Regional Teacher Leader Collaboration October 2014
Regional Teacher Leader Collaboration October 2014 Welcome! • Find the session materials here: h0ps://drive.google.com/folderview? id=0ByvWoCuNnMFlcE0wUnJDNnBiM2c&usp=drive_w eb Louisiana Believes. 2 Today’s Goals Today we will answer the quesNons: 1. What does my end of year assessment look like? 2. What resources can I use to help ensure that my students are prepared? Louisiana Believes 3 Agenda • • • • Welcome Teacher Leader Overview 14-‐15 End-‐of-‐Year Assessments Resources – Guidebooks – EAGLE • Ongoing support for Teacher Leaders • Closing reflecNon Louisiana Believes 4 Teacher Leaders 14-15 End of Year Assessment Teacher Focus – Teacher Needs • Content knowledge that support rigor of standards • Assessments that measure standards • Tools and data to define ideal student performance • Goal seang guidance • Goal seang models Louisiana Believes • Standards aligned curricula • Quality data aligned to • Quality texts and tasks standards and goals • Models of standards-‐aligned • Student work exemplars instrucNon • Space to reflect on student performance and adapt instrucNon • InstrucNonal resource reviews • Curricular recommendaNons • ELA and math guidebooks • Text guidance • EAGLE FormaNve assessment tool • InstrucNonal video library • Data reports • ReflecNon tools • CollaboraNon models 6 Teacher Focus – Professional Development • Content knowledge that support rigor of standards • Assessments that measure standards • Tools and data to define ideal student performance Deep Content Training (in person, staggered) • 2 day Teacher Leader Summit • 2 day regional content insNtutes • 1 day regional fall content insNtutes Louisiana Believes • Standards aligned curricula • Quality data aligned to • Quality texts and tasks standards and goals • Models of standards-‐aligned • Student work exemplars instrucNon • Space to reflect on student performance and adapt instrucNon Curricula support (virtual, frequent) • Bi-‐weekly calls to break down upcoming weeks of instrucNonal tools • Access to writers of core curricular tools CollaboraFon opportuniFes (PLCs, staggered) • State ed-‐modo collaboraNon site • Monthly teacher newsle0er • Monthly classroom live-‐ streams 7 Agenda • • • • Welcome Teacher Leader Overview 14-‐15 End-‐of-‐Year Assessments Resources – Guidebooks – EAGLE • Ongoing support for Teacher Leaders • Closing reflecNon Louisiana Believes 8 14-15 ofAYear Assessment End of End Year ssessments The Need to TransiFon • • • Louisiana’s jobs market is changing: Most Louisiana jobs require an educaNon aeer high school i.e., two-‐ or four-‐year college degree. In 2011, 28% of the Louisiana workforce had a two-‐ or four-‐year degree. To meet Louisiana’s future needs, this number must double. Our students are just as capable as their peers around the country: In part, this gap is caused by our own academic expectaNons not aligning with the job need. While a score of “mastery” or level four out of five denotes readiness to complete at least a year of college on-‐Nme, in our state “basic” or level three out of five has been accepted as a mark of full proficiency. Our students deserve high expectaFons: Over the last 10 years we have seen a steady increase in our students’ “basic” proficiency (over a 15 point increase). We now must turn our a0enNon to increasing the rates of “mastery” student performance. Assessment Level 1 Level 2 Level 3 Level 4 Level 5 LEAP UnsaNsfactory Approaching Basic Basic Mastery Advanced NAEP Below Basic Basic Proficient Advanced PARCC Minimal Command Moderate Command Strong Command DisNnguished Command Louisiana Believes ParNal Command 10 14-‐15 Assessment Plan Grade Grades 3 to 8 Subject 13-‐14 Assessment 14-‐15 Assessment ELA LEAP and iLEAP LEAP and iLEAP: PARCC Test Math LEAP and iLEAP LEAP and iLEAP: PARCC Test Science LEAP and iLEAP LEAP and iLEAP Social Studies LEAP and iLEAP LEAP and iLEAP All subjects ACT series ACT series, including WorkKEYS Advanced Placement Advanced Placement & CLEP English II EOC English II EOC English III EOC English III EOC Algebra I EOC Algebra I EOC Geometry EOC Geometry EOC Science Biology EOC Biology EOC Social Studies US History EOC US History EOC ELA, Math, Science (varies by grade level) LAA1 LAA1 LAA2 LAA2 eligible testers entering high 11 school prior to 2014-‐15 ELDA ELDA ELA High School Math ELA, Math, Science, Social