1. science
2. mathematics

Module 7B for
Secondary
Teachers
Florida Standards for ELA & Literacy:
Focus on Assessment and Data Use
Professional Development Session Alignment
Set 1 – Completed 2013
Governing Board
School Leaders
Teachers
Leadership Teams
Data
Use
Data Use
Data
Use
Session
1
Module 6 FL CCRS
Math
ELA
Math
ELA
Math
Session
2
2
Professional Development Session Alignment
Set 2 - Will be offered throughout 2013-2014
Governing Board
School Leaders
Teachers
Leadership
Teams
Florida
Standards
Data
Analysis
VAM
Assessment
Data
Use
ELA
Math
Session
Session
Module 6 FL CCRS
Module 7
Module 8
Math
Module 5 FL
ELA &
Math &
3
4
CCRS ELA
Data Use
Data Use
Data &
ELA
Session
5
Data &
Math
Session
6
3
You Are Here
Module 1
Data Use
Module 5
Module
5
FL CCRS
ELAELA
Module 2
Module 2
FLELA
CCRS
ELA
Module 6
Math
Module 3
Math
Module 7
ELA & Data
Use
Module 4
Data Use
Module 8
Math &
Data Use
4
Travel Notes
• Mileage to/from the trainings will be reimbursed to the
school at $.445/mile (documentation with map and mileage
required)
• Parking and tolls will also be reimbursed with receipt
• Reimbursement is limited to two cars per school
• Forms and directions to request reimbursement are available
under “Resources” on www.flcharterccrstandardsorg
• There are specific instructions included with the form to help
fill it out correctly
• Reimbursements for substitutes are NOT an eligible expense
5
Module 7B Outcomes
 Understand the contributions that annual summative, ongoing
interim, classroom performance tasks, and formative assessments
make to a comprehensive assessment framework.
 Incorporate principles of backward lesson design to create units
that align with the Florida Standards for ELA & Literacy, essential
questions, and assessments.
 Use the EQuIP rubric and review process to assess the quality of
Florida Standards for ELA & Literacy aligned units and lessons.
 Use the instructional data cycle to analyze student work to make
decisions regarding progress toward proficiency on the Florida
Standards for ELA & Literacy and to inform instructional practice.
6
8 Components of
Full Florida
Standards
Implementation
7
Today’s Agenda
• Welcome and introductions
• Pre-assessment
• Purpose and use of annual summative
assessments
• Interim assessments to inform instruction
• Lunch
• Designing units of instruction
• Classroom formative assessments
• Classroom performance task assessments
• Instructional data-use cycle: Looking at
student work
• Post-assessment
8
Introductory Activity
Pre-Assessment
Guide
Page
5
9
Section 1
Sharing Lesson Plans
10
Activity 1: Sharing Aligned Lessons
Share Florida Standards for ELA & Literacy Aligned Lessons
1. In table groups of 6-8, 9-10, and 11-12 teacher leaders, share your
experiences developing and delivering Florida Standards for ELA &
Literacy aligned lesson plans that specify:
•Text selection
Guide
•Florida Standards for ELA & Literacy
Pages
•Key ideas and understandings
7-8
•Text-dependent questions
•Targeted academic language
•UDL technology and scaffolding support strategies for
representation, expression, and engagement
What were breakthroughs, successes, challenges, and/or lessons learned?
Where are you or your school in implementing aligned lessons?
2.
Use the EQuIP rubric to assess alignment relative to the standards,
instructional shifts, and scaffolding support.
11
Section 2
Annual Summative Assessment
12
Essential Question of the Day
• How are annual summative, interim,
classroom performance tasks, and
classroom formative assessments
changing in response to the demands
of the new Florida Standards?
13
A Comprehensive Assessment System
Includes:
Alignment
Annual Summative Assessment
Interim Assessments
Classroom Summative Assessments
Classroom Formative Assessments
14
Assessment Systems
 Summative --- Annual student performance on a defined set of
standards; for accountability or to inform policy.
 Interim --- Ongoing, three to four times per year to predict student
performance on the annual standards-based assessment.
