1 Standards-Based Grading & Reporting Transforming Our Teaching And Learning Module 4.
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Transcript of 1 Standards-Based Grading & Reporting Transforming Our Teaching And Learning Module 4.
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Standards-Based Grading Standards-Based Grading & Reporting& Reporting
Transforming Our Teaching And Learning
Module 4
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Desired OutcomesDesired Outcomes1. Participants will critically examine their own
grading practices, understand the complexity of grading, dialogue and make decisions at the school level about grading in a standards-based system.
2. Participants will have guidelines for determining grades that are meaningful, consistent and that support learning.
3. Participants will have models for collecting, documenting, recording, and reporting evidence.
4. Participants will know how to involve students in the process.
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Key Concepts Key Concepts Grading is complex and needs to be critically
examined and aligned with standards-based instruction and assessment.
The practices for determining standards-based grades are different from those in a traditional grading system.
Guidelines for grading should be established to create meaningful, consistent, fair, and accurate grades for students.
Involvement of students enhances learning, motivates students, and keeps them apprised of their own growth and progress.
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What are some underlying What are some underlying perspectives on grading?perspectives on grading?
Grading: Is not essential for learning Is complicated Is subjective and emotional Is inescapable Has a limited research base Has no single best practice If faulty, can damage students--and
teachers
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Why must we change the way we Why must we change the way we grade students?grade students?
The growing emphasis on standards and performance assessments makes current reporting practices inadequate.
Parents and community members are demanding more and better information about student progress in learning.
Advances in technology allow more efficient reporting of detailed information on student learning.
Grading and reporting are recognized as one of educators’ most important responsibilities.
There is growing awareness of the gap between our knowledge base and common practice in grading and reporting.
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What are the qualities that What are the qualities that determine good evidence determine good evidence in grading and reporting?in grading and reporting?
Validity: the appropriateness & adequacy of interpretations
Reliability: the consistency of assessment results
Quantity: multiple sources for instructional and grading purposes
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1. Basis for 1. Basis for GradingGrading
Relate grading procedures to Hawaii Content and Performance Standards II
and the General Learner Outcomes
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2. Reference 2. Reference PointsPoints
Use the Grade Level Performance Indicators and grading scale to determine
grades
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Why must we change the way we grade”
There is a need for a consistent way of grading for all students, including those who require modifications or accommodations to be successful.
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What is our purpose for grading? Communicate about student
achievement Reflect current level of achievement Provide information that students
can use for self-evaluation
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Summarizing Information and Determining the Final Grade
Make final grades criterion referenced
Make modifications for special needs students with care
Convert, weight, and combine information with care
Use rubric scores for evidence of reliable and valid assessment
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Sample: Conversion Rule
Sample Decision Rule for Converting Ratings to Grades If the student’s profile of ratings (on a five-point scale) is The grade is At least 50% of the ratings are 5s and the rest are 4s A 75% of the ratings are 4s or better and the other 25% are not lower than 2 B 40% of the ratings are 3s or better and the other 60% are not lower than 2 C At least 50% of the ratings are 2s or above D More than 50% of the ratings are 2s or below F from: Classroom Assessment for Student Learning, R. Stiggins, J. Arter, J. Chappuis, S. Chappuis. Assessment Training Institute, 2004
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Collect evidence about student achievement based on your assessment plan (curriculum map)
• Distinguish between formative and summative assessments
• Allow multiple opportunities for students to demonstrate attainment of learning targets
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Steps in Report Card Grading
1. Start with the learning targets. Create a plan for what learning you will assess for grading purposes during the quarter.
2. Make an assessment plan to lay out how you will regularly find out what your students are learning.
3. Create, choose, and/or modify assessments.
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Steps in Report Card Grading
4. Record information from assessments as you give them.
5. Summarize the achievement information into one score.
6. Turn the score into a grade.
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ActivityActivityPart 1 Assessment OF
Learning or
Assessment FOR
Learning?Think of every type of
assessment used in your
classroom or at your
school. Write them on
post-its (one per post-it)
and set them aside.