Alternate (varies by grade level) Assessments Louisiana Studies Believes English Language 3-‐8 ELA and Math Assessments The 3-‐8 ELA and math Louisiana statewide assessments will be different than previous years’ assessments. These tests will: -‐ include only PARCC items (no LEAP/iLEAP) -‐ These items were created with the help of Louisiana educators and were field-‐tested in Louisiana in Spring 2014. -‐ follow the assessment guides released in Spring 2014. -‐ be the same, full assessments students in all PARCC states across the country will take. -‐ be fully aligned to Louisiana’s ELA and math standards. -‐ be implemented in two phases—the Performance Based Assessment which will occur in March and the End-‐of-‐Year Assessment which will occur in May. Louisiana Believes 12 Before and ATer 3-‐8 Examples • See your handout for before and aeer examples of the following grades: • 3rd ELA • 7th ELA • 4th ELA • 7th math • 4th math • 8th ELA • 5th ELA • 8th math • 6th math • On chart paper, record: • What major shies do you see? • How will these shies help our students in the short-‐ and long-‐ term? • What might these changes mean for how you need to teach (or support teachers)? Louisiana Believes 13 Educator Assessment Resources As you work to deepen your understanding of the 14-‐15 assessments there are a series of resources to support you. Resources to understand the assessments: • Assessment guides for every state assessment in grades 3 through high school • Sample assessment items and pracNce tests • Eagle now featuring printable versions of all guidebook tasks and soon to come search and test building features • Curriculum guides in math and ELA that include rigorous, end-‐of-‐year assessment-‐aligned pracNce items • Ed Connect newsle0ers and Teacher Leaders newsle0ers including new resources and sample tasks Louisiana Believes 14 Educator Assessment Resources As you work to deepen your understanding of the 14-‐15 assessments there are a series of resources to support you. Resources to understand the assessments: • Assessment guides for every state assessment in grades 3 through high school • Sample assessment items and pracNce tests • Eagle now featuring printable versions of all guidebook tasks and soon to come search and test building features • Curriculum guides in math and ELA that include rigorous, end-‐of-‐year assessment-‐aligned pracNce items • Ed Connect newsle0ers and Teacher Leaders newsle0ers including new resources and sample tasks Louisiana Believes 15 Agenda • • • • Welcome Teacher Leader Overview 14-‐15 End-‐of-‐Year Assessments Resources – Guidebooks – EAGLE • Ongoing support for Teacher Leaders • Closing reflecNon Louisiana Believes 16 Resource: Guidebooks 14-15 End of Year Assessment Guidebook Items Have you used the guidebooks to increase student mastery for your students? If so, how did you use them? How do you see your use of the guidebooks contribuNng to student achievement in your classroom? Louisiana Believes 18 Guidebook Items -‐ Math In math, our standards (and the aligned assessments) require: Students master math standards a) Demonstrate understanding of the math concept, not just the procedure b) Apply their understanding to real world examples c) Use accurate procedures and skills to answer quesNons d) Demonstrate mathemaNcal reasoning by explaining, jusNfying, or criNquing with precision Louisiana Believes 19 Math Guidebook • • • • 2nd grade 5th grade (guided pracNce) 7th grade Algebra 1 Louisiana Believes. 20 Mathematics 5th Grade PARCC Item Mr. Edmunds shared 12 pencils among his four sons as follows: • Alan received 1/3 of the pencils • Bill received ¼ of he pencils • Carl received more than 1 pencil • David received more pencils than Carl PART A • On the number line, represent the fracNon of the total number of pencils that was given to both Alan and Bill combined. PART B • What fracNon of the total number of pencils did Carl and David each receive? JusNfy your answer. Students master math concepts a) Demonstrate understanding of the math concept, not just the procedure b) Apply their understanding to real world examples c) Use accurate procedures and skills to answer quesNons d) Demonstrate mathemaNcal reasoning by explaining, jusNfying, or criNquing with precision Mathematics 5th Grade PARCC Item Mr. Edmunds shared 12 pencils among his four sons as follows: • Alan received 1/3 of the pencils • Bill received ¼ of he pencils • Carl received more than 1 pencil • David received more pencils than Carl PART A • On the number line, represent the fracNon of the total number of pencils that was given to both Alan and Bill combined. PART B • What fracNon of the total number of pencils did Carl and David each receive? JusNfy your answer. Students master math concepts a) Demonstrate understanding of the math concept, not just the procedure b) Apply their understanding to real world examples c) Use accurate procedures and skills to answer quesNons d) Demonstrate mathemaNcal reasoning by explaining, jusNfying, or criNquing with precision Mathematics Students master math concepts a) Demonstrate understanding Mike collected milk from 3 of his cows at the dairy farm. From the first cow, he collected / gallon of milk. The second cow of the math concept, not produced / gallon, and the last cow produced / gallon. just the procedure How many gallons of milk did Mike collect in all? Show how you found your answer. Write your answer as a b) Apply their understanding mixed number. Aeer using some of the milk he collected for baking, Mike to real world examples found that he only had gallon of milk lee. How much milk did he use for baking? Show how you found your c) Use accurate procedures answer. Mike baked brownies, cookies, and cake for treats for the and skills to answer family and others working on the farm. He used / pound less quesNons flour to make the cookies than he used to make the cake. He used / pound more flour to make the cake than he used to make the brownies. If Mike used / pound of flour to make d) Demonstrate mathemaNcal the cake, how much flour did he use to make the brownies? How much flour did he use to make the cookies? Show how reasoning by explaining, you found your answers. jusNfying, or criNquing with With the remaining / gallon of milk, Mike decided to make chocolate milk and strawberry milk for his children to have precision with their baked treats. He used / gallon of milk for the Math Guidebook ECR Task 1. 4 5 6 8 a) b) 3 4 5/6 2. 1 8 1 4 1 2 3. 5 6 1 3 chocolate milk and 1/4 gallon of milk for the strawberry milk. How much regular milk was lee? Show how you found your answer. Mathematics Students master math concepts Mike collected milk from 3 of his cows at the dairy farm. From a) Demonstrate understanding the first cow, he collected / gallon of milk. The second cow of the math concept, not produced / gallon, and the last cow produced / gallon. How many gallons of milk did Mike collect in all? Show just the procedure how you found your answer. Write your answer as a mixed number. b) Apply their understanding Aeer using some of the milk he collected for baking, Mike to real world examples found that he only had gallon of milk lee. How much milk did he use for baking? Show how you found your answer. c) Use accurate procedures Mike baked brownies, cookies, and cake for treats for the and skills to answer family and others working on the farm. He used / pound less flour to make the cookies than he used to make the cake. He quesNons used / pound more flour to make the cake than he used to make the brownies. If Mike used / pound of flour to make d) Demonstrate mathemaNcal the cake, how much flour did he use to make the brownies? How much flour did he use to make the cookies? Show how reasoning by explaining, you found your answers. With the remaining / gallon of milk, Mike decided to make jusNfying, or criNquing with chocolate milk and strawberry milk for his children to have precision with their baked treats. He used / gallon of milk for the Math Guidebook ECR Task 1. 4 5 6 8 a) b) 3 4 5/6 2. 1 8 1 4 1 2 3. 5 6 1 3 chocolate milk and 1/4 gallon of milk for the strawberry milk. How much regular milk was lee? Show how you found your answer. Math Guidebook • • • • 2nd grade 5th grade (guided pracNce) 7th grade Algebra 1 Louisiana Believes. 25 Guidebook Items -‐ ELA In English language arts, our standards (and the aligned assessments) require students to: 1. Read and comprehend complex texts: a) Use language and vocabulary to comprehend what the text says b) Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: c) Build opinions about the text using evidence (through discussion) d) Assert claims about the text using evidence (through wriNng) Louisiana Believes 26 Guidebook Items-‐ ELA • • • • 1st grade 4th grade (guided pracNce) 8th grade High School Louisiana Believes. 