 Classroom Performance Tasks --- End of unit, quarter, or semester
summative performance tasks or tests using rubrics that align with the
Florida Standards for ELA & Literacy; also used formatively to inform
instruction across classrooms within grades or courses.
 Classroom Formative --- Everyday assessment embedded in current
lessons; used to diagnose student learning gaps and help teachers
improve teaching and student learning.
15
Fundamental Purpose of the Florida Standards
for ELA & Literacy Annual Summative Assessment
 The annual summative assessment is
designed to assess proficiency on the Florida
Standards for ELA & Literacy.
 It affirms quality instruction aligned to the
Standards, so the assessment will be worthy of
preparation rather than a distraction from good
work.
16
Purposes of the Annual Summative Assessment
 Determine if students are college and career
ready or on track
 Assess the full range of the Florida Standards for
ELA & Literacy and student performance
 Provide data for accountability, including
measures of growth
17
Transition from FCAT to FL Standards Assessments
Assessments in 2012-13 and 2013-14
Assessments in 2014-15
FCAT 2.0 Reading Grades 3 to 10
Florida Standards English Language Arts
Grades 3 to 11
FCAT 2.0 Writing Grades 4, 8, 10
No longer given
FCAT 2.0 Mathematics Grades 3 to 8
Florida Standards Mathematics Grades 3 to 8
Florida Algebra 1 EOC
Florida Standards Algebra 1 EOC
Florida Geometry EOC
Florida Standards Geometry EOC
New
Florida Standards Algebra 2 EOC
FCAT 2.0 Science 5, 8
Same
FCAT 2.0 Science 5, 8
Florida Biology 1 EOC
Same
Florida Biology 1 EOC
Florida US History EOC
Same
Florida US History EOC
Florida Civics EOC
Same
Florida Civics EOC
18
English Language Arts Instructional Shifts Toward
College and Career Readiness
19
Implications of the Florida Standards for ELA &
Literacy for Instruction and Assessment
•
Texts worth reading
•
Questions worth answering
•
Tasks worthy of engagement
•
Fidelity to Florida Standards for ELA & Literacy
•
Integration, integration, integration
•
reading, writing, language conventions, speaking, listening
from both literary and informational text
20
English Language Arts & Literacy Assessment Shifts
Focus on citing evidence;
possibly more than one
right answer.
Informational texts
across a variety of
content areas.
Simulate research and
performance-based
components within
assessments.
Build and present
knowledge through
research, comparison,
and synthesis of ideas.
Read and compare
sufficiently complex
text independently.
Write effectively when
using and analyzing
multiple sources; including
narrative, expository, and
argumentative writing.
Not just ELA but a full range of reading and writing across the disciplines of
science and social studies.
21
Grade 6 Narrative Constructed Response
In the passage, the author developed a strong character named
Miyax. Think about Miyax and the details the author used to create
that character. The passage ends with Miyax waiting for the black
wolf to look at her.
Write an original story to continue where the passage ended. In
your story, be sure to use what you have learned about the
character Miyax as you tell what happens to her next.
PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items
22
Grade 7 Constructed Response
You have read three texts describing Amelia Earhart. All three include the claim
that Earhart was a brave, courageous person. Consider the argument each text
uses to demonstrate her bravery.
1.
Write an essay that analyzes the strength of the arguments about Earhart’s
bravery in at least two of the texts. Remember to use textual evidence to
support your ideas.
2.
Based on the information in the text “Biography of Amelia Earhart,” write an
essay that summarizes and explains the challenges Earhart faced
throughout her life. Remember to use textual evidence to support your
ideas.
PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items
23
Grade 10 Constructed Response
Use what you have learned from reading “ Daedalus and Icarus ” by
Ovid and “ To a Friend Whose Work Has Come to Triumph ” by Anne
Sexton to write an essay that analyzes how Icarus’s experience of
flying is portrayed differently in the two texts.
Develop your essay by providing textual evidence from both texts.
Be sure to follow the conventions of standard English.