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Negative Experiences
Causes Not clear what was to be tested Feedback method embarrassing Feedback too late to do any good Incomprehensible feedback/no
feedback Results didn’t reflect knowledge Trick questions No chance to improve/
one shot do or die Personal attack Time limits
Effects Stopped trying Never talked in class
again Changed majors Never took another
class in this subject Embarrassment Anger Redoubled efforts
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Positive ExperiencesCauses Clear what was to be tested Criteria for success were clear Feedback could be used to improve
performance Personalized feedback Practice similar to assessment even
if not graded Step by step learning aligned with
assessment Questions were understandable Chance to improve
Effects Felt successful Wanted to take
more classes on this subject
Felt encouraged to keep trying
Knew what it took to succeed
Motivated to learn Redoubled efforts
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Assessment
Promote increases in achievement to help students meet more standards
Support ongoing student growth
Provide insights to improve achievement
Show process and progress during learning
Document individual achievement or mastery of standards
Measure achievement status at a point in time for purposes of reporting
Show accountability Certify student
competence
FOR Learning Of Learning
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Kinds of Achievement Targets
Master factual and procedural knowledge
Understands long-term physiological benefits of regular participation in physical activity
Explains the important characteristics of U.S. citizenship
Knows that energy can be transformed between various forms
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Kinds of Achievement Targets
Use knowledge to reason and solve problems
Uses statistical methods to describe, analyze, evaluate, and make decisions
Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities
Examines data/results and proposes meaningful interpretation
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Kinds of Achievement Targets
Demonstrate mastery of specific skills Measures length in metric and US units Reads aloud with fluency and expression Dribbles to keep the ball away from an
opponent Participates in civic discussion with the
aim of solving current problems Uses simple equipment and tools to
gather data
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Kinds of Achievement Targets
Create quality products Constructs bar graphs Develops a personal health-related
fitness plan Builds physical models of familiar
objects Creates a scripted scene based on
improvised work
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Policy on Reporting Student Progress (4510)
Policy on Reporting Student Progress (4510)
“The involvement of the student in the evaluation process should be considered essential …”
“The progress report shall … be diagnostic and constructive …”
“Secondary students are encouraged to conduct regular parent-teacher-student conferences.”
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Key 5: Student Involvement
1. Identify an important learning goal, or one students have difficulty learning.
2. Identify word(s) needing clarification.3. Define the word(s). We use a dictionary as a
starting point.4. Rewrite the definition as an “I can” (or an “I
am learning to”) statement, in terms that your students will understand.
5. Try it out on students or a colleague and refine as needed.
6. Have students try this process for subsequent learning goals.
Converting Learning Targets to student-Friendly Language
The Process:
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Standards-based Learning Goals
Summarize text, e.g.: Summarize important information in texts to demonstrate comprehension (4)
Make predictions, e.g.: Predict or hypothesize…from information in the text, … (6)
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Summarize textSummarize textSummarize textSummarize text
Words to be definedWords to be defined: SUMMARIZE SUMMARIZE: to give a brief statement of
the main points, main events, or important ideas
Student-friendly language:Student-friendly language: I can summarize text. This means I can make a short statement
of the main points or the big ideas of what I read.
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ActivityActivity
Complete Dot-
to-Dot Activity
Reflect: How does this
activity relate to
curriculum mapping?
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As a sophomore in high school, how would you feel if you were provided with the same reading material on the American Civil War for the fourth time in four years?
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As a sophomore in high school, how would you feel if you were given a Geometry assignment to find the area of different common quadrilaterals while you still had difficulty identifying quadrilaterals ?
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As a sophomore in high school, how would you feel if you were given a Biology assignment and you could readily apply what you had learned in your earlier science classes?
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DisconneDisconne
ct ct Activity Activity
Part 1Part 1What other educational
disconnects, if any,
do you see in your
classroom, school,
state, nation? List
them in the first
column of the t-chart.
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Common Disconnects“Official” curriculum isn’t necessarily the operational
curriculum- what’s actually happening in classrooms.
Teaching the textbook scope and sequence isn’t necessarily helping our students meet or exceed the Hawaii Content Standards.
What was taught isn’t necessarily what was learned. “Why didn’t they get that one right? I taught it!”
A 2nd grader in one school may be learning what a 4th grader learns at the same school or at another school.
There is no way to cover all the content in Social Studies, Science, Math and Reading and still do justice to the Visual and Performing Arts.
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An analogy….
Would you accept a medical treatment plan rather than documentation of actual treatment for your child?
Would you take your child to a doctor who had no idea about your child’s medical history and who treated your child in isolation from other doctors?
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Likewise as a teacher….
Would you accept a scope and sequence plan rather than take into account the unique needs of your student population?
Would you teach your students without any knowledge of what they learned previously and without communicating with other teachers?
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A A Curriculum Map IS…Curriculum Map IS…
Calendar based
A record of the content, skills and assessment
Teacher created and collaboratively refined
A resource to provide a framework for examination of authentic classroom curriculum and actual teaching
Data about instruction that can be analyzed
A tool that replaces intuitive or subjective curriculum decision making
Focused on student performance outcomes
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Curriculum Maps are Calendar-Based
The calendar is the one thing we all have in common- a starting point.
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Curriculum Mapping IS a PROCESS which…
Facilitates professional communication and effective planning
Identifies possible areas for curriculum integration
Provides a framework to evaluate student work with varied and relevant assessments
Offers a systems approach to curriculum planning
Brings standard alignments to the conscious, concrete level
Links to standards and is time-bound
Identifies gaps and repetitions in the curriculum
Systematically organizes features (units, essential questions, content, skills and assessments) in a consistent and organized way
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Curriculum Mapping……Process or Product?
Curriculum mapping is a process that results in tangible products along the way
The products are tools for the next steps
There are NO final products – maps will always be under revision
Not “mapping, mapping, mapping”….but ongoing mapping for inquiry and upping the ante for students
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Maps primary purpose: Communication
The actual journey Diary maps document
actual teaching The sites and stops along
the way Documents best practices Documents actual practices
A travel journal Provides a way to share
experiences
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ActivityActivityUse packet of samples
Identify which
documents are maps
and which are not,
based on the features
of curriculum maps.
Write down your
reasons why some are
maps and some are not.
Is it a map or
not?
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Curriculum MappingCurriculum Mapping Criteria for ReviewCriteria for Review• Calendar based
• Records content, skills and assessment
• Can be organized using themes, essential questions or other categories
• Teacher created, collaboratively refined
• A procedure for collecting data about actual teaching
• Provides a basis for authentic examination of the classroom curriculum
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Curriculum Mapping Provides
a format for planning: Documenting the content, skills, and assessments that
get students to the standards a consistent way of communicating:
A way to see gaps, redundancies, and mismatches when compared to standards, other teachers, other schools, other states….
a foundation for new journeys: Supports standards based instruction and a format for
using Standards Toolkit documents
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Content
WHAT students
learn
(noun)
• The subject
matter,
knowledge,
facts, key
concepts
• Based on HCPS
• “What do I need
to know?”
• Found in Scope
and Sequence
Toolkit
Document
Features:Features: The Content The Content
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Skills
The “TO DO” of the
curriculum
(Verb)
• Measurable • Based on HCPS•“What do I need
to know how TO
DO?”•Found in Grade
Level Performance
Indicator Toolkit
• Use precise language--have a
list of action words
to use.
