South Mecklenburg High School 2014/2015
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Transcript of South Mecklenburg High School 2014/2015
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South Mecklenburg High School 2014/2015
Moving from Reporting Progress to IMPROVING Progress
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Objectives
• Review the concepts of backward design using Common Core Standards and Common Assessments.
• Analyze the components of data analysis and data reports.
• Identify an action plan for incorporating data analysis individually and as a PLC.
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North Carolina Common Core
• NC Common Core Standards were implemented in 2010.
• All teachers had over ten hours of training analyzing the new standards and evaluating how they differ from the original NC State Standards.
• Teachers now had rigorous standards, but one key component was missing in most subjects for high school.
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What Assessments?
• Originally, one obstacle of the NC Common Core standards in high schools was that our assessments were not implemented at the same time the standards were launched.
• OR• The assessments were not
transparent.• OR• Maybe we never thought
about the end assessment.
Traditional Model
Backward Model
Focus on input Focus on output
Work forward from beginning
Work backward from the goals
Focus on learning activities
Develop assessment, determine goals, design lessons
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Summative Assessments
Standards
Then what?
“The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy. I prefer physicals to autopsies.” Rick DuFour
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What is backward design? How can I make it happen
in my classroom?
Key Resources
What is data analysis?
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Use assessments to define the rigor and the standard that will be reached.
Assessments are not the end of the teaching and learning process; they are the starting point.
NCCCS
CMS
Class
UnitLesson
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Shift from what was taught to what wasLEARNED.
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What will it look like in my classroom and
within my PLC?
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Four Step Process
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Step One• Know your Common Core Standards.
• Evaluate your subject’s final exam: EOC, NC Final Exam, AP exam, or teacher made final exam.
• Identify all of the standards/skills assessed on the final exam.
• Compare the standards/skills to the Common Core standards.
• Make decisions with your PLC according to your findings.
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Item Number
? Type
Key
Category Standard(s)
16 MC B Number and Quantity
N-RN.1 – Explain how the rational exponents follows the extending properties for radicals.
17 MC C Algebra A-CED.1 – Create equations and inequalities in one variable and use them to solve problems.
18 MC D Algebra A-CED.4 – Rearrange formulas to highlight a quantity of interest.
19 MC C Functions F-IF.5 – Relate the domain of a function to its graph and to the quantitative relationship it describes.
Math I EOC
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# ? Type
Key Standard Skill
50 MC A L-Language Figurative languageToneAuthor’s purposeIrony
51 MC B RI-Reading: Informational Text
52 MC C RI-Reading: Informational Text
53 CR RUBRICConstructedResponse
RI-Reading: Informational TextW-Writing
Rhetorical strategiesAuthor’s purposeThe Writing Process
English II EOC
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Step Two• Evaluate your PLC’s first
common assessment to determine what standards/skills are covered.
• Revise/Edit the assessment when necessary.
• Create lessons using best practices that facilitate mastery of the identified objectives.
Unit Topic/Focus
Objectives and skills within the unit
Lessons to teach each objective
andskill
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Apply to your subject area
Major Unit Topic: Plot Structure
Objective and Skills within the unit: Exposition, inciting incident, rising action, climax, falling action, resolution, conflict (internal/external), characterization,…
Lessons for each objective and skill:
Lesson Plan #1
Lesson Plan #6 Lesson Plan #7 Lesson Plan #8
Lesson Plan #3 Lesson Plan #4
Lesson Plan #5
Lesson Plan #2
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Apply to your subject area Major Unit Topic: Plot
Structure
Objective and/or Skill: Climax
Lesson Plan: A. Review definitions of all plot points with partner.B. Brainstorm events of a popular fairy tale, Cinderella.C. Using a graphic organizer, students will identify the plot points of
Cinderella with a partner. The teacher will facilitate the process with questioning.
D. View The Fresh Prince of Bel-Air theme song on youtube.com. Students will use definitions, the Cinderella example, and their partner to determine the climax.
E. Exit Ticket: On an index card, students will write 3-6 complete sentences that both identify and explain the climax.
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Apply to your subject area
Major Unit One Topic:
Objective/Skill:
Lesson Plan Ideas:
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Step ThreeAnalyze Student Performance by
Objective
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Step Three
•Analyze the data from the common assessment:
Use Data reports to facilitate analysis
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South Mecklenburg Teachers
• http://southmeckteachers.cmswiki.wikispaces.net
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Step Four• Determine what
skills/standards need to be re-looped as you continue with the curriculum.
• Repeat steps 1-4 for all units. All unit tests must be completely reviewed by objective/standard before beginning lessons for that unit.
Intervention strategies:
Re-teaching the classRe-teaching small groupsWarm-upsTutoringEnrichmentHomework AssignmentsTriumphCastle Learning
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Assessment Type Formative Assessments
Interim Assessments
Summative Assessments
Definition Formative assessments are methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course
An interim assessment is a form of assessment that educators use to (1) evaluate where students are in their learning progress and (2) determine whether they are on track to performing well on future assessments, such as standardized tests or end-of-course exams.
Summative assessments evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year.
Example Outline Quiz Exit TicketWarm-Up
•Exit ticket targeting one particular skill in unit 1
Usually administered every six to eight weeks in a year-long class to determine what students have learned
•Interim Assessment #1= objectives covered in units 1-3•Interim Assessment#2=objectives covered in units 1-6
Unit TestProjectFinal draft of essay or speech
•Final Exam=assesses objectives covered in units 1-10
Edglossary.org
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How to Incorporate Interim Assessments
Interim Assessment #2
Interim Assessment
# 1
Beginning of Course
End of Course
Final Exam
Common Unit Assessment
Common Unit Assessment
Common Unit Assessment
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Pacing Calendar for PLC
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PLC ProductsImplement Step 1 – Backward Planning
1. Begin with unpacking the final exam (EOC, NCFE, or teacher made) by identifying the common core standards and skills being assessed. Due date – Friday August 29th.
2. Develop a Unit 1 assessment based on standards identified on the final exam. Group assessment into objectives for tracking student mastery. Due date – Friday August 29th.
Each unit assessment should be developed and approved by the PLC prior to the start of that particular unit – ALWAYS start the unit knowing what is on the unit test!
# ? Type Key Standard Skill
50 MC A L-Language Figurative languageToneAuthor’s purposeIrony
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PLC Contact
• Literacy Facilitator Alison Johnson E-106 [email protected]
EnglishSocial StudiesForeign LanguageESLPerforming and Visual
Arts
• Math Facilitator Cheryl Vanosdall E-114 [email protected]
MathScienceROTCPECTE
PLC leaders, email or turn in a copy of assignments either to our offices or to Alison Johnson’s mailbox by the end of the day on the 29th
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Exit Ticket•What concept/idea will benefit you and/or your PLC the most?
•What are your primary concerns regarding implementation?
•In what areas will you need the most assistance?
1.What concept/idea will benefit you and/or your PLC the most?
2.What are your primary concerns regarding implementation?
3.In what area(s) will you need the most assistance?