PARCC Shifts and Sample Items ELA Literacy www.parcconline.org/parcc-releases-new-sample-items
24
Activity 2: Annual Summative Assessment
Annual Summative Assessment
1. In table groups of 6-8, 9-10, and 11-12 teacher leaders, review the
sample annual summative assessment performance task items for
your grade level.
2. On the right side of the page summarize what students must know
and be able to do to show proficiency on each of these items.
3. How will your instructional approaches change to align with Florida
Standards for ELA & Literacy performance tasks as part of the annual
summative assessment? What changes will you expect to see in
students’ literacy practices?
Guide
Pages
10-13
25
Let’s Take A Break
Be back in 15 minutes….
26
Section 3
Interim Assessments (FAIR-CC)
27
A Comprehensive Assessment System
Includes:
Alignment
Annual Summative Assessment
Interim Assessments
Classroom Summative Assessments
Classroom Formative Assessment
28
Interim assessments are given over
specified time intervals
 Universal screeners
 Predictive assessments including predicting
likely performance on the annual summative
assessment
 Snapshot (3-4 times per year)
 Scale scores for growth
 Provide formative information to target
instruction to student needs
29
What is the FAIR-CC for ELA?
• A screening and diagnostic assessment to monitor student
progress 3 times per year
• FAIR-CC tasks aligned with the strands of the ELA Florida
Standards
• K – 2 FAIR-CC: A computer-adaptive system that is
administered one-on-one
• 3 – 10 FAIR-CC: A computer-adaptive system; provides
information about individual standards as well as probability
of literary success (PLS) on summative assessment
Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013
30
2014-15 FAIR for ELA
3-10 FAIR
Vocabulary
Word Recognition
Reading Comprehension
84% and below- additional testing
↓
Syntactic Knowledge (Diagnostic)
MAZE and Word Analysis now retired
Optional Open-Response Item Bank- oral fluency, oral & written
response
Yields a Probability of Literary Success (PLS) on Florida’s annual
summative assessment
31
Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013
Questions Assessed by FAIR
1. Which reading skills are strengths and weaknesses for each
student?
2. What skills should be targeted in order to improve reading
comprehension?
3. What is the likelihood that the student will be proficient on the
end of year assessment?
4. Has the student made progress since the last administration?
(if FAIR-CC was taken previously)
Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013
32
Florida Interim Assessment Item Bank
Item Bank and Test Platform (IBTP)
Districts can build and administer local assessments;
compose, review, construct, deliver, and score items based on
course content standards
Provides item bank in all subject areas
Formative, interim, and summative assessment purposes
Not a part of the teacher accountability system
33
Activity 3: FAIR/Florida Interim Assessments
Discuss Curriculum, Instruction, and Assessment Practices
In table groups of 6-8, 9-10, and 11-12 teacher leaders, think about the
curriculum, instruction, and assessment practices at your school.
• Does your ELA and Literacy and Content Area curriculum provide
enough instruction, support, and practice to help students show
progress on FAIR and Florida’s annual summative assessment?
• Do your instructional practices provide enough instruction,
support, and practice to help students show progress on FAIR and
Florida’s annual summative assessment? Your assessment
practices?
• What more will be needed?
Guide
Page
15
34
Section 4
Classroom Assessments and Backward Design
35
A Comprehensive Assessment System
Includes:
Annual Summative Assessment
Alignment
Interim Assessments
Classroom Summative Assessments
Classroom Formative Assessment
36
Take a DOT
Place your DOT on the chart paper under the heading that best
describes your level of comfort with the following:
 Aligning Florida Standards to objectives, creating aligned ‘I can’
statements, essential questions, formative assessments, performancebased summative assessments, and rubrics and scales in order to
determine proficiency on the Florida Standards.
1
Need to
Know More
2
3
Somewhat Comfortable
Comfortable
4
Can teach
this to
someone
else
37
Aligning Assessments to Standards
Florida’s ‘New Way to Work’: Process for developing an assessment
that aligns with the Florida Standards



Choose one or more standards to
address

Design an assessment that will
enable students to demonstrate
mastery of the learning goals
Chunk the course content standards
and identify the “big ideas” that
 Check to ensure the assessment
each standard requires, including
aligns to all sections of the standard
what students will know and what
and learning goals
students will be able to do
 Plan how to evaluate, provide
Develop learning goals and describe
feedback for growth, and score
learning progressions or scales that
student work
align to the standard(s) and the big
Guide
ideas
Page
17
38
1. Identify
desired
result
2. Determine
acceptable
evidence
3. Plan learning
experiences and
instruction
(Wiggins & McTighe, 2005)
39
Backward Design of Units and Lessons
Stage 1: STANDARDS - objectives, ‘I can’ statements, big ideas,
and aligned essential questions.
Stage 2: EVIDENCE OF LEARNING - performance tasks and
other assessments aligned to the standards and assessment
shifts with UDL supports.
Stage 3: LEARNING ACTIVITIES - aligned to the standard,
instructional shifts, and assessments with UDL supports.
(Wiggins & McTighe, 2011)
40
Unit Backward Design Questions
• Stage 1: What should my students know and be able to
do by the end of this unit?
• Stage 2: How will I know and how will they know if they
have learned it?
• Stage 3: What do I need to do to get them there? What
do I do if they need more? (accelerate or remediate)
41
Bon Appétit
42
Stage 1: What should my students know and
be able to do by the end of this unit?
43
Stage 1: Determine Desired Results
 Text sets
 Standards
 Objectives
‘I Can’ statements
‘BIG IDEAS’
 Essential Questions (up to 2)
44
Standard
LAFS.6.RL.2.6: Explain how an author develops the point of
view of the narrator or speaker in a text.
Objectives
What do you want your students to know and be able to do?
1. Understand and recognize point of view.
2. Discuss and write how point of view is developed by an author
through a narrator or speaker.
45
Your Turn
LAFS.8.RI.3.9: Analyze a case in which two or more texts
provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or
interpretation.
Objectives
What do you want your students to know and be able to do?
1.
2.
3.
Guide
Page
18
46
‘I Can’ Statements
‘I Can’ statements clarify expectations for students and teachers.
• Create ‘I can’ statements for each standard assessed in the unit.
• Create the statements from the standard using student-friendly
terms.
LAFS.910.RI.1.1 Cite strong and thorough evidence to support analysis
of what the text says explicitly as well as inferences drawn from the
text.
I can cite direct evidence from the text to support my analysis.
I can ‘read between the lines’ and draw inferences from the text to
support my analysis.
47
LAFS.6.RL.2.6: Explain how an author develops the point of view of the
narrator or speaker in a text.
Objectives
What do you want your students to know and be able to do?
1.
2.
Understand and recognize point of view.
Explain how point of view is developed by an author through a narrator or
speaker.
Create ‘I can’ Statements
1. I can recognize different points of view.
2. I can understand how the point of view of a story is developed by
an author through a narrator or speaker.
48
Your Turn
LAFS.8.RI.3.9: Analyze a case in which two or more texts provide
conflicting information on the same topic and identify where the
texts disagree on matters of fact or interpretation.
Objectives
What do you want your students to know and be able to do?
1.
2.
3.
Create ‘I can’ Statements from Objectives
Guide
Page
18
49
Essential Questions
o Sets the focus of the unit
o Raises other questions
o Requires support and justification
o Identifies what students will be able to do and know
o Assists in determining proficiency
o Lead to deep and critical discussions, debate, and writing
(Wiggins & McTighe, 2013)
1. How does fear threaten freedom?
2. How can people be a catalyst for change?
3. What makes a good writer great?
4. When is blindness not physical?
5. How are themes developed by writers?
6. What is effective research?
50
Essential Questions and Guiding Questions
Overarching Unit
Essential Question(s)
Lesson
Guiding
Questions
Lesson
Guiding
Questions
Text-based
Questions
Text-based
Questions
(Wiggins & McTighe, 2013)
51
ELA Essential Questions and Guiding Questions
How do authors develop
points of view?