27 English Language Arts 4th Grade PARCC Item You have read two stories where one family member saves another. Write an essay describing the mosquito from “Cricket and Cougar” and one of the main characters from “Kira-‐Kira.” For each character described, • Explain how the thoughts, words, and/ or acNons of the character help you understand what the character is like • Explain why the character chooses to save his or her family member • Be sure to include specific details from each story to support your ideas. Louisiana Believes 1. Read and comprehend complex texts: a) Use language and vocabulary to comprehend what the text says b) Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: c) Build opinions about the text using evidence (through discussion) d) Assert claims about the text using evidence (through wriNng) English Language Arts 1. Read and comprehend complex texts: a) Use language and vocabulary to You have read two stories where one comprehend what the text says family member saves another. Write an b) Use topics, themes, and main essay describing the mosquito from ideas to comprehend what the “Cricket and Cougar” and one of the text means main characters from “Kira-‐Kira.” 2. Express understanding of complex For each character described, • Explain how the thoughts, words, and/ texts: c) Build opinions about the text or acNons of the character help you understand what the character is like using evidence (through discussion) • Explain why the character chooses to save his or her family member d) Assert claims about the text using evidence (through wriNng) • Be sure to include specific details from 4th Grade PARCC Item each story to support your ideas. Louisiana Believes English Language Arts 4th Grade ELA Guidebook Task While reading The Whipping Boy by Sid Fleischman, we looked at the changes in power between Jemmy and Prince Brat. We also looked at how the characters changed over the course of the text. What is a theme that is developed? How does the author convey that theme through the changes in Jemmy and Prince Brat and their relaNonship? Provide several details and examples to support your explanaNon. Louisiana Believes 1. Read and comprehend complex texts: a) Use language and vocabulary to comprehend what the text says b) Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: c) Build opinions about the text using evidence (through discussion) d) Assert claims about the text using evidence (through wriNng) English Language Arts 4th Grade ELA Guidebook Task While reading The Whipping Boy by Sid Fleischman, we looked at the changes in power between Jemmy and Prince Brat. We also looked at how the characters changed over the course of the text. What is a theme that is developed? How does the author convey that theme through the changes in Jemmy and Prince Brat and their relaNonship? Provide several details and examples to support your explanaNon. Louisiana Believes 1. Read and comprehend complex texts: a) Use language and vocabulary to comprehend what the text says b) Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: c) Build opinions about the text using evidence (through discussion) d) Assert claims about the text using evidence (through wriNng) English Language Arts 4th Grade ELA Guidebook Lesson • Have students read Chapters 9-‐12 independently. Instruct students as they are reading to select their favorite passage (paragraph(s) or page) in either chapter. During class, ask students to idenNfy the passage they selected. Display or project the text for other students to see. Have each student read his or her passage aloud and explain why it was chosen. Ask if other students selected the same passage and discuss why they selected it. Then repeat this process with other students and passages. • Ask students to share words they came across that they are unfamiliar with and update their vocabulary notes. • Have students conNnue to complete the graphic organizer from Lesson 7 with the following columns: (1) Character, (2) AcNons, (3) Impact, (4) Results, and (5) Lesson. Have students add acNons for these chapters by compleNng the first three columns. As students include various details from the text, have them explain in wriNng why they belong in each column. ConNnue to leave the last two columns blank. Louisiana Believes 1. Read and