiteracy Vision

Each one of ourEach one of our

Carroll County Public School studentsCarroll County Public School students

will purposefully and critically engage texts andwill purposefully and critically engage texts and

communicate with accuracy, clarity, and impact. communicate with accuracy, clarity, and impact.

How will we know the desired results How will we know the desired results

of the Literacy Vision are being of the Literacy Vision are being achieved?achieved?

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The Art and Science of The Art and Science of Teaching Marzano, 2007Teaching Marzano, 2007

• Research reports that gains in student Research reports that gains in student achievement resulting from achievement resulting from Formative Formative AssessmentAssessment are the largest are the largest everever reported for reported for educational interventions. educational interventions.

• If the effect size could be achieved nationwide, If the effect size could be achieved nationwide, it would be the equivalent to it would be the equivalent to raising the raising the United StatesUnited States scores into the top five. scores into the top five.

Black and Wiliam, 1998 in Black and Wiliam, 1998 in Marzano, 2007Marzano, 2007

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Common Findings in Common Findings in SuccessfulSuccessful Schools Schools

• Commitment to Professional Learning Commitment to Professional Learning CommunitiesCommunities

• Focus on students’ work and assessmentsFocus on students’ work and assessments

• Instruction changes based on dataInstruction changes based on data

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Two Tools for Two Tools for AssessmentAssessment

• 1.) To maximize student success, assessment 1.) To maximize student success, assessment must be seen as an instructional tool for usemust be seen as an instructional tool for use while learning is occurring.while learning is occurring.

• 2.) Assessment must be viewed as an 2.) Assessment must be viewed as an accountability tool accountability tool to determineto determine if learning has if learning has occurred. occurred.

• Both purposes must be in balance.Both purposes must be in balance.

NEA, NEA, 20032003

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Assess OftenAssess Often

Short assessments Short assessments

given over time given over time

will provide the most accurate will provide the most accurate indication indication

of a student’s learning.of a student’s learning.

Marzano, Stiggins, Marzano, Stiggins, McTighe, ReevesMcTighe, Reeves

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What are Formative What are Formative Quarterly Comprehension Quarterly Comprehension

Assessments?Assessments?• A cycle of assessments for and as learning to guide A cycle of assessments for and as learning to guide

comprehension instruction to improve student learningcomprehension instruction to improve student learning• Timely feedback about learning to teachers and students Timely feedback about learning to teachers and students • Students can see their progress over time; Data collected Students can see their progress over time; Data collected

in data warehouse beginning school year 2009-2010in data warehouse beginning school year 2009-2010• Collaboratively designed locally to increase connectionsCollaboratively designed locally to increase connections• Represent essential: Power Standards, Assessment Represent essential: Power Standards, Assessment

Limits, Learning TargetsLimits, Learning Targets• Aligned to MSA, VSC, Bank of Interventions; Benchmarks Aligned to MSA, VSC, Bank of Interventions; Benchmarks

were based on the VSC Standardswere based on the VSC Standards• Results analyzed by teachers and grade level or course Results analyzed by teachers and grade level or course

data teams, to differentiate instruction, and by data teams, to differentiate instruction, and by studentsstudents

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Opportunity to LearnOpportunity to Learn

ACHIEVED Curriculum

DELIVERED Curriculum

INTENDED Curriculum

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Assessment Development is Assessment Development is a Processa Process

• All Reading Specialists will participate All Reading Specialists will participate in the experience of developing county in the experience of developing county Formative, Quarterly AssessmentsFormative, Quarterly Assessments

• Schools will have access to the process Schools will have access to the process

• Intended, Delivered, and Achieved Intended, Delivered, and Achieved Curriculum will be AlignedCurriculum will be Aligned

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Ultimately: Ultimately: Students as Self-AssessorsStudents as Self-Assessors

• ““To produce readers To produce readers capable of capable of independently independently monitoring their monitoring their comprehension, comprehension,

we will need to we will need to develop students develop students capable of self-capable of self-assessment of their assessment of their reading.” reading.”

McTighe, McTighe, 2007 2007

• ““EventuallyEventually, , students become students become both the self-both the self-assessors and assessors and consumers of consumers of assessments.”assessments.”

Stiggins, 07Stiggins, 07

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Donald GravesDonald Graves

• ““One of the best examples of good teaching I’ve ever had was with a golf One of the best examples of good teaching I’ve ever had was with a golf professional. professional.

On my first lesson he said, “Here is a bucket of balls. Hit ‘em.” On my first lesson he said, “Here is a bucket of balls. Hit ‘em.”

• In a few minutes he said, “Keep your head down.” In a few minutes he said, “Keep your head down.”

By the end of the bucket of balls, he had taught me one more lesson. That’s all!By the end of the bucket of balls, he had taught me one more lesson. That’s all!

• By the end of several weeks, he had attended to several of my golfing By the end of several weeks, he had attended to several of my golfing problems. problems.

A few years later I realized that each of my problems were visible on the first A few years later I realized that each of my problems were visible on the first day of lessons. day of lessons.

If I had tried to improve them ALL, I probably would have missed each and If I had tried to improve them ALL, I probably would have missed each and every ball every ball entirely.entirely.” ”

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Formative Quarterly Formative Quarterly Reading AssessmentsReading Assessments

Collaboratively Collaboratively share three share three

understandings understandings with a partner :with a partner :

1. 2. 3.

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How can How can youyou help to improve help to improve communication about your shared communication about your shared

understandings:understandings: