Standards Based Instruction, Assessment & Progress Book

“Putting All The Pieces Together” to incorporate standards based instruction into everyday teaching,

student learning and assessment

Kathy Collins, Wendy Sadd, Adrienne Brady

& Kim TanskiAugust 22, 2013 &August, 29, 2013

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How do you feel?

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ExcitedPanickedUnpreparedStressedOverwhelmedSleeplessEnergeticExhaustedDisorganized

ConfusedFrustratedHaving fun

Thank you, ma’am. May I have another?

Goals for this Green Book

Understand the OTES Process and SGM and how it affects you

Complete a lesson study Learn the basics of Mastery Connect Learn to set up Progress Book and

GradingUnderstand Brunswick’s Standards-Based Initiative

how Progress Book is used to track learning for Standards Based Grading and Reporting

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Pre- and Post Concept Check

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Teacher Evaluation

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Student Growth Measures

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Student Learning Objectives

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Mastery Connect

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Stretch Break

SUB FOLDERS &

LESSON PLANS

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Substitute Folders

Resident EducatorLesson Study

2013

MAX TEACHING STRATEGY

Free Write

Focused

What are the benefits to writing detailed and coherent lesson

plans?

OBJECTIVES VS. ACTIVITIESColumn A

• Summarize informational text

• Analyze the causes of the American Revolution

• Solve three step Polynomial equations

• Identify dependent and independent variables within an experiment

Column B• Read Chapter 2

• Keep notes in a journal

• Complete worksheet 3.4

• Work in small groups to complete an experiment

Lesson Study1. Oregon Trail2. PE Lesson3. Geography Lesson4. Math Lesson

PE Lesson• Wendy Sadd• PE Grade 2• 8-23-13• • Standard 1: Demonstrates competency in motor skills and movement

patterns needed to perform a variety of physical activities. • • Learning Objective: The students will be able to kick a ball both while it is

rolling and in a stationary position• • Procedure: Practice kicking the ball in a variety of situations• • Assessment: Participation

Lesson Study1. Oregon Trail2. PE Lesson3. Geography Lesson4. Math Lesson

MAX TEACHING STRATEGY

Focused Free Write & Self Re-Flection

Pre- and Post Concept Check

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House Keeping Items

Resident Educator Program

1st Observation Tech Issues/Assist IEPs and access

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Next Week

Laptops Paper Grades Bring an assessment that you have

already used or plan to use in the near future

2 Lesson Plans – This week and next week for a comparative studty

Questions and thoughts

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New Standards

RTI

2012-201523

Comparative Lesson Self-reflection

Review Lesson Study from last weekLesson Comparison DocumentFeedback From PAR Consultant Re-write one lesson you have taught

OBJECTIVES VS. ACTIVITIES

Column A Summarize

informational text Analyze the causes of

the American Revolution

Solve three step Polynomial equations

Identify dependent and independent variables within an experiment

Column B Read Chapter 2

Keep notes in a journal

Complete worksheet 3.4

Work in small groups to complete an experiment

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Comparative Lesson Self-reflection

Review Lesson Study from last week Lesson Comparison DocumentFeedback From PAR Consultant Re-write one lesson you have taught

Lesson Plan Template

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Stretch it out

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THE NEW STANDARDS BASED CURRICULUM AND INSTRUCTION

Brunswick City Schools

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What Does a Grade Mean????

A “C” Might . . .Compared students to . . . The average of the class An “average” student Personal progress A developmental

continuum Our perceptions of ability Effort An academic standard

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Grading and Reporting Teachers develop grading/reporting

practices that mirror their experiences Rarely Training Grading in the past was often set in

place to develop a “rank order” Did letter grades reflect an accurate

measurement of mastery or effort and compliance?