What are the different
kinds of points of view?
Text-based
Questions
How does the author
develop the point of
view of… in…
Text-based
Questions
52
Content Essential and Guiding Questions
Why do people migrate?
What factors caused
migration in the early
1900’s?
What factors cause
today’s global
migration?
Text-based
Questions
Text-based
Questions
Guide
Page
19
53
Deepening Students’ Understanding
1. Align to Florida Standards for ELA and Literacy
2. Ask higher order, open ended questions
3. Get students to think and discuss more by asking:
How do you know?
What makes you say that?
What evidence proves your point?
OR
Turn to a different student and ask:
Why do you think student X said that?
Do you agree with X’s thinking/ Disagree? What’s your evidence?
54
Stage #2: Determine Evidence of Learning
How will I know,
and how will
they know, if
they have
learned it?
55
Instructional Cycle
Enrichment
Instruction
Instruction
Formative
Assessment
Summative
Assessment
Re-teach
56
Stage #2: Determine Evidence of Learning




Assessments aligned to standards
Performance-based tasks
Aligned scales or rubrics
Various assessments: pre-assessment, formative, summative,
and self-assessments
 Universal Design for Learning supports by providing flexible and
multiple means for expression
Remember to include the essential questions and guiding questions
as a part of formative and summative assessments.
57
Formative Assessment
“a process to continuously gather evidence and
provide feedback about learning while instruction
is underway.”
Heritage, Kim, Vendelinski and Herman (2009)
Other features:
On-going, every day in classroom
Provides immediate feedback
Student-centered
Helps instructional decision-making
Identifies gaps
Most likely type of assessment to immediately impact instruction
58
How often do we do this?.
Everybody got it?
Does everyone understand?
Does that make sense?
Everybody O.K.?... Let’s move on.
OR
Call on students that may have it
right.
59
A Teacher’s Daily Practice Video
Discussion prompts:
1. How do formative assessments help to inform instruction.
2. What makes for effective formative assessment?
3. How could you adapt the three categories of feedback for
your classroom?
4. What other questions would you consider asking your
students?
https://www.teachingchannel.org/videos/daily-lesson-assessment
Guide
Page
20
60
Listing
Take out a sheet of paper and list
as many characteristics of …..
as much evidence as you can find that…
as many applications of…
How ____and____ are alike (or different)
Dots, Polls, Response Cards
- I don’t understand yet
- I need more help
- I can do this by myself
- I can teach someone else
61
Compare notes with a partner:
• Summarize the most important information.
• Identify (and clarify if possible) any sticking points.
• Make additions to your own notes.
Take a minute to come up with 3 text-dependent
questions together.
• See if you can stump another pair.
• Ask your best question to the class.
62
Ticket Out the Door
On an index card
• students summarize the big ideas of the lesson
and any sticking points
• or ask a question
Or complete these stems
•
•
•
•
Something I learned…
Something I still don’t understand…
Something more I need to know…
Something I need you to know…
63
Review the
Formative Assessment
Examples
Discussion Prompt: Share ideas of what processes
and practices you use to gather evidence of
learning while learning is underway.
64
65
Feedback 101
Timely Specific Understandable
Actionable Questions
1. Begin with a description of the expected
performance.
2. Follow with specific guidelines of what to continue
doing, then what to change.
3. Pose a question to extend thinking. (example: How
do you think this can be improved?)
4. End with encouragement to persist.
5. Ask students to re-do and provide one-on-one time to
discuss.
66
Stage #2: How will I know and how will they
know if they have learned it?
Summative Assessment: Determine Evidence of
Learning
1. Select Response (MC, T/F, Matching, Fill-in)
2. Written Response - short or extended essays
3. Oral Evidence - interview and conferencing
67
Performance-Based Assessment
“Performance-based learning and assessment represent a set
of strategies for the acquisition and application of
knowledge, skills, and work habits through the performance
of tasks that are meaningful and engaging to students.”
