afl champion team memberscia ² team members magan rushk- myra scott

AFL Champion Team Members CIA² Team Members

Magan Rush K- Myra ScottAngela Sampson 1- Erin MotteCharlene Vance 2- Gwen Dorman

3- Mary Garrett4- Magan Rush5- Serena Lynn

July 13, 2011Holt Elementary School

ASSESSMENT FOR LEARNING ACADEMY

Welcome and Opening Welcome and Opening RemarksRemarks

Mrs. Star SampsonMrs. Star SampsonPrincipalPrincipal

NORMSNORMS

• Begin and end on time• Turn off cell phones/laptops• Participate and collaborate• Be open-minded

AgendaAgenda

AM 8:30- 11:30 a.m. AFL and Mastery Learning

LUNCH

PM 12:30- 3:30 p.m. Power standards, unpacking, and PLC’s

Expected OutcomesExpected Outcomes• To deepen the understanding of formative assessment and the

Assessment For Learning (AFL) framework

• To understand mastery learning

• To deepen the understanding of unpacking standards and creating learning targets

• To understand the purpose and characteristics of Professional Learning Communities (PLCs)

PurposePurpose• To discuss the purpose, roles and responsibilities of the AFL

Champion and CIA² teams• To explore the research and rationale for a formative

assessment approach• To examine the Assessment for Learning Framework• To review new curriculum documents and local assessments• To develop an understanding of mastery learning• To learn how finding power standards and unpacking these

standards can help us with instructional planning• To discuss PLC purpose and expectations

AFL VisionAFL Vision• To create an assessment-literate culture that is research and evidence based where staff, students, and parents feel informed, supported, empowered, and successful in every community, at every school and in every classroom.

AFL Team MissionAFL Team Mission• To enhance the understanding of AFL for ALL stakeholders in an effort

to answer questions, address concerns, and demystify myths

• To support schools with AFL implementation so each and every student will know what they are supposed to be learning, whether or not they are learning it, and what they can do if they are not

• To provide quality assessments teachers will look forward to giving because they are aligned, rigorous, just the right length, and really prepare students for EOGs/EOCs and beyond

• To provide useful and accurate local assessment results quick, fast, and in a hurry

Purpose of Assessment ReviewPurpose of Assessment Review• To foster collaboration between the Assessment for Learning Team,

Instructional Services, and teachers across the district

• To understand the purpose and characteristics of quality formative assessments

• To enhance the alignment of local assessments by reviewing and providing feedback prior to administration

• To collaborate with school colleagues to improve the alignment of daily instruction and classroom assessments

How is Assessment How is Assessment Review related to Review related to

Assessment for Assessment for Learning?Learning?

Plan the assessment when you plan what and how you will teach.

“To begin with the end in mind means to start with a clear understanding of your destination”

Stephen Covey

Review ResponsibilitiesReview Responsibilities• Collaboratively review assessments for

– Curriculum/Calendar alignment– Correct answers– Formatting

• Record feedback on copy of assessment

• Complete Follow-Up Form

Review ResourcesReview Resources• Curriculum Overview Instruction and Assessment

Calendar

• Draft Assessment Copy

• Review Checklist/Guiding Questions

• Follow-Up Form

Responsibilities After ReviewResponsibilities After Review• Share Follow-up Form with grade level/content

colleagues

• Refer to Follow-up Form throughout the quarter to improve alignment of – Lesson plans– Instruction– Minute by Minute and Common assessments

Next Review SessionNext Review Session

During the Year Quarter 2 Quarter 3 Quarter 4

Elementary (3-5) September 13th

4-5:30

December 13th

4-5:30

February 7th

4-5:30

Middle (6-8) September 15th

4-5:30

December 14th

4-5:30

February 9th

4-5:30

High

(Alg I/II/Geometry,

Eng I, Bio)

September 20th

4-5:30

December 15th

4-5:30

February 14th

4-5:30

LET’S EXPLORE LET’S EXPLORE ASSESSMENT ASSESSMENT FORFOR

LEARNINGLEARNING

Why the need for change? Why the need for change? We have reached a tipping point: We either change our assessment

beliefs and act accordingly, or we doom struggling learners to

inevitable failure.

Rick Stiggins

Why AFL? Why AFL? • Strong research base supports effectiveness of

formative assessment• Ongoing process to close gap between

student’s current state and desired goals• Includes feedback to students

Assessment for Learning DefinedAssessment for Learning Defined

• a formative assessment approach which uses various methods to provide students, teachers, and parents with consistent evidence of student progress towards mastery of curriculum standards.