Features:Features: The Skills The Skills
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Assessment
The EVIDENCE of
student learning
(verb)
• Demonstration of
learning • Triangulation of
evidence• Measurable
• Based on HCPS
• “How can I SHOW
what I know and
can do?”• This is the
evidence for
standard-based
grading and
reporting
Features:Features: The The AssessmentAssessment
Suggested Assessment Tasks found in the Instructional Guides of the Toolkit
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Essential Questions (EQs)
The HEART of the
curriculum
•Essential questions are based on universal concepts
•Bring relevance to the learner…
•“How will it affect me?”
Features: The Essential Features: The Essential QuestionQuestion
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What are Essential What are Essential Questions?Questions?
Essential Questions are provocative and make students think about lessons within a greater context.
Essential Questions are organizers that serve as the heart of a curriculum.
Essential Questions distill the content into what is critical to examine, explore, and learn.
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Universal Themes (samples)
Causality (cause and effect)
ChangeConflict
ConnectionsContinuity
CooperationCulture
DiversityEnergy
EnvironmentEvolution
ExplorationHeritage
InteractionInterdependence
Justice
LimitationOrderPatternsPowerQuestRelationshipsScarcityStabilityStructureStyleSurvivalSystemsTraditionsTruth/RealityUnityValues
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EXAMPLES OF ESSENTIAL QUESTIONS
How do we interpret theme and symbolism in a traditional folktale?
How does my community affect my life? How has change affected our town over the past
100 years? How did the discovery of agriculture affect the
structure and culture of early society? How has agricultire impacted our society today? What is the relationship between shapes and
measurement? When do we use fractions in everyday life? How do the main organs of the digestive system
function as a system?
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Standards Essential Question(s)
Content (noun) Skills (verb) Assessment (noun)
Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions.
Physical geography of China
Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture
Physiographic maps of ChinaRelief maps of China Cause & Effect Essay
Grade 6 Social Studies China Unit Sample Map
Standard Essential Question(s)
Content (noun) Skills (verb) Assessment (noun)
Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption.Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact.
Silk RoadBuddhismEconomics
Describe the Silk RoadConstruct a definition of a global marketTrace the path of Buddhism along the Silk RoadRecommend ways cultures can interact but still maintain integrity
MapsTimelinePersuasive Essay
November
December
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Standard(s) Essential Question(s)
Content (noun) Skills (verb) Assessment (noun)
Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions.
How does geography influence the development of civilization?
Physical geography of China
Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture
Physiographic maps of ChinaRelief maps of China Cause & Effect Essay
Grade 6 Social Studies China Unit Sample Map
Standard(s) Essential Question(s)
Content (noun) Skills (verb) Assessment (noun)
Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption.Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact.
How do cultures influence each other?
What are the origins of the global market?
Silk RoadBuddhismEconomics
Describe the Silk RoadConstruct a definition of a global marketTrace the path of Buddhism along the Silk RoadRecommend ways cultures can interact but still maintain integrity
MapsTimelinePersuasive Essay
November
December
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Are the cement that holds the unit together.
Direct student thinking.
Represent big ideas.
Are not simple one or two word answers.
There should not be more than two or three per unit.
Over-arching questions that focus on either big ideas and concepts or major themes with regard to curriculum content.
Essential Questions
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ActivityActivityMapping Practice
1. Review and select relevant
standards from the
instructional guide for your
grade level.
2. Using the map template,
come up with an essential
question.
3. Determine what
assessments will produce
evidence for that
standard(s).
4. What content & skills need
to be learned for students
to meet the standard(s)?
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is the subject matter, key concepts, facts, topics, important information. (nouns)
are the targeted proficiencies, technical actions and strategies. (verbs)is the demonstration of learning; the products and performances used as evidence of skill development and content understanding. (nouns)
A Quick Review:
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Mapping provides the framework for a New Journey
Record of each travelers experiences Documents what each student is taught
Chart a journey from beginning to end Used to create a K-12 map
A way to make decisions about subsequent journeys Curricular decisions can be made based on
data of the “real” curriculum
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Key 5: Student Involvement
4-Step Process for Setting Criteria with Students
Step 1: Brainstorm
Step 2: Sort & Categorize
Step 3: Create a T-chart
Step 4: Add, Revise, & Refine
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Step 1: Brainstorm
Pose a question
Record all ideas on the chart
paper
Add in your own ideas to make
sure that all the important
features are included and your
goals are met
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Step 2: Sort & Categorize Have students look at the list and
see if any ideas fit together. Ask “Do you see any similar items?”