Features:
• Demonstrate knowledge; thinking critically and deeply in
addressing the topics in both writing and speaking
• Cite research and evidence from multiple sources
• Guidelines, rubrics, or scales aligned to Florida Standards
provide guidance for students to demonstrate proficiency
Hibbard, K.M., Van Wagemen, L., Lewbel, S., & Waterbury-Wyatt, S.
Teacher's Guide to Performance-Based Learning and Assessment. 1995
68
Objective, I Can, Essential Question, and End-of-Unit Performance Task
Objective
Specify the critical content that students will learn in this unit.
Example: Students will examine academic language, read
complex texts, and write an argument supported by textual
evidence.
Create ‘I Can’
Statements
Essential Question
I can write an argument supported by evidence in the text.
End-of-Unit
Performance Task
Specify 1 - 2 essential questions that will be the basis of the
end-of-unit performance assessment.
Example: How do authors present an argument in a text? How
do authors use academic language to strengthen their
argument?
Specify the common assessment performance task relative to
the focus standards.
Example: Students will compose an argument using supporting
evidence from _________ text.
69
Team determined common assessment for unit
Padagogy Wheel
by A. Carrington
www.edudemic.co
m
Guide
Page
21
70
Types of Performance-Based Tasks
o Diary entries
o Different ending to a story
o Brochures and pamphlets
o Wiki entries
o Character sketches
o Myths and Fables
o Plays
o Book reviews
o Interviews
o Articles
o Letters
o Short stories
o Editorials
oTestimonials
o Speeches
o Sequels
o Multimedia presentations
o TV /Movie scripts
o Diagrams, charts, graphs
o Displays
o Science fiction
o Reports
o Illustrations
o Answer Essential Question
with Evidence
o Satires
oArguments
Guide
Page
o With Rubrics or Scales
22
71
Building a Performance Task
ROLE: Scientist, expert, journalist, researcher, friend,
citizen
PRODUCT or Performance: Article, journal, portfolio, letter,
speech, play, dance, audio-visual representation, editorial, diagram,
picture, brochure
PURPOSE and Steps: In order to persuade, support, argue, form
an opinion, detail, compare/contrast, analyze, provide a different
ending and provide required steps
AUDIENCE for writing and discussing: Character, citizens,
students, friends, class, community
72
We have studied the texts:
Who Was Marco Polo? by Joan Holub
and The Adventures of Marco Polo by Russell Freedman
ROLE: Pretend you are an historian writing an article for a
magazine.
PRODUCT: Using information from both sources, write an article
in which you provide an opinion that either Marco Polo told the
truth in his book or that Marco Polo made up his stories.
PURPOSE and Steps: Evaluate the evidence and cite
information from both of the texts to support your opinion.
AUDIENCE: History students in our classroom. Discussion: With
a partner, talk about what led you to your conclusion and
compare the key points of the two different claims.
73
LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
Reading Like a Historian You are an historian who is trying to answer the
question: Was the Great Society successful?
1. Read LBJ’s “Great Society” speech.
2. Answer the provided sourcing and context questions.
3. Read the two provided secondary sources: a “Pro” perspective from
historian Joseph Califano and a “Con” perspective from Thomas Sowell.
4. Fill out the comparative graphic organizer.
5. You are a journalist for American History Magazine. Produce an article
supporting the following: Which historian is more convincing? What kind
of evidence does each use to make his case? How do these arguments
still play out today? Cite evidence from all sources.
6. Your Discussion/Your Audience – You are asked to discuss your findings
with the readers of American History (i.e., the students in our class.) They
will also be able to ask questions and provide comments.
www.achievethecore.org
Guide
Page
22
74
Activity 4: Building Performance Tasks
LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting
information on the same topic and identify where the texts disagree on
matters of fact or interpretation.
1. Read the texts in the Vermont Writing Collaborative handout.
Guide
Page
23
2. In grades 6-8, 9-10 or 11-12 teams of 2 to 4, use the Types of
Performance Tasks, Bloom’s Wheel, the Four Steps of Building a
Performance Task and the above standard to build an end of unit
performance task that addresses the identified standard. On a piece
of chart paper list:
a) Additional standards, objective(s) and ‘I Can’ statement(s)
b) An essential question(s) for the unit
c) A performance task indicating role, product, purpose and
audience
3. Place your work on the wall for your grade band, 6-8, 9-10, 11-12.
75
Rubrics Aligned with Standards
The performance task
provides evidence that students are
able to use their knowledge in context.
