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State Standards
Professional Learning
Cycle 2ELA
January 13- February 7
As you arrive…
Sign in at the back tables.
Sit as a Site.
Coaches and District Support Staff please join site teams where there is space available.
Pick up the handouts.
We will begin at 8:30 a.m.
Welcome Teachers! 2
CelebrationsFUSD Teachers!
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Professional Learning Design for the 2014-2015 Year
Cycle 1: October/November 2014Classroom Teachers
Foundation Lead Teachers- December
Cycle 2:January/February 2015Classroom Teachers
Foundation Lead Teachers- February/March
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Instructional Commitments
Engage students in complex talk, complex tasks and complex text to address reading, writing, listening and speaking standards.
Engage students in Common Core grade level standards.
Engage students in higher levels of thinking reaching levels 2, 3, and 4 using Webb’s Depth of Knowledge (DOK).
Engage students in assessments that are standards-based and SBAC aligned.
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Outcomes for Cycle #2
By the end of the session, participants will…Build common vocabulary on assessment and create an assessment for use in the next instructional unit in alignment with Smarter Balanced Assessment claims.
Review the additions to the standards adopted by the state of California and determine implications for instruction.
Identify technology embedded within the State Standards and design classroom opportunities to teach digital literacy
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Layers of Support
Students Read, write, and speak grounded in evidence
TeachersCommit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence
CoachesSupport teachers to plan and implement new learning
Leaders Support teachers to take risks with new learning
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Our Norms for Learning and Working Together
Be Present Arrive On Time Active Listener Active Participant—Smile! Enjoy our learning.
Minimize Distractions Technology at Break Focus on Topics
Be Aware of the Larger Group’s Needs Noise Levels Site Specific Issues
We can add/revise to
these as needed…
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Today’s Agenda
Welcome/Introduction Setting Context/Building Background Assessment Literacy
SBAC Common Vocabulary Evidence Based Design Task Models
Digging into the CA Additions to the Standards Educational Technology
Digital Literacy
Closure and iACHIEVE Survey Resource Exploration
Scavenger Hunt
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Setting the Context10
1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments
2. Collecting and analyzing assessment data from a variety of sources to inform instruction
3. Reviewing data, both individually and with colleagues, to monitor student learning
4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5. Involving all students in self-assessment, goal setting, and monitoring progress
6. Using available technologies to assist in assessment, analysis, and communication of student learning
7. Using assessment information to share timely and comprehensible feedback with students and their families
12CSTP 5: Assessing Students for Learning
FUSD Continuum of Standards
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H/OH/O
Activator: 14
H/OH/O
Activator- Assessment Terms
Assessment literacy is a broader topic than what we are focusing on today.
1. From the list of assessment terms, use the scale to rate your familiarity.
2. Use the notes column to write down definitions or examples of the terms you know
3. Fill any blank spaces in the notes column as you hear the presentation.
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Assessment Literacy16
The Assessment Challenge
How do we get from here... ...to here?
All studentsleave high school
college and career ready
All studentsleave high school
college and career ready
Common Core State Standards
specify K-12 expectations for
college and career readiness
Common Core State Standards
specify K-12 expectations for
college and career readiness
...and what can an assessment system do
to help?
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Two Dimensions of Assessment
Formative and Summative
Embedded and Transfer of Learning
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Formative or Summative?
Formative Intention – inform next
steps for teaching / learning
During an instructional sequence (lesson, module, unit)
Feedback is descriptive Not for grading/
accountability
Summative Intention - determines
status of learning After instructional
sequence Evaluative feedback Ok for grading /
accountability
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Embedded or Transfer of Learning?
Embedded Within the
unit/lessonA part of the
teaching/ learning
Transfer of learning Can students
transfer what is learned through teaching to a new context, without teaching support?
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Scope and Sequence Vocabulary
District Common Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT , AND A RUBRIC
an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)
Previously known as the Culminating Task AC created using district provided frame
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Common Assignments22
Quarterly DesignOne Example
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What Assessment Type AM I?
Checking our Understanding Determine if the following assessments are :
Formative or Summative Embedded or a Transfer of LearningUse the card sort activity to check your
understanding
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Formative
Summative
Embedded Transfer of Learning
Shifts in Summative Assessment
Each state procured their own assessments
Measured proficiency against state, not agreed upon standards
Results often delivered months after the test
Most administered on paper
Common, comparable scores across states measuring college and career readiness
Providing achievement and growth information for educational decisions and professional development
Administered online, with timely results
From: To:
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A Balanced Assessment System- Smarter
Balanced
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
All students
leave high
school college
and career ready
All students
leave high
school college
and career ready
Teachers and schools have information and tools
they need to improve
teaching and learning
Interim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career readiness
Teacher resources for
formative assessment
practicesto improve instruction
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SMARTER BALANCED Digital Library Resource
For Formative Assessment27
Taught Curriculum
The Aligned Instructional System
Written Curriculum
Assessed Curriculum
• CCSS Content Standards• ELA Anchor Standards• Mathematical Practices
• Instructional Shifts• Materials/resources• Depth of Knowledge
In Addition to classroom formative and summative assessments:• SMARTER Balanced• Assessment Blueprints
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Evidence-Centered Design
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Traditional Item Development
Traditional Item Development
versus Evidence-Centered Design
Evidence-Centered Design
Identify standard, create a multiple-choice question,
an answer, and three distractors
SMARTER Balanced Test Blueprints
Components include: Claim Content Category (Cluster) Assessment Target Item Type DOK level
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H/OH/O
Understanding the SBAC BlueprintsOverarching Claims 3-8 and High
School Overarching Claims 3-8 and High
School
TargetsTargets
StandardsStandards
Assessment Claims
Assessment Claims
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Overarching Claims for English Language
Arts/Literacy ()
Total English language arts / literacy (Grades 3-8)“Students can demonstrate progress toward college and career readiness in English language arts and literacy.”