Circle or mark the similar items using colored pens.
Decide on headings using big ideas.
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Step 3: Create a T-Chart
Draw a T-Chart Transfer the items
from Step 2. Put the big ideas or
criteria on the left. Put the details or
specifics on the right.
Criteria Details
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Step 4: Add, Revise, Refine
Have students review the T-Chart. Ask students, “ Are there any new
items or criteria that we need to add?”
Make changes as necessary.
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What is a Rubric?
An assessment that evaluates student performance
Uses specific criteria for assessment
Defines levels of performance for each criterion
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Why Use Rubrics
Assessment is more objective and consistent.
The target is clearer – shows what is expected and how work will be evaluated.
It gives feedback on the effectiveness of the instruction.
It provides benchmarks against which to measure and document progress.
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What Student Involvement with
Rubrics Doesn’t Look Like
Handing the rubric to students with little explanation.
No practice with the rubric before the “grading” use.
Asking students to self- or peer-assess using the rubric without teaching them how.
Using any old rubric without making sure it adheres to standards of quality.
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1. Individually read and score three student work samples (Practice Papers #01, #02, and #03) using the Sample Student Rubric (Handout 6).
2. Share the scores in your group.
3. Discuss the criteria on the rubric to develop common understandings. What do you notice?
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REVISEREVISE-- Using the Scoring Criteria on the Item and Scoring Criteria sheet, revise the rubric to include criteria measuring Core Concepts as well as the criteria for Accessing Information.
READ and SCORE-READ and SCORE- Then each member of the group will read and score 2-3 of the remaining samples (Practice Papers #04-#08) using the revised rubric.
DISCUSS and REFINEDISCUSS and REFINE - Discuss the following questions in your group: If we were going to use this rubric again, would we want to add new criteria? Clarify existing criteria? Delete insignificant criteria?
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Professional Learning Conversations
“A forum in which teachers can be inquirers and ask questions that matter to them, over a period of time, and in a collaborative and supportive environment”
(Horsley, 1998)(Horsley, 1998)
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Types of Professional Learning Conversations
School-basedJob-alikeTopic-centeredTeacher-researchIssues/DiscussionsReaders/WritersProfessional book discussion
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Types of Activities
Reading and discussing researchLearning about teaching and
learning approachesDiscussing knowledge learned at
workshopsImplementing new practices in
classrooms Analyzing student work
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Five Standards of Assessment Quality
Standard 1Clear Targets
Standard 2Clear and
Appropriate Users and UsesStandard 3
Appropriate Assessment Methods
Standard 4Sampling
Standard 5Potential Sources of Bias and Distortion
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Analysis of Maps in Light of Student Assessment Data
Question: Were the assessment items covered in the curriculum?
Question: When were they covered?Question: How frequently?Question: What kind of lessons prepared
students to answer these items?Question: What attending essential
questions, contents, and skills were used in conjunction with these items?