Rubrics help determine the level
of proficiency of the performance
task.
76
Rubrics are reviewed with the students when the
performance task is assigned so…
expectations and criteria for success are explicitly
understood.
Determine
the criteria:
Clear
expectations that
lead to corrective
feedback
Identify what is
between the top & bottom
Establish
EXEMPLARY
performance
Define the lowest
level of performance
77
Simple Four Point Rubric
4. Exemplary
“4” goes beyond what is required.
3. Proficient
“3” should reflect the target for the student.
2. Foundational Knowledge
“2” should reflect some prerequisite knowledge that is
necessary to accomplish the goal identified in “3.”
1. Little understanding or skill
“1” indicates that much support is still needed.
0. No understanding
78
Align Standards, Objectives, and Rubric
LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
4
Demonstrates the standards with in-depth inferences and applications
beyond what was taught.
3
Demonstrates purpose, focus, organization, and cites evidence to
support insights from a primary and secondary sources.
2
Partial understanding of a character, setting, or event in a story or drama,
drawing on details in the text with some of the 3.0 score elements.
1
Partial understanding of some of the score 2.0 elements
79
Rubrics
Review these Elk Grove California sample rubrics
• 6-12 Opinion/Argument Rubrics
• 6-12 Informational/Explanatory Rubrics
• 6-12 Narrative Rubrics
Retrieved from http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/. Reprinted with permission.
Guide
Pages
46-55
Other sources for rubrics
• CPALMS- Most lessons each have attached rubrics.
• RubiStar is a free tool to help teachers create quality rubrics.
http://rubistar.4teachers.org
• iRubric is a free comprehensive rubric development, assessment, and
sharing tool. http://www.rcampus.com/indexrubric.cfm
80
Stage 3: Determine Learning Activities
What do I need to do to get them there?
What do I do if they need more?
In Modules 2 and 5, we considered:
UDL
Coding
the Text
Close
Reading
Academic
Language
Word
Sorts
AGO
81
Backward Design Review
Determine
Multiple
Standards
Create
Objectives
and
‘I Can’
Statements
Consider
the BIG
Ideas and
Create
Essential
Questions
Develop
Formative
and
Summative
Assessments
Align
Learning
Activities
and
Experiences
82
Take a different colored DOT
Place it on the chart paper under the heading that now best describes your
level of comfort with aligning:
• Florida Standards to objectives, creating aligned ‘I can’ statements, essential
questions, formative assessments, performance-based tasks, and rubrics
and scales in order to determine proficiency on the standards.
1
2
3
Need to
Somewhat Comfortable
Know More Comfortable
4
Can teach
this to
someone
else
83
Think About It…
How can analysis of student work help
plan future lessons?
“The work that kids produce
is the most tangible evidence
we have of our effectiveness
as teachers. That work
warrants our close scrutiny.”
-Ann Borthwick
84
Looking at Student Work: Format
• Focus on the work, the learning it reveals, and on
•
•
•
•
instructional decisions that might be made based
upon this analysis.
Select several work samples; low-medium-high.
Engage in discussion of colleagues’ interpretations
of the student work samples using the protocol.
Reflect on the implications and applications of
what is learned to teaching.
Reflect on the one-on-one feedback you will
provide to the student.
Looking at Student Work website http://www.lasw.org
Examining Student Work Protocol
Part I: Proficiency
What do I want my students to know
and be able to do?
Standards addressed?
What was mastery/proficiency?
Did the assignment and rubric measure
proficiency?
Part II: Diagnosing Strengths and
Weakness
Where are my students? How do I
know?
What did the student demonstrate?
What wasn’t the student able to demonstrate?
What information was wrong or missing?
What did an error analysis show?