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What must students learn?Curriculum-Based

(Old School)  Standards-Based

(New School) 

Teachers’teaching

Focus  Students’learning

Broad, inclusive 

Priorities determined locallyContent Standards

Benchmarks(Grade-level Indicators)

  

Organized around textbook content and local priorities

 Goal: “cover the curriculum”

Instruction Organized and paced around grade-level indicators

 Goal: master standards for content

& performance Content & level of difficulty

determined at classroom level    

 Success measured by report card

grades 

Assessment Content & level of difficulty determined by standards

 Full range of Bloom’s required

 Include selected & constructed

response items (MC-SA-ER) 

Occurs before, during, and after instruction

 To help student pass class criteria Intervention To help student master standards

 

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Your Goal after this GreenBook…

Model Standards Based Instruction in lesson planning & classroom instruction

Track student learning using Standards Based Assessment

Build connections between SBI and reporting practices

Four Strategies for SB Teaching

 

1. Plan instruction around content and performance

standards using both long and short-range planning techniques.

Backwards design 

2. Instruct so that all students master grade level standards

at the required level of difficulty. Instruction has two parts: Teaching &

Assessment   3. Monitor/Assess

students’ progress toward mastery of the standards through

formative assessments. Coaching

 4. Intervene prior to summative assessment through classroom-based activities and

coordination with special services.

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Brunswick City Schools3 Essential Questions

 1. What must students learn?2. How will we know they’ve

learned?3. What will we do when students

don’t learn?

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A Plan for Assessment

1.What must students learn?

2.How will we know what they have learned?

3.What will we do when they do not learn?

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A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: Know what high quality work looks like (exemplars) Be able to objectively compare their work to the

standard (Rubrics) Have a store of tactics to make work better based on

their observations (Strategies/Goals)

--Royce Sadler, 1989

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Please go to the ODE Website and access the Common Core

Standards that pertain to your subject

Clear, Student-Friendly Learning Targets

Improves learning Reduces “check-it-off mentality” Increases motivation

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Make it Clear• Identify what must students KNOW? (nouns & noun phrases)

• Identify what must students be able to DO? (verbs) Make it Student-Friendly• Begin with a simple phrase like, “I am able to …”

• Eliminate unnecessary words and replace uncommon words with age-appropriate vocabulary

• If needed - Add an example of what it looks like.  "This means I can ...“ 

How to write clear, student-friendly learning targets

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A Plan for Assessment

1.What must students learn?

2.How will we know what they have learned?

3.What will we do when they do not learn?

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3 Essential Questions

1. What must students learn?2. How will we know they’ve learned?

What evidence will we accept that students have learned this target?

What does successful performance look like?

Which students are successfully learning which standards?

3. What do we do when students don’t learn?

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Plan to Assess Standards

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Content Skills Assessments

2nd

.Qtr

Scientific Inquiry & Ways of Knowing(all qtr)

SI-A Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

SI-B: Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

SI-C: Develop, design and safely conduct scientific investigations and communicate the results.

WK-A: Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

WK-B: Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

WK-C: Explain the importance of keeping records of observations and investigations that are accurate and understandable.

Four Major Labs t. observation of process

skills (rubric scored) (x.5@)

student’s written analysis of findings (rubric scored) (x1.5 @)

3 Unit Tests Each unit test to include

Science process questions - FC/SA/ER (x.2@)

5 “Notes Quizzes” Students take notes from

assigned readings (on 3x5 cards ) & use notes for FC follow-up quizzes. (x.5@)

Electrical Energy(3

weeks)

PS-E: Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.

3. Describe how electrical current produces other types of energy.

4. Trace electrical current, creating simple electric circuit.

Electricity Unit Test – FC/SA/ER w/

analysis of circuit diagrams

Lab - Build & test model circuits

Notes quiz pp. __ -__.Notes quiz pp. __ - __.

Thermal Energy(2

weeks)

PS-D: Summarize the way changes in temperature can be produced and thermal energy transferred.