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Rubric for Curriculum Map Entries
Map Component
Score of 4 Score of 3 Score of 2 Score of 1
Degree of Detail on Content
Details succinct, clear, specific references to key concepts, facts, materials
Describes main concepts and subject matter
Identifies title of unit or course Generic heading, vague
Essential Questions Engaging, targeted, insightful question that frames and aligns content, skills and assessment
Clear focus question Simplistic, uneven in quality and lacking in relevance
Absent
Precise Skills Commences with an action verb; reflects standards and desired proficiencies
Clear action verb Generic verb; broad process verb
Vague, missing or inaccurate
Targeted Assessment Specific product and performance providing evidence of student learning; aligns with other elements
Product or performance is listed
Generic products only; teacher role is noted but not students’ roles (i.e. – teacher observation)
Absent, incomplete or unfocused
Developmental Focus Age, stage of development is reflected in all entries
Uneven reflection of developmental appropriateness
Limited attention to developmental appropriateness
No attention to developmental considerations
Accuracy of Entries Consistent and accurate reflection of operationalized curriculum anchored in real time
Reasonable representation of operational curriculum
General representation of curriculum with little attention to timeframes
Inaccurately displays data on maps
Conceptual Understanding
Conveys a depth of understanding of curriculum supported by salient details
Shows understanding with adequate support
Shows some understanding with some support
Understanding is not evident
Internal Alignment Demonstrates a clear, coherent, complete correspondence between content, assessment, skills and essential questions
Demonstrates alignment between some of the key elements internally but not all
Minimal attention evident to alignment
No alignment; elements are missing
Alignment to Standards Clear precise evidence of alignment to both content and proficiency standards throughout all entries
Alignment is evident to most standards; minor revision is necessary
Alignment is spotty; many entries do not correspond to external standards
No alignment; elements are missing
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Rubric for Implementation of Mapping
Aspect Score of 4 Score of 3 Score of 2 Score of 1
Review of Data Honest exchange employing mapping and assessment data with a focus on both horizontal and vertical articulation
Exchange between teachers employing mapping data and assessment data but only on vertical OR horizontal articulation
Occasional reference to data in exchanges with limited articulation concerns
No use of direct assessment or mapping data and no articulation
Resolution of Problems Focus is maintained consistently on the needs of the population
Focus is maintained on learners but on occasion veers
Focus is highly inconsistent on learners
No focus on learners
Range of Participation Every teacher in the building has made entries consistent with the site criteria
Majority of teachers have made entries using the site criteria
Only some teachers have made entries using the site criteria
No entries have been made by any staff
Mechanics Exhibits correct spelling, punctuation, paragraphing, grammar and usage. Error free
Exhibits generally correct spelling, punctuation, paragraphing, grammar and usage. Few errors
Exhibits minor errors in spelling, punctuation, paragraphing, grammar or usage that do not interfere with communication
Exhibits errors in spelling, punctuation, paragraphing, grammar or usage that interferes with communication
Presentation Neat, professional; attractive, extra care in details. Employs template consistently
Neat, easy to read. Sometimes hard to follow; inconsistent use of format; careless
Confusing and inconsistent entries with little attention to template
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What do we do now?
Rick Dufour says…(as a group of teachers)
1. Determine 8-10 concepts your students should understand each semester per subject
2. Create assessments to know if students understand these concepts
3. Create interventions and enrichment for students who don’t and do understand.
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Curriculum MappingCurriculum Mapping Criteria for ReviewCriteria for Review• Calendar based
• Records content, skills and assessment
• Can be organized using themes, essential questions or other categories
• Teacher created, collaboratively refined
• A procedure for collecting data about actual teaching
• Provides a basis for authentic examination of the classroom curriculum
84
Curriculum Mapping Provides
a format for planning: Documenting the content, skills, and assessments that
get students to the standards a consistent way of communicating:
A way to see gaps, redundancies, and mismatches when compared to standards, other teachers, other schools, other states….
a foundation for new journeys: Supports standards based instruction and a format for
using Standards Toolkit documents
86
Different Maps for Different Focus
The purpose defines the type of Map
needed
Mapping LanguageDiary Maps•Done Monthly•A personalized map written at the end of the month by the individual person (No “Team” Diary Mapping!) that contains what REALLY took place Projected Maps • What you intend to teach.. subject use the consensus map as a “personal road map” for delivery plan / instructionConsensus, Essential or Core Maps•An Entire School Year Of Months•A map that is created via a team of educators that serves as the “Master” wherein all who teach / administer the course. What is taught in common.