Part III: Effective Feedback
What questions do I ask?
What feedback do I give that will inform What feedback will I give in a conference to
and instruct?
promote thinking?
Part IV: Next Instructional Steps
What do I do if they know?
What do I do if they don’t?
What and who need re-teaching?
Who needs enhancements and extensions?
Guide
Page
25
Source: School Improvement in Maryland
http://mdk12.org/data/examining/protocol.html
86
Activity 5: Reviewing Student Work
Reviewing Student Work
Look at the student work samples on pages 27, 29, and 32-33 in your
Participant Guide. Using the rubrics on page 26 and page 31 and the
protocol for looking at student work on page 25, discuss each sample
and answer these questions from the protocol:
What standards are addressed? What was mastery/proficiency?
Did the assignment and rubric measure proficiency on the standard?
What did the student demonstrate? What wasn’t the student able to
demonstrate?
What information was wrong or missing? What did an error analysis show?
What questions do I ask the student?
What feedback will I give in a conference to promote thinking?
Guide
Pages
24-34
87
Activity 6: Reviewing Lessons
Review Your Lessons
1.
In the Participant Guide on page 35, answer the big question: How are classroom
assessments changing in response to Florida Standards for ELA & Literacy?
2.
Revisit your lessons. Discuss adding to your lessons the following:
Overarching EQs and Guiding Questions,
‘I Can’ Statements,
Formative Assessments and Summative Assessments,
Performance Tasks, and Rubrics.
3.
View sample lessons and lesson templates on pages 37-45 of the Participant
Guide and discuss how UDL principles and accommodations can be utilized for
students who may need more including: multiple means of expression,
representation or engagement.
Guide
Pages
35-45
88
Essential Questions for Teachers
Did I offer my students a challenging and rigorous
World Class Education?
Did I give them something to talk about? Think
about?
If I were a student, would I have wanted to be in
my class today?
89
Closing Activities
90
Module 7B Outcomes
 Understand the contributions that annual summative, ongoing
interim, classroom performance tasks, and formative assessments
make to a comprehensive assessment framework.
 Incorporate principles of backward lesson design to create units
that align with the Florida Standards for ELA & Literacy, essential
questions, and assessments.
 Use the EQuIP rubric and review process to assess the quality of
Florida Standards for ELA & Literacy aligned units and lessons.
 Use the instructional data cycle to analyze student work to make
decisions regarding progress toward proficiency on the Florida
Standards for ELA & Literacy and to inform instructional practice.
91
Don’t Forget Your Resources
cpalms.org/project/cpalmscharter.aspx
flcharterccrstandards.org
92
Follow Up
JOIN US FOR A DISCUSSION
Monday
January
27th
Tuesday
January
28th
Wednesday
January
29th
Thursday
January
30th
Friday
January
31st
Administrators
9 AM
4 PM
9 AM
3 PM
9 AM
ELA & Literacy
4 PM
9 AM
4 PM
9 AM
3 PM
93
NEW - E-Learning Courses!
94
Tentative Release Dates for
E-Learning Courses
•
•
•
•
November 2013
o Charter Leadership Team Module 1
December 2013
o Administrator Module 1
o Teacher Modules 1A/1B (Data)
January 2014
o Governing Board Module 1
o Administrator Module 2
o Teacher Modules 2A/2B (ELA)
February 2014
o Charter Leadership Team Module 2
o Teacher Modules 3A/3B (Math)
• March 2014
o Administrator Module 3
o Teacher Modules 4A/4B (Data)
• April 2014
o Governing Board Module 2
o Charter Leadership Team Module 3
o Administrator Module 4
o Teacher Modules 5A/5B (ELA)
• May 2014
o Charter Leadership Team Module 4
o Teacher Modules 6A/6B (Math)
• June 2014
o Charter Leadership Team Modules 5 and 6
o Teacher Modules 7A/7B (ELA) and 8A/8B
(Math)
95
Post-Assessment and Session Evaluation
Where are you now?
Assessing Your Learning
Guide
Page
57
96
Thanks and see you next time!
97