1. Define temperature & describe how it’s measured.2. Trace thermal energy transfer.

Thermal Energy Unit Test – FC/SA/ER

Lab – Heat conduction lab

Notes quiz pp. __ -__.

Light & Sound Energy(4

weeks)

PS-F: Describe the properties of light and sound energy.5. Explore and summarize how light works6. Describe and summarize how sound works7. Describe the relationship between vibration & sound

pitch.

Light & Sound Unit Test – FC/SA/ER

Lab – Light refraction/reflectionLab – Sound transmission

Notes quiz pp. __ -__.Notes quiz pp. __ - __.

Formative Summative

Pre-test OGT

CRUCIAL DISTINCTIONAssessment OF Learning:How much have students learned as of a particular point in time?

Assessment FOR Learning:How can we use this assessment information to help students learn more?

Assessment ContinuumPre-assessment

+ Evaluation

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Formative + Evaluation

Summative+ Evaluation

Determination of students’ current levels of readiness in order to appropriately plan instruction

Accumulation of information about students’ progress in order to make instructional decisions

Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been metEvaluation –

The judgment of students’ present understanding.

Summative =Assessment OF Learning:

How much has been learnedPoint in time

Report learning to parents & publicAccountability

Formative = Assessment FOR Learning:

How learning is progressingDuring learning

Feedback to teachers & students Improve learning

Plan for Summative Assessments

Two Key Assessment PurposesAssessment OF Learning (Summative Assessment)

Assessment FOR Learning (Formative Assessment)

What has been learned to date Checks learning to decide what to do next

Is designed for those not directly involved - daily learning/teaching

Is designed to assist teachers and students

Is presented in a periodic report Is used in “marking” and conversation

Gather info into numbers, scores Usually detailed descriptive feedback

Usually compares learning with other students at grade level

Usually focused on improvement

Does not need to involve the student Needs to involve the student – the person able to improve learning

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Summative Assessment

The “check in time” of student learning

Usually to determine a periodic grade or student skill level at a point in time

Example: Unit test

Benchmark/ MAPS

FORMATIVE ASSESSMENTAll those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged.

--Black & William, 1998

RESEARCH

Research consistently shows that regular, high-quality

FORMATIVE ASSESSMENT increases student achievement.

Formative Summative

Pre-test OGT

Summative Assessment Ideas

Tests Quizzes Note Quizzes/ Homework Quizzes Performance Assessments/Projects Analytical Rubric Scoring/Norm

Scoring Four Item Assessment

Try It Out…….. Formative

Let’s try out some Formative Assessments

These are great to use during the lesson (to see how things are going…)

Ready…. Set…. Go….

FIND and FLIP

A summative assessment would most likely occur;a. At the beginning of a unitb. In the middle of a unitc. At the end of a unitd. At the end of the school day

The purpose of a formative assessment is:a. To assign a gradeb. To report to parents about student learningc. To measure the accountability of a school district in Ohiod. To see how learning is progressing

Hinge Questions

Focus on critical skills or concepts that are hard to learn and frequently misunderstood

Ask at a decision point in the lesson – midway

Takes 3 minutes or less…. Guides direction of the lesson –

adjustment needed?

Four Item Assessment

Research has shown that 4 quality assessment items can determine student understanding on any given objective

Can be used for both formative and summative

Activity – Read the info on Four item Assessments

Create a quality question/ item the could be placed on an assessment from this reading

STOP = Red = Disagree and GO = Green = Agree

The following are examples of commonly used Formative Assessment Tools

a. Find and Flip Strategiesb. Rubrics for Specific Feedbackc. Chapter Testsd. Practice OGT/OAT

Formative Assessments

The following are examples of commonly used Formative Assessment Tools

a. Find and Flip Strategies/Hinge ?’s/Student response systems/SMART board games

b. Rubrics for Specific Feedback (pgs 7 – 12 pgs 13,14)c. Exit Tickets/Muddiest Points (pg 4)d. Problem of the Daye. Exemplars as Models f. Explain it to your neighborg. Explain it to your group and report outh. Checklists, Charts, Post its!