Strategic Plan: Strategic Plan: Goal I Academic Acceleration Goal I Academic Acceleration • I.6 DPS will implement an assessment for

learning model to improve student achievement outcomes as measured by school, district, and state assessments

Assessment for LearningAssessment for Learning“…focuses on day-to-day progress in learning as

students climb the curricular scaffolding leading up to state standards. It tells users if and when students are attaining the foundations of knowledge, the reasoning, the performance skills, and the product development capabilities that underpin the mastery of essential standards.”

Stiggins

Assessment of Learning

Assessment for Learning

REASON Check status of student learning Improve Learning

To Inform Others about students Students about themselves

Focus Standards Student Learning Targets

Example

High stakes external

assessments,Classroom tests used for grades

Assessments that diagnose needs or help students monitor improvement

Place in time

An event after learning A process during learning

Assessment Assessment forfor Learning Strategies Learning StrategiesWhere am I going?

1. Provide a clear statement of the learning target2. Use examples and models

Where am I now?3. Offer regular descriptive feedback4. Teach students to self-assess and set goals

How can I close the gap?5. Design focused lessons on one learning target or aspect of

quality at a time.

6. Teach students focused revision7. Engage students in self-reflection; let them keep track of

and share their learning

• Data to modify instruction and learning• Common planning among content areas• Collaboration with colleagues• Clear criteria for student achievement and

quality instruction• Ability to identify specific areas of weaknesses

in student mastery• Collective ownership of results

We assess for two reasons:

To gather evidence to inform instructionTo encourage students to learn

Assessment Manifesto: A Call for Balanced Assessment System

Rick Stiggins

We assess for two reasons:

To gather evidence to inform instructionTo encourage students to learn

Assessment Manifesto: A Call for Balanced Assessment System

Rick Stiggins

Classroom Assessment

Common Assessments

Interim Assessments

(Formative assessment provides descriptive feedback)

Unit or Goal Tests

End-of-Grade Exams

End-of-Course Exams

(Summative assessment provides evaluative feedback)

Balanced Assessment SystemBalanced Assessment SystemBalanced Assessment SystemBalanced Assessment System

Where We’ve Been…Where We’ve Been…TRADITIONAL INSTRUCTION STANDARDS-BASED INSTRUCTION

Identify a topic/section in textbook Identify a standard/objective

Plan Instruction Create Assessment

Create Assessment/Give Ready-Made Assessment

Plan Instruction

Give Grade Give Assessment

Move On Analyze Data

Provide Feedback, Corrective Instruction/Enrichment

Move On

Where We Were(2010-2011)

Where We’re Headed (2011-2012)

AFL Framework Misconceptions and Myths

Develop a common understanding of AFL and alignment to Strategic

Plan

Curriculum and Instruction

Unit/Textbook-Driven Standards-Based

Quarterly Local Assessments

Math SGAs: Tier I and Select Tier II Schools,

Benchmarks: district-wide

Math and Reading SGAs: Participation determined by DAP

model, CAs: district-wide

Professional Development

Lead by AFL Team and Curriculum Directors

Primarily School-based, Lead by AFL Champions and CIA22 Teams,

AFL Team and Curriculum Director Support, AFL “Bucket”

PLCs Some School and District Lead Sessions on Early

Release Days

School AFL Implementation on PLC Early Release Days and during

weekly PLCs

WHERE WE’RE GOING:WHERE WE’RE GOING: 2011-2012 AFL Framework 2011-2012 AFL Framework

“…when it's properly implemented, formative assessment will improve how well students learn.”

“…formative assessment constitutes the key cornerstone of clearheaded instructional thinking. Formative assessment represents evidence-based instructional decision making.”

TransFormative Assessment Popham, 2008

“Any change, even a change for the better, is always

accompanied by drawbacks and discomforts.”

Arnold Bennett

LET’S EXAMINE LET’S EXAMINE THE THE

FRAMEWORKFRAMEWORK

By carefully developing and applying power standards, leaders recognize that the question to be asked at the end of every year is not merely what teachers covered, but rather what students learned.

Reeves, Douglas, (2006). Power Standards: How Leaders Add Value to State and National Standards. Jossey –Bass (p. 240) .

New Curriculum DocumentsNew Curriculum DocumentsPurpose Primary Audience

Curriculum Overview To provide a snapshot of the curriculum standards to be

taught each quarter throughout the school year

Administrators, District Support Personnel, Parents,

Community Members, Partnering Organizations

Instruction and Assessment Calendar

To provide a standards-based pacing document to

align curriculum, instruction, and assessment

Teachers, Coaches, Curriculum Directors,

Parents, Tutors

Frequently Asked Questions To address Curriculum, Instruction, and Assessment

(CIA) questions/concerns

All Stakeholders

Clear academic standards or

learning goals form an essential structural

foundation for a balanced

assessment system.Stiggins (2008)

Marzano reports that when students know

what they are supposed to be

learning student achievement

increases from 16 to 41 percentile points

(average of 21 percentile points).