comprehend complex texts: a) Use language and vocabulary to comprehend what the text says b) Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: c) Build opinions about the text using evidence (through discussion) d) Assert claims about the text using evidence (through wriNng) English Language Arts 4th Grade ELA Guidebook Lesson • Have students read Chapters 9-‐12 independently. Instruct students as they are reading to select their favorite passage (paragraph(s) or page) in either chapter. During class, ask students to idenNfy the passage they selected. Display or project the text for other students to see. Have each student read his or her passage aloud and explain why it was chosen. Ask if other students selected the same passage and discuss why they selected it. Then repeat this process with other students and passages. • Ask students to share words they came across that they are unfamiliar with and update their vocabulary notes. • Have students conNnue to complete the graphic organizer from Lesson 7 with the following columns: (1) Character, (2) AcNons, (3) Impact, (4) Results, and (5) Lesson. Have students add acNons for these chapters by compleNng the first three columns. As students include various details from the text, have them explain in wriNng why they belong in each column. ConNnue to leave the last two columns blank. Louisiana Believes 1. Read and comprehend complex texts: a) Use language and vocabulary to comprehend what the text says b) Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: c) Build opinions about the text using evidence (through discussion) d) Assert claims about the text using evidence (through wriNng) Guidebook Items-‐ ELA • • • • 1st grade 4th grade (guided pracNce) 8th grade High School Louisiana Believes. 34 English Language Arts Virtual Book Clubs What are they? • Ongoing, online learning to support teachers using the ELA guidebooks • Created and hosted by Louisiana educators teaching or supporNng teachers using the guidebooks in their classes Louisiana Believes 35 ELA Virtual Book Clubs Content • Teachers use the ELA guidebooks so students read, understand, and express understanding of complex texts. • There are 3 modules per ELA guidebook unit. 1. CulminaNng WriNng Task expectaNons and lessons that prepare students 2. Extension Task expectaNons and lessons that prepare students 3. ELA Framework strategies in guidebook lessons that support students in making sense of texts to write and speak about them Louisiana Believes 36 Kindergarten Leaders Karen Parrino • Kindergarten teacher at North Live Oak Elementary in Livingston Parish • Teacher for 24 years (16 years in kindergarten and 8 years in grade 1) • NaNonal Board CerNfied teacher with a Masters +30 in Curriculum and InstrucNon and a Reading Specialist • “I can’t wait to implement the From Seed to Plant unit from the guidebook because the anchor text is so rich and lends itself to so many exciNng discoveries for young students.” Michelle Joubert • InstrucNonal Coach with the Calcasieu Parish PROGRESS Project • Educator for 15 years (Taught 4 years in pre-‐kindergarten and kindergarten) • “I have most enjoyed planning the Chrysanthemum unit from the kindergarten ELA guidebook because the anchor text helps to teach a great lesson on teasing, but also about how unique each person is, and the beauty in the differences.” Louisiana Believes Grade 4 Leaders Connie Hebert • Grade 4 teacher at Welsh Elementary in Jefferson Davis Parish • Top Five candidate for the 2014 Louisiana Teacher of the Year • “I am most excited about starNng on The Whipping Boy unit in the ELA guidebook. I love the Nme period of the anchor text and can’t wait to see my students find out about ‘how things were done’ in the past. I just know that it will lead to some great discussions. Tammy and I love the idea that we can share our ideas as well as gather new ones from teachers from every corner of the state!” Tammy Schales • Grade 4 teacher at Ruston Elementary School in Lincoln Parish • Named the 2015 Louisiana Elementary Teacher of the Year • “I can't pick one favorite unit in the guidebook! What be0er way to convince students that informaNonal text can be exciNng to read than by giving them quality texts about a period of history filled with dramaNc events, like in the If You Lived at the Time of the American RevoluEon unit? Last year I taught The Lightning Thief