Most Formative

Related to “nice to know” learning targets

Demonstrated by the least reliable, least comprehensive forms of assessment

Reflects group performance

Most Summative

Related to the most important learning targets

Demonstrated by the most comprehensive forms of assessment

Reflects individual student achievement

Greatest Weight Least Weight

Weighting: Guidelines

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Assessment Design Design assessments that align with

the learning targets (pg 1) Students understand the targets and

what is covered on the assessment. “I can….” Check it out! (pg 3 – 6)

There are enough items to accurately measure student learning – but not an endurance test

Government Final Test (Sample)

1, 2, 3, 4, 5 Rights & Responsibilities

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6 Rights & Responsibilities

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7, 8, 9, 10, 11, 12Dem, Mon, Dict.

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13Dem, Mon, Dict.

2

TOTAL 15

A Plan for Assessment

1.What must students learn?

2.How will we know what they have learned?

3.What will we do when they do not learn?

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Students Need to Know

1. Where do I need to be? Clear learning Targets2. Where am I now? Teacher/peer feedback & self- assessment 3. How will I close the gap? Set a plan in comparison to a rubric or a set of criteria

SBI monitors students’ progress toward mastery of benchmark objectives so there are NO SURPRISES for anyone about what students know and are able to do.

Student work and assessment data are analyzed by individual teachers and groups of teachers to identify needed adjustments in instruction and intervention.

Monitoring provides evidence of students’ learning and guidance for future instruction.

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BREAK TIME

Record Grades By Learning Target

Use the Power Standards in Progress Book to track the Learning Targets

Progress Book Basics for SB Grading and

Reporting

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The 90/10 Guideline

At least 90% of final grades should reflect achievement of most important academic learning targets.

When included, the influence of non-academic factors must be limited to 10% (about one letter grade up/down).

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Progress Book Weight Categories:

4 – Major Tests/Projects3 – Quiz2 – Classwork1 – Homework/Work Habits

OR9 – All Academic Assessments1 – Homework/Work Habits

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Rock Exam – Earth & Space Science/Inquiry (Sample)

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E/S 1 - #1-4Explain that rocks & minerals make up the Lithosphere

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E/S 2 – #5-16 Explain how rocks are classified & formed

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INQ B #17-21Analyze & interpret data

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TOTAL 28

Exceed = 26-28, Master = 23-25, Proficient = 21-22; Insufficient = 0-20

Progress Book Basics Record the test in

three different columns, clicking the appropriate power standard for each section of scored student responses.

Progress Book does this for us now!!!

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Focus on Student Learning and Content Mastery

Since not all students learn at the same rate in the same manner, Second Chance Assessments provide another opportunity for student learning

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Homework Ideas

Bell work – check for learning Bonus points on unit test Trigger for “2nd chance” assessments Use as separate score in grade book

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Effort MarksThree marks are available to report students’ effort. The descriptors listed below provide common definitions for each mark. Use the effort mark for which the most descriptors are evident.

1 2 3 Outstanding Satisfactory Minimal

Participates willingly in class and completes homework Is self-motivated Is resourceful Demonstrates persistence Applies suggestions for improvement Self-corrects

Less than outstanding but better than minimal

Unwilling or limited participation; does not complete homework. Needs teacher direction to stay on task Waits to be told how to take next steps Quits when work becomes difficult Ignores suggestions for improvement Relies on others for needed corrections

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How to Assign Marks for Concepts & Skills Symbol Descriptor Looks like . . .

+ Consistently Performs learning task accurately and fluently

Requires little assistance May not independently apply skill to new or novel settings

Developing Gives accurate responses to learning task

Efforts are still very deliberate, lacking fluency and confidence

Beginning Starting to perform learning task but accuracy is low.