(2007)

Assessment experts agree that numerous short assessments given

over time provide a better indication of a student’s learning than one or two large assessments given at the

middle and end of the grading period.

(Marzano, Stiggins, Black, Wiliam, Pophan, and Reeves)

In a classroom that uses assessment to support learning, the divide between instruction and

assessment blurs. As teachers use information from student responses (answering & asking

questions, exit slips, group discussion, traffic light cards, etc. ), they can make instructional decisions

to address the understandings and misunderstandings that these assessments reveal.

Leahy, Lyon, Thompson, Wiliam

• Think more deeply about problems and situations

• Ask deeper, more frequent questions to ensure clarity

• Feel responsibility for their thoughts and ownership of their methods

• Learn ways to identify the places they need help

• Look less to the teacher for clues of how to solve problems

NCTM, 2002

• Simply telling students that their answer is right or wrong leads to a 3% loss in achievement

• Telling students the correct answer on items missed leads to a 9% gain in achievement

• Explaining to students why they missed an answer leads to a 20% gain in achievement

Lysakowski, Walberg, Kumar

Looking at student work has the potential to expand teachers’ opportunity to learn, to cultivate a professional community that is both willing and able to inquire into practice, and to focus school-based teacher conversations directly on the improvement of teaching and learning.

(Phi Delta Kappan, November 2003)

“…“…if students' assessment data indicate that current if students' assessment data indicate that current instruction isn't getting the job done, then almost any instruction isn't getting the job done, then almost any reasonable instructional adjustment has the potential reasonable instructional adjustment has the potential to improve the situation, including changes in the way to improve the situation, including changes in the way the teacher presents the material, represents its core the teacher presents the material, represents its core ideas, articulates day-to-day objectives, groups ideas, articulates day-to-day objectives, groups students, and designs guided and independent students, and designs guided and independent practice activities.practice activities. ””

Popham, 2008Popham, 2008

Binder MaterialsBinder Materials

• Table of Contents• Unpacking checklists• 5 dividers with labels

Now what?1. Review New Curriculum Documents

2. Discuss Assessments

What is Mastery Learning?

Mastery Learning Defined

Mastery learning proposes that all children can learn when provided with the appropriate learning conditions in the classroom (enough time and appropriate instruction).

Enough time means: * Time required to demonstrate mastery of objectives

Appropriate instruction means: * Break course into units of instruction* Identify objectives of units* Require students to demonstrate mastery of objectives for unit before moving on to other units (80% or higher)

Grades may be determined by:* Actual number of objectives mastered* Number of units completed* Proficiency level reached on each unit* Any combination of above

Please turn to Tab 4: Data

Review Documents:1. Mastery learning for teachers

2. Mastery learning letter for parents3. Student tracking sheets

4. Classroom tracking sheets

LUNCH TIME! LUNCH TIME!

SEE YOU BACK AT 12:30! SEE YOU BACK AT 12:30!

WELCOME BACK HOLT HAWKS!!!WELCOME BACK HOLT HAWKS!!!

What exactly are CA’s and SGA’s?What exactly are CA’s and SGA’s?

Magan Rush- Follow up formMagan Rush- Follow up formMaribeth Picotte- scoring practicesMaribeth Picotte- scoring practices

By carefully developing and applying power standards, leaders recognize that the question to be asked at the end of every year is not merely what teachers covered, but rather what students learned.

Reeves, Douglas, (2006). Power Standards: How Leaders Add Value to State and National Standards. Jossey –Bass (p. 240) .

Power StandardsDefinition: prioritized standards that are derived from a systematic and balanced

approach to distinguishing the standards that are absolutely essential for student success

from those that are “nice to know;” a subset of the complete list of standards for each grade

and for each subject.Directions: Choose 3 power standards each for

math and reading for 1st quarter.

Unpacking the CurriculumReference Guide

Unpacking a standard is the process of identifying what students will know and be able to do when they have mastered the standard. (Source: Bering Strait School District)

Why?• Clarifies which concepts and skills are taught and

assessed• Improves alignment• Develops a common language• Builds consensus about what all students should

understand• Develops students friends learning targets• Provides lesson planning baseline

How?

Step 1: Examine Objectives to Identify Concepts (Nouns)

– WHAT ideas/topics do students need to know?– Agree on what they mean– Identify pre-requisites

How?

Step 2: Examine Objective to Identify Skills (Verbs)

– HOW will students demonstrate what they know?