unit. I was amazed at the thinking it inspired in my fourth graders. The powerful language and mythological references were great tools to get students excited about reading modern literature.” Louisiana Believes Grade 8 Leaders Diedra G. Miller • 14 years in Jefferson Parish, 10 years teaching grade 8 ELA • “I am excited to engage in rich discussions with teachers about how The Call of the Wild by Jack London points to the ever-‐changing themes of perseverance, pride, respect, loss etc. London has offered a doorway for readers to learn about human nature. What a great opportunity for quality instrucNon!” Shelia Banks • School/Network Support Specialist in Jefferson Parish, taught 10 years • Served as a panelist and speaker for NBC's EducaNon NaNon in 2012 • “My favorite guidebook unit is ‘Flowers for Algernon.’ I have a science background and love the implicaNons for society made by this literature. I hope that teachers see the importance of focusing on texts and tasks in the ELA classroom, as both are key for developing understanding of the standards and for providing the opportunity to dive into rich subject ma0er.” Louisiana Believes English Language Arts Virtual Book Clubs How can the Virtual Book Club modules be used? – Teachers complete modules independently on their own Nme. – Teachers complete modules during professional learning communiNes. – Principals use modules during staff development meeNngs. – InstrucNonal coaches use modules to develop addiNonal professional development sessions with the guidebooks. Louisiana Believes 40 English Language Arts Virtual Book Clubs Access • Posted every two weeks • On Edmodo in the grade level ELA small group folders • Schedules for module posNng and direcNons for how to access them are available at h0p://www.louisianabelieves.com/resources/ classroom-‐support-‐toolbox/teacher-‐support-‐toolbox/ collaboraNon-‐teacher-‐leadership Louisiana Believes 41 Guidebook Items How will you use the guidebooks or elements of them to increase student mastery of the standards? Some ideas: • Adopt the units out of the guidebooks whole-‐sale • Use some of the task from the guidebooks as part of your interim assessments • Use some of the lessons from the guidebook to supplement other lessons that you are doing with your students Louisiana Believes 42 Agenda • • • • Welcome Teacher Leader Overview 14-‐15 End-‐of-‐Year Assessments Resources – Guidebooks – EAGLE • Ongoing support for Teacher Leaders • Closing reflecNon Louisiana Believes 43 Resource: 14-15 EndEagle of Year Assessment Currently in the System System Use: • Clarify what is expected of students • Provide students with meaningful quesNons to pracNce (variety of quesNon types) • Give teachers informaNon on where their students are succeeding and where they need addiNonal support. Currently Eagle includes: • 1,200 English language arts quesNons (including all Guidebook items as PDFs) • 2,700 math quesNons (including all Guidebook items as PDFs) • 4,600 science and social (including items from PASS) Louisiana Believes 45 EAGLE Vision September 2014 March 2015 By the end of March 2015, EAGLE will include new content and funcFonality. ELA/Literacy ü 205 Louisiana Guidebook Items (printer-‐friendly format) ü At least 15 passage/item sets per grade level Math ü 120 Louisiana Guidebook Items (printer-‐friendly format) ü 24 mulFple choice, 6 instrucFonal tasks, 12 constructed response, and 6 extended constructed response per grade Science/Social Studies ü 540 Louisiana PASS items at grades 3, 5, 6, 7, and high school System Enhancements ü User-‐friendly interface ü Item search capabiliNes ü Test building features Training Resources and Support Tools ü Regional Teacher Leader CollaboraNons (October) ü 5 Self-‐Learning Modules ü User Guides Louisiana Believes 46 September EAGLE Release Content Area Release (late September) ELA/Literacy/Math v Louisiana Guidebook Items (printer-‐friendly format) Science/Social Studies v Louisiana PASS items (Grades 3, 5, 6, 7) System Enhancements v v v v Training Resources and Support Tools v Self-‐Learning Modules v How to Guide v TroubleshooNng Guide Louisiana Believes User-‐friendly interface Split screen funcNonality for student tesNng Item search capabiliNes Quick and easy test building features 47 Let’s Look at the New System – Math Item Types Type Item DescripFon MulFple Choice Asks students to select the best possible answer from given choices Constructed Response Open-‐ended quesNons that demonstrate knowledge and reasoning Technology Enabled Items (TEI) Task where students collect evidence through a non-‐ tradiNonal response (i.e. drag and drop) Louisiana Guidebooks Louisiana Believes AuthenNc, conceptual tasks to supplement any curriculum. 