1 common core state standards high school ela session three: march 3, 5, 6, 8, 10, 2014

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Common Core State Standards

High School ELA

Session Three: March 3, 5, 6, 8, 10, 2014

Essential Questions

How do we develop as professional educators to prepare students for college and career? (CSTP 6)

How is planning for student performance different from planning for coverage? (CSTP 4)

What role should formative assessment play in planning?(CSTP 5)

Anchor Text

“From Common Core Standards to Curriculum: Five Big Ideas”

By Jay McTighe and Grant Wiggins

“The Standards come to life through the assessments.”

Read Big Idea #5.“The Standards come to life through the assessments.”

Write about it. How is planning for student performance different from planning for coverage?

Professional Meeting Norms5

Value the opportunity to learn by coming prepared and by being willing to participate with an open mind.

Keep side-bar conversations to a minimum. Put all questions on the parking lot.

Limit use of electronics: Text/emails/phone calls at breaks Step out if you need to text or make a phone call Close laptops until collaboration work time

Start and end on time. Honor break and lunch times. Stay for the entire meeting

CCSS Implementation Goals

Teachers will understand and implement the CCSS in ELA/Literacy, ELD and Mathematics to operationalize the instructional shifts

Teachers will understand, develop and implement CCSS-aligned formative, interim, and summative assessment practices

Teachers and leaders will understand and implement CSTP’s and FUSD Leadership standards in alignment with CCSS

Overarching Outcomes for the Year~CCSS~

Teachers and leaders are able to articulate independently expectations for students found in CCSS each quarter.

Teachers and leaders are able to understand

and utilize the Scope & Sequence to plan and deliver lessons and modules in CCSS each quarter.

Teachers and leaders use student work to drive planning and determine student growth for each quarter.

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Commitments

Increase complex talk and complex tasks through reading, writing, listening and speaking in complex text.

Engage students in Common Core grade-level standards through the use of the Scope and Sequence in planning.

Engage students in higher levels of thinking using Webb’s Depth of Knowledge (DOK) reaching levels 2, 3 and 4.

LEARN APPLY FEEDBACK

CCSS Training for K-6, 7-12 Core Content Areas three times during the year

Lead Teacher session aligned to content of the trainings

Following each training, OPTIONAL:

Additional 4 Hours of AC time to apply the learning as a team

Administrator and Coaches trainings aligned to content of teacher P.L.

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Session Three Objective

By the end of the session, teachers will understand the role of assessment in planning instructional sequences. They will be able to develop formative assessment opportunities embedded in instruction.

Objective application

Teachers will plan or revise plans for instruction with specific attention to

What do we want students to learn? (standards) How will we know they’ve learned it? (formative

assessment)

Foundations

Four Grounding Questions What do we want students to learn? How will we know they learned it? How will we respond when they didn’t learn? How will we respond when they already know it?

When addressing question #2 in your AC … … what are you using to assess student learning? … when in the instructional sequence are you assessing? … what types of tasks/items are you including in assessment?

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Achieve: Exemplar Modules

Unpack sample modules

What do we want students to learn? Identify standards

How will we know they’ve learned it?Identify opportunities for formative assessment

Discuss and share

ApplyConsider your own module/unit

Teaching Channel

Definition of Formative Assessment Process

Called assessment for learning, formative assessment is a deliberate process used by teachers and students during instruction. Formative assessments do not result in a grade but instead can be used in the following ways: Teachers can adapt instruction on the basis of evidence,

making changes and improvements that will yield immediate benefits to student learning.

Students can use evidence of their current progress to actively manage and adjust their own learning.

Stiggins, Arter, Chappuis, & Chappuis

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Two Dimensions of Assessment

Formative and Summative

Embedded and Transfer of Learning

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Formative or Summative?

Formative Intention – inform next

steps for teaching / learning

During an instructional sequence (lesson, module, unit)

Feedback is descriptive Not for grading/

accountability

Summative Intention - determines

status of learning After instructional

sequence Evaluative feedback Ok for grading /

accountability

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Embedded or Transfer of Learning?

Embedded Within the

unit/lessonA part of the

teaching/ learning

Transfer of learning Can students

transfer what is learned through teaching to a new context, without teaching support?

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LunchOne hour

CCSS Appendix C

Dylan Wiliam on Formative Assessment

http://www.ncte.org/journals/vm/podcasts/december-2013-wiliam

Rubrics

A rubric is an evaluation tool containing a set of criteria and a performance scale used to discriminate among different degrees of quality, understanding, or proficiency

(McTighe, 2003)

Benefits of Rubrics

Rubrics provide students with… specific criteria for evaluating their own

performance a tool for identifying the qualities of strong (and

possibly weak) performance clear targets for goal setting identification of each component of expected

product

Types of Rubrics

Holistic

Task-Specific

Analytic

Generic

SBAC Performance Task

https://sbacpt.tds.airast.org/student/

Commitments

Increase complex talk and complex tasks through reading, writing, listening and speaking in complex text.

Engage students in Common Core grade-level standards through the use of the Scope and Sequence in planning.

Engage students in higher levels of thinking using Webb’s Depth of Knowledge (DOK) reaching levels 2, 3 and 4.

Engage students in assessments that are standards-based and SBAC aligned with clear criteria for success defined by rubrics. (2014-15)

Objective application

Teachers will plan or revise plans for instruction with specific attention to

What do we want students to learn? (standards) How will we know they’ve learned it? (formative

assessment)

Closure

Feedback: How will formative assessment be applied to planning and to AC work?

Feedback: Online form in iACHIEVE

Online Feedback Form

What: Professional Learning Feedback

How: Online feedback form in iACHIEVE

Why: Your feedback helps guide and improve future professional learning opportunities

Privacy: Feedback is completely anonymous

Submitting Feedback

1. Use a computer or mobile device2. Go to iachieve.truenorthlogic.com3. Log in with your district account4. Click ‘My Page’5. Under ‘My Surveys’ click ‘Start Survey’6. Complete the form and click ‘Record and

Return to Menu’

Refer to the documentation on Completing Feedback Surveys