Total English language arts / literacy (High School) “Students can demonstrate college and career readiness in English language arts and literacy.”
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Claims for ELA & Literacy33
Claim #1 Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim #2 Writing: Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim #3 Speaking/Listening: Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim #4 Research: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
The SBAC Blueprint- ELA34
The SBAC Blueprint- ELA35
The Common Core Standards Feed into the Targets
Evidence-Centered Design36
Traditional Item Development
Traditional Item Development
versus Evidence-Centered Design
Evidence-Centered Design
Identify standard, create a multiple-choice question,
an answer, and three distractors
Getting to Know Task Models (Formats)
Selected Response Multiple Choice Multiple Answer Binary Options (T/F)
Constructed Response Short Response Extended Response
Performance Task
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Information Processing/Constructed Response Items•Short Answer•Increasing Rigor
Information Processing/Constructed Response Items•Short Answer•Increasing Rigor
SBAC-AlignedPerformance Task
Cognitive Ramp
Cognitive Ramp
PerformanceTask/Product•Analytic Essay Prompt•Quantitative Problem
•Scoring Rubric
PerformanceTask/Product•Analytic Essay Prompt•Quantitative Problem
•Scoring Rubric
Cognitive Demand
Student Performance Level
ItemItem
ItemItem
ItemItem
“Stimulus”•Text
•Data Set•Analytic Tools
“Stimulus”•Text
•Data Set•Analytic Tools
Low
Mid
High
Annotated Student
Work Exemplars
Annotated Student
Work Exemplars
Teacher Direction
s
Teacher Direction
s
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Creating a Grade Level Assessment
Determine whether this assessment is to be embedded or transfer of knowledge
Determine whether this assessment is to be formative or summative
Identify the Standards to be addressed Identify the range of complexity (DOK) Determine which item type(s) support the
standard(s) to be assessed
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Accountable Community Teamwork
Task: From the menu of assessment designs below, each AC creates an assessment for use in the next instructional unit
Formative-embedded Formative- Transfer of Learning Summative- Embedded Summative- Transfer of Learning
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Gallery Walk41
Walk around the room with your AC and take a look at the work of others
Walk around the room with your AC and take a look at the work of others
Discuss what you observe, take pictures, get contact information.
Summarizer: Revisiting the Vocabulary
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H/OH/O
60 Minutes
LUNCH
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Additions to CA Standards44
http://www.cde.ca.gov/re/cc/ccssfaqs.asp
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Additions to CA Standards46
How are you already addressing these additions?
H/OH/O
Educational Technology47
Educational Technology48
Technology, used effectively, can help all students meet and exceed the rigorous learning goals embedded in the Common Core State Standards
Focus on developing the necessary technology integration skills for mastery of content, development of College and Career Ready skills, and performing well on the Smarter Balanced Assessments
Will promote students who are engaged and empowered to be inquisitive, creative, and resourceful problem-solvers who discover, collaborate and interact in meaningful ways
Digital Literacy Instructional Technology
Prerequisite computer skills
Online Assessment Literacy
Common Core standards enhanced and supported by technology
Educational Technology: Areas of Focus
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Digital Literacy Instructional Technology
Students are explicitly taught the skill of how to input numbers and create a spreadsheet on the tablet
During a math lesson, students create a spreadsheet to demonstrate understanding of information from a data set pulled from math text
Mathematics Example50
Prerequisite Computer skills Scope & Sequence Modules
Digital Literacy51
Digital Literacy- Quick Survey
How are you embedding digital literacy skills into your instruction? Keyboarding Skills? Linked to writing? Using classroom tablets?
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Challenges
As a table write down some of your continued challenges.
Listen to the sorting categories.
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Technology Scope & Sequence
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H/OH/O
Embedded in State Standards
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Technology Scope & Sequence Resources
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Coming Soon!
H/OH/O
Poll Everywhere57
Resource Exploration 58
1. Smarter Balanced Blueprints2. SBAC Digital Library
3. Additions to CA Standards4. Educational Technology Scope
& Sequence
Use the scavenger hunt to find some of the essential components of the resources listed above. If you finish early, spend the time exploring your favorite resources and determining how to use it.
H/OH/O
iACHIEVE Survey59
Closure
Report out any interesting resources or features of a resource that your grade level found.
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