48 Let’s Look at the New System – ELA Item Types Item Type MulFple Choice DescripFon Asks students to select the best possible answer from given choices Prose Constructed Response (PCR) Prompts that elicit response to one or a set of paired texts Louisiana Guidebooks Complete curriculum and lesson plans that can be used in every classroom. Evidence-‐Based Selected Response Measures student proficiency with a 2 part mulNple (EBSR) choice item Louisiana Believes 49 Let’s Look at the New System – Geeng in to the System We will look at: • How to log in ( h0ps://www.louisianaeagle.org/griffin/#login) • How to search for items • How to build a test Louisiana Believes 50 Troubleshooting EAGLE System Requirements Not all devices, operaNng systems and browsers are supported by EAGLE. Make sure your computer is set up according to the System Requirements ( h0p://www.louisianabelieves.com/docs/default-‐ source/assessment/system-‐requirements.pdf? sfvrsn=4) Need a user account? Call the EAGLE Help Desk at 1-‐866-‐552-‐5583 Louisiana Believes. 51 How to Access EAGLE Login 1. Go to www.louisianaEAGLE.org 2. Click the ENTER HERE bugon. 3. Enter your user name. 4. Enter your password. 5. Click the Log In bu0on. Louisiana Believes. 52 How to Search the Bank Teachers can search the item bank before building a test. From the TEACHER MENU, select Item Bank. Louisiana Believes. 53 Step 1: Find Item 1. Select your search criteria. – – – – – Content Area Grade Item Type Unit Plan Keyword Search 2. Click on Select Standards to view the appropriate state adopted standards. 3. Click on Search to see the results. Louisiana Believes. 54 Step 2: View Search Results Your search results will appear on screen. 4. Click on an item descripNon to preview an item. 5. A pop up window will appear. 6. Item cards will allow you to preview of an item. They include the correct answer choice and other data related to this item. Louisiana Believes. 55 PracFce Building a Test • Model • Try on your own Louisiana Believes 56 Agenda • • • • Welcome Teacher Leader Overview 14-‐15 End-‐of-‐Year Assessments Resources – Guidebooks – EAGLE • Ongoing support for Teacher Leaders • Closing reflecNon Louisiana Believes 57 Ongoing Support for Assessment Teacher Leaders 14-15 End of Year Teacher Leader 14-‐15 Support Support Structure Details Dates Virtual Trainings ELA Book Clubs Eureka Math Trainings Bi-‐Monthly beginning the week of August 18th. each group will have their own calendar. Regional CollaboraFons CollaboraFons led by Teacher Leaders around the state Week of 10/20 that help teachers reflect on student learning, share Week of 12/8 best pracNces and prepare for implementaNon Week of 1/26 Week of 3/2 Monthly Newsleger Monthly newsleger spotlights achievements from classrooms, shares the newest available resources and details monthly training opportuniNes Online CollaboraFon Site Teacher Leaders are encouraged to parNcipate in a free Ongoing Edmodo online collaboraNon site. This site facilitates conversaNons among educators and the sharing of resources. Toolbox Resources The next wave of high-‐quality instrucNonal materials Ongoing resources featured in and resources will conNnue to be posted in the Teacher the monthly newsle0ers Support Toolbox. Last Wednesday of each month PracFce Building a Test • Quick walkthrough • Try on your own • Model for the group Louisiana Believes 60 Agenda • • • • Welcome Teacher Leader Overview 14-‐15 End-‐of-‐Year Assessments Resources – Guidebooks – EAGLE • Ongoing support for Teacher Leaders • Closing reflecNon Louisiana Believes 61 Closing ReflecFon How do you plan to use the guidebooks and EAGLE in your own classroom? How might you help other teachers use these tools in their classrooms? – Redeliver this session to teachers at your school and/or in your district – Use the guidebooks in planning sessions with your fellow teachers – Make a plug for EAGLE to your neighbor Louisiana Believes 62 Thank ou! of 14-15 yEnd Year Assessment [email protected]
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