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When the Types of Curriculum Maps are Used
Projected/Pacing: Used for planning
Diary: Used for documenting the actual curriculum taught
Consensus: Used for grade level or school to define core of the standard-instruction. Essential: Used for a particular grade level; created over time.
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Phase 1: Collecting the dataPhase 2: First read-throughPhase 3: Small mixed group reviewPhase 4: Large group comparisonsPhase 5: Determine immediate revision pointsPhase 6: Determine points requiring research and planningPhase 7: Plan for next review cycle
EACH TEACHERRecords actual teaching Each Teacher must complete their own mapRequires that each teacher be honestRequires consistent recordingAdministrators are wise not to use for evaluation purposes
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Phase 1: Collecting the dataPhase 2: First read-through
Phase 3: Small mixed group reviewPhase 4: Large group reviewPhase 5: Determine immediate revision pointsPhase 6: Determine points requiring research and planningPhase 7: Plan for next review cycle
SMALL MIXED GROUPSSMALL MIXED GROUPSGroups 6-8 people composed of people who do not typically work togetherEach teacher shares findings from first read-through Delay judgment and decision-makingRecord for later share-out
90
Read Through Discussion Questions Include:
1. How does our sequence match with the standards and the state tests?
2. Does our content build sequentially in terms of complexity and understanding for students?
3. Do our skills spiral appropriately in relation to the content?
4. Is there any content or skills that we should be teaching differently?
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Debriefing
1. What new learnings did group members encounter?
2. What concerns do group members have?3. What questions do group members have?4. What agreements were reached regarding
entry format and abbreviations?5. What revisions have you decided to present
to the other groups for consideration in regards to the curriculum?
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1. Complete items noted on the Vertical Team Read-Through Response Sheets.
2. Convene to the table or location your team is assigned.
3. Appoint a facilitator.4. Appoint a recorder.
CURRICULUM MAPPINGVertical Team Read-Through
Review Protocol
93
Option One based on Available Time:5. Each teacher distributes copies of their map
report.6. Teachers individually read the maps. Look for:
• Maps were written in such a way that you are clear about what the students experienced
• Ah hahs - What was something you learned? • Possible gaps• Possible repetitions• Questions related to items on the curriculum
maps that may need to be addressed
CURRICULUM MAPPINGVertical Team Read-Through
Review Protocol
94
7. Appoint a time keeper.8. Using a round robin format, the facilitator will ask
each member of the group to take one minute and highlight aspects of his/her map.
9. Facilitator will ask the group to focus individually on each person's map in order and note feedback on each of the following areas:• ah hahs - What was something you learned? • possible gaps• possible repetitions• questions related to items on the curriculum maps
that may need to be addressed
CURRICULUM MAPPINGVertical Team Read-Through
Review Protocol
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1. Complete the items noted on the Horizontal Team Read-Through Response Sheets.
2. Convene to the table or location your team is assigned.
3. Appoint a facilitator .4. Appoint a recorder.
CURRICULUM MAPPINGHorizontal Team Read-Through
Review Protocol
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Option One based On Available Time1. Each teacher distributes copies of their map report to
each member of their vertical team. 2. Teachers individually read the maps of their team
members. 3. Address the following questions:• What is essential for students to address in content
and skills?• Are there agreed upon assessments? • What do we address that may be unnecessary or
developmentally not appropriate?4. Establish formats for map entries.