· Identify thinking skill levels (Marzano, Bloom)

How?

Step 3: Examine Assessment• Review Various Items

– Indicators, Common Assessment, Exemplars, Sample EOG/EOC Items

• Identify Concepts (Nouns)• Identify Skills (Verbs)

How?

Step 4: Create Student Learning Targets

• How can these concepts and skills be chunked into student friendly outcomes?

• Consider appropriate progression of concepts and skills.

Learning Targets Game

1. Move to the true side if you think the sentence is a learning target.

2. Move to the false side if you do not think the sentence is a learning target.

True-FalseTrue-False

Students will be able to add numbers up to 20.


I can identify main idea.


I can define quadrilateral.


Locating points on a coordinate grid is an objective.


Many kids struggle with finding the main idea.


I can define figurative language.


4th graders must explain how rocks are made.


I can locate supporting details in a text.

LEARNING TARGET BENEFITSFOR STUDENTS

• Written in student-friendly language

• Clearly indicate intended learning outcomes

• Empowerment and ownership of learning

• Able to ask for specific help

Learning Targets Benefits For Teachers

• Organizes curriculum into more manageable chunks• Provides roadmap for sound instructional

decisions• Allows for ongoing formative classroom

assessment• Monitors student progress towards mastery

3RD GRADE PROBLEM SOLVING LEARNING TARGETS

•I CAN SOLVE MULTI-STEP PROBLEMS.•I CAN IDENTIFY OPERATION KEY WORDS.•I CAN CREATE WORD PROBLEMS. •I CAN RESTATE THE QUESTION IN MY OWN WORDS. •I CAN IDENTIFY NECESSARY INFORMATION. •I CAN USE A CALCULATOR TO SOLVE PROBLEMS. •I CAN APPLY DIFFERENT STRATEGIES TO SOLVE PROBLEMS.

Unpacking Breakout SessionSee you at 2:30 p.m.

Table TalkTable TalkAround your table, discuss your interpretation of the definition

below.

PLC: Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for all the students they serve.

What is a PLC?What is a PLC?

Educators committed to working collaboratively in ongoing processes of collective inquiry and action research

to achieve better results for all the students they serve.

Four Corollary Questions for PLC’sFour Corollary Questions for PLC’s1. What is it we want all students to learn?2. How will we know when each student has

learned?3. How will we respond when some students

experience difficulty in their learning?4. How will we enrich and extend the learning for• students who are proficient?

Clarity precedes competence.- Mike SchmokerMike Schmoker

What Does an Effective PLC…..What Does an Effective PLC…..…look like?

…feel like?

…sound like?

Members of an effective PLC…Members of an effective PLC…

1. Work together together • to clarify what students must learn,• to monitor each student’s learning on a timely

basis,• to provide systematic interventions which insure

students receive additional time and support for learning, and

• to extend and enrich when students already know.

Members of an effective Members of an effective PLC…PLC…

2. Realize that all their efforts must be assessed on the basis of results rather than intentions.

Members of an effective Members of an effective PLC…PLC…3 Examine assessment results to identify and address program concerns and to discover strengths and weaknesses in their in their individual teachingindividual teaching in order to learn from learn from one another.one another..

Members of an effective PLCMembers of an effective PLC4. Make public what has traditionally been private—

goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively”

(DuFour May 2004).

“We can no longer afford to be innocent of the fact that “collaboration” improves performance” (Schmoker 2004).

“Only organizations that have a passion for learning will have an

enduring influence.” - Covey, Merrill, & Merrill, 1996

How Do We Make This Thing Work?How Do We Make This Thing Work?

Easy…the PLC Toolkit!

An effective PLC toolkit should An effective PLC toolkit should include the following…include the following…

• Agenda Template – uploaded each weekAgenda Template – uploaded each week• Curriculum OverviewCurriculum Overview• Instruction and Assessment CalendarInstruction and Assessment Calendar• North Carolina Standard Course of StudyNorth Carolina Standard Course of Study• Unpacking TemplateUnpacking Template• Course Indicators/Exemplars, Lesson Resource Guides, Course Indicators/Exemplars, Lesson Resource Guides,

etc.etc.• Data ChartsData Charts• Goal Summary Reports from Previous Year’s EOGGoal Summary Reports from Previous Year’s EOG• Instructional MaterialsInstructional Materials• SMART Goal WorksheetSMART Goal Worksheet

S.M.A.R.T GoalsS.M.A.R.T Goals

• S – Specific• M – Measurable• A – Achievable• R – Realistic• T – Time Framed

TICKET OUT OF THE DOOR 3-2-13-2-1

• 3 Ideas• 2 Connections• 1 Question