Requires high level of assistance

Adapted from jim@jimwrightonline.com http://www.interventioncentral.org

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Elementary Report Card

“The paper-grading ritual not only fails to improve learning, it also cannibalizes the … time available for teachers’ highest level job functions – planning tomorrow’s lessons -- with the teachers’ lowest level job function – yesterday’s clerical work.”

Dr. Fred Jones'sTools for Teaching Escaping the Paper Grading Trap

Teachers Need to Know

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When evaluating your assessments, keep in mind….

Match learning targets Assessment is “best fit” Rigor is appropriate Strategies align with learning targets

(“Best fit strategies” coming up)

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Housekeeping Items & Extras

BEA Forms & eDues Administrative Observations PAR Panel Visit Request New PAR Consultant Student Engagement Curriculum Maps Instructional Time Management Classroom Management Parent Contact Log & Update

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SAVE YOUR SANITY!!!

QUICK & EASY CLASSROOM STRATEGIES

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Routines/Rituals Teach Routines/rituals

Start of class End of Class Questions Finished with work Centers

Teach the “why” Teach counter examples Practice

83Pat Quinn Whole Class Instruction/SDE

Rules Promote a positive environment Conducive to learning

Simple Easy to follow Enforceable

84Staff Development for Educators

Signals Should be modeled and practiced

Transitions Stop and Listen Small group

85Staff Development for Educators

Possible Seating Arrangements

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Teacher

Teacher

Possible Seating Arrangements

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Center Arrangement

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Center Arrangement

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Partners Clock Partners

1,2, 3, 6, 9 – Students choose 2, 4, 8, 10 – Based on skill/ability

“Magic Wheel” Based on strengths and weaknesses of

students

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Directions: Choose one of the shapes on this page. Do not think too long or too hard about your choice. If you must, indicate a first and second choice.

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Triangle – The person who envisions and sets goals then delegates responsibility – Downside: Can be bossy – Upside: Goals are met.

Circle – The mediator who wants everyone to get along – Downside: more concerned with feelings of group than its progress toward goals – Upside: Mediates controversy that can derail the group’s progress.

Square – The classic introvert who needs to have time to gather thoughts before coming to the group – Downside: Can appear disinterested and uninvolved (and perhaps is). Upside: Synthesizer of ideas and philosophical thinker.

Rectangle – The classic extrovert who needs to talk to form ideas. Downside: Like the triangle can be domineering, but not in a bossy way. Does like to be in charge of the direction the conversation goes. Upside: Like the circle, the rectangle likes for people to get along. For the rectangle life is a party. Much fun to be had by all.

Squiggly Line – Wants to know the starting and ending points, but doesn’t mind some discovery detours along the way. Downside: Gets nervous/agitated if an end point is not clear. For start-up ventures, the squiggly line can hinder free thinking. Is uncomfortable with what seems like needless or unproductive ideas. Upside: Once a rough map is in place, the squiggly line enjoys finding productive side trips that lead to deeper, richer thinking. The squiggly line is often a combination of the circle and square.

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Whole-Group Instruction Introductions – motivate at the beginning of lesson Read-Alouds – create discussion points, think-alouds Shared Reading – students follow while teacher

reads aloud Instructional Games – reinforce skills/concepts Discussions – encourage collaborative thinking

What whole group instruction strategies do you use?

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Small-Group Instruction

Random – processing or collaboratingHeterogeneous – problem solvingSkills/Readiness – achievementInterest - motivationCooperative – Marzano book, page 36

What small group instruction strategies do you use?

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Individual Work

Extension Activities – finished with work, deeper understandingRemedial OR Practice Activities – different pathway to learningAnchor Activities – meaningful, ongoing, independent assignments

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Possible Activities That Anchor the Class

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Writing journals Creative writing prompts

Independent reading Content-related reading

Reading activities Math practice

Illustrating current academic work Independent projects or studies

Small-group projects