CURRICULUM MAPPINGHorizontal Team Read-Through
Review Protocol
97
1. Using a round robin format, the facilitator will ask each member of the group to highlight aspects of his/her map.
2. Next, the facilitator will ask the group to focus on each of the focus questions
3. Culmination of the discussion should be recorded and provided to the leadership in terms of:• Agreed upon essential content and skills • Agreed upon assessments • Any places of question or disagreement• Any observations for consideration
CURRICULUM MAPPINGHorizontal Team Read-Through
Review Protocol
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1. Agreed upon essential content and skills
CURRICULUM MAPPINGHorizontal Team Read-Through
Horizontal Team Read-Through Response Sheet
2. Any places or question or disagreement
3. Any observations for consideration
4. Questions related to items on the maps that may need to be addressed.
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Ways of Rating the 6 GLOs•Rate them:
• separately or embedded in subject area standards. • with multiple opportunities and over time.• varied assessment measures such as:
guiding assumptions learning through Feedback Spirals measuring dispositions rubrics portfolios performances anecdotal records interviews journals and logs
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Tools that Might Be Included in a Multifaceted Reporting System
Report Cards Notes Attached to
Report Cards Standardized
Assessment Reports Phone Calls to Parents Weekly/Monthly
Progress School Open-Houses Newsletters to
Parents Personal Letters to
Parents
Evaluated Projects or Assignments
Portfolios or Exhibits of Students’ Work
Homework Assignments Homework Hotlines School Web Pages Parent-Teacher
Conferences Student-Teacher
Conferences Student-Led Conferences
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Why?
To communicate the achievement status of students to parents and others.
To provide information that students can use for self-evaluation.
Other purposes: To select, identify, or group students for certain
educational paths or programs. To provide incentives for students to learn. To evaluate the effectiveness of instructional
programs.
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Board of Education PolicyTitle: Title: Reporting Student ProgressReporting Student Progress
Series : Series : 4500 SERIES-STUDENT PERFORMANCE AND 4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENTACHIEVEMENT
Statute #: Statute #: 45104510----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
----------------------
“…The involvement of the student in the evaluative process shall be considered essential, since it is the student's learning and personal growth that are being assessed. Involvement shall be determined by the student's maturity level.”
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“First set high standards that determine what students need to know and be able to do.
Second, do whatever it takes for as long as it takes to teach all students these standards.
Third, measure student achievement of these standards by having them perform what they have learned and then comparing that performance to the standards.” -Ruth Mitchell
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What would teachers need to do to get all students to this vision in achieving standards?
Question A:
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If our goal is to have all students meet standards or reach the vision of the high school graduate, what must teachers do?
How should teachers plan?
Question B:
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How can stumbling blocks become stepping stones?
We tried that before That’s not my job We’re all too busy to do that It’s too radical a change We don’t have the time Why change, it’s still working okay Has anyone else even tried it I don’t see the connection
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Key Concepts
There is a process for implementing standards.
There are sub-processes within each step of the process.
The process is not linear, but cyclical. Key to using the process is a solid
understanding of standards and the system of standards.
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Identify relevant content standards
Determine acceptable evidence and criteria
Determine learning experiences that will enable students to learn what they need to
know and to do
Teach and collect evidence of student learning
Assess student work to inform instruction or use data to provide feedback
Evaluate student work and make judgment on learning results and
communicate findings
Reteach, or repeat the process with the next set of relevant standards
Teach
er c
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thro
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Stu
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Adapted from WestEd’s Learning from Assessment
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Instructional-influenced Assessment
Curriculum
Instruction Assessment
Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).
Assessment
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Assessment-Influenced Instruction
Curriculum Instruction Assessment
Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).
Assessment
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Assessment FOR Learning Journey
= Rest Stop, time for reflection
Key 1: Purpose
Key 3: SoundDesign
Key 4: Communicat
ionRubrics
Key 2: Targets
Key 5: Student Involvement
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Student Involvement Throughout the Process
What does a Standards-based classroom look like from a student’s point of view?
How can students become participants at each step along the way
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SB Grading and Reporting: Secondary Update
Underlying Philosophy: All Students Can Learn Learning Rates Vary Learning Styles Vary View “success and failure not as
reward and punishment, but as information”
- Jerome Bruner
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SB Grading and Reporting: Secondary Update
Constraints: Credit-based System (but not based
on seat time) Current structure of secondary
schools Understanding of parents and
public