Indiana Conference on Learning ASAI January 24, 2012

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Indiana Conference on Learning ASAI January 24, 2012

Data Speak

Pacing Guides

Goal Clarity Windows

Learning Targets & Assessment Rubrics

Research Base

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Copyright 2012 by Apple Core Professional Development, LLC

LET THE DATA SPEAK!

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ISTEP Trend GCCS vs State Percent Gain/Loss

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DISTRICT - GRADES

E L A M A T H

GRADE 2009 2010 2011 2009 2010 2011

3 71 79 85 (+14) 64 71 77 (+13)

4 68 80 86 (+18) 59 70 80 (+21)

5 67 70 77 (+10) 66 77 85 (+19)

6 57 64 74 (+17) 55 67 78 (+23)

7 55 67 74 (+19) 56 65 70 (+14)

8 54 67 69 (+15) 55 73 76 (+21)

E L A M A T H

DISTRICT SCORE TARGET DIFFERENCE SCORE TARGET DIFFERENCE

3 85 81 +4 77 76 +1

4 86 84 +2 80 76 +4

5 77 85 -8 85 75 +10

6 74 75 -1 78 83 -5

7 74 69 +5 70 72 -2

8 69 72 -3 76 70 -6

E L A M A T H

DISTRICT 2009 2010 2011 2009 2010 2011

Elementary 69 77 81 (+12) 63 73 81 (+18)

Middle School 56 67 72 (+16) 56 69 77 (+19)

DISTRICT 62 73 77 (+15) 59 72 78 (+19)

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ISTEP Subgroup Percent Passing

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ECA Algebra 1 and English 10 Passing Rate

12

20

30

46

76

53

60

0

20

40

60

80

100

2007 2008 2009 2010 2011

Perc

ent

passin

g

Algebra 1 & English 10 Passing Rate

Algebra

English 10

8


Copyright 2012 by Apple Core Professional Development, LLC 9

THE BOTTOM LINE: ◦ OVER THE PAST 2 YEARS, GREATER CLARK

COUNTY SCHOOLS HAVE MADE THE FOLLOWING PERCENTILE GAINS:

15% Overall in ELA 19% Overall in Mathematics

For the FIRST time in 9 years, GCCS made AYP for 2010-2011!

Over these past two years, we have had continuous conversations with all principals and teachers about what is making the greatest impact on student achievement.

Overwhelmingly, the answer has been: Combining STANDARDS ALIGNMENT with GOAL CLARITY WINDOWS. It is truly a recipe for success!

(ASK US ABOUT

OUR

SUPERINTENDENT’S

ORIGINAL 3-YEAR

GOAL FOR STUDENT

ACHIEVEMENT!)

PACING GUIDES

STANDARDS

ALIGNMENT

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“Every district needs its own instructional model.” Dr. Robert Marzano

http://www.corestandards.org/

UTILIZE THE COMMON CORE AND STATE STANDARDS

ALIGN ONGOING STANDARDS FOR THE ENTIRE YEAR

ALIGN COMMON CORE AND STATE STANDARDS FOR GOAL CLARITY WINDOWS/LESSON PLANNING

USE SUBHEADS TO DENOTE GROUPINGS FOR POSSIBLE GOAL CLARITY WINDOWS

ARTICULATION MEETINGS PROVIDE A FORUM FOR DISCUSSION, SHARING, QUESTIONS.



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Quarter Core Standard

Domain

Learning Targets

Goal Clarity Cluster

Week

Assessed

Vocabulary WALT (We are

learning this)

WILT (When I learn

this)

Assessment/Rubrics

Ongoing Learning Targets

WEEKS 1-36 I-STEP+ VOCABULARY:

Clarity/Clarify

Combine

Compare/Contrast

Describe

Explain

Express

Revise

Sequence

Summarize

Supporting Details

Use of Evidence

WEEKS 1-36 READING:

LITERATURE

CC.7.RL.2 (7.3.4, 7.5.5) -

- Determine a theme or

central idea of a text

and analyze its

development over the

course of the text;

provide an objective

summary of the text.

CC.7.RL.3 (7.3.8) --

Analyze how particular

elements of a story or

drama interact (e.g.,

how setting shapes the

characters or plot).

Theme/Central Idea

Objective Summary

Elements of a Story

SAMPLE PAGE FROM GCCS PACING GUIDE, GRADE 7 ELA


Quarter Core Standard

Domain

Learning Target

Goal Clarity Cluster

Week Assessed Vocabulary WALT (We are learning

this)

WILT (When I learn this)

Assessment/Rubrics

QUARTER 2 WEEKLY GOAL CLARITY WINDOWS

QUARTER 2

*Note:

Underlined

Indicators are

Learning Targets

which will be

assessed on the

Curriculum Map-

Aligned Acuity

Pre- and Post-

Tests.

Reading:

Informational Text

Using Textual

Evidence

Interpreting

Informational Text in

a Technical Manual

Determining

Author’s Purpose

Author’s Reasoning

Figures of Speech

CC.7.RI.1 (7.2.7) -- Cite

several pieces of textual

evidence to support

analysis of what the text

says explicitly as well as

inferences drawn from the

text.

7.2.5a Comprehend (or

follow) directions for the

use of a simple mechanical

device.

7.2.5b Explain the use of a

simple mechanical device

by following directions in a

technical manual.

CC.7.RI.6 (7.2.4) --

Determine an author's

point of view or purpose in

a text and analyze how the

author distinguishes his or

her position from that of

others.

7.2.9a Identify problems

with an author's figures of

speech

repetition

bias

textual evidence

technical manual

figure of speech

faulty logic

reasoning

propaganda

persuasion

argument

invalid premises

invalid inferences

I can use information

from text to support

my answers.

I can make inferences

based on information

from text.

I can follow

directions in a

technical manual.

I can define point of

view.

I can define author’s

purpose.

I can determine how

an author’s views

differ from that of

others.

SAMPLE PACING GUIDE PAGE WITH GOAL CLARITY WINDOW ALIGNMENT

GOAL CLARITY

WINDOWS A MODEL FOR

INSTRUCTIONAL

PLANNING

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“Every district needs its own instructional model.” Dr. Robert Marzano

http://www.corestandards.org/

Standards Alignment

Assessment

DOK/Learning Targets & Assessment Rubric Vocabulary

Greater Clark County Schools gcs.rubiconatlas.org A Language Arts, GCCS

15 Copyright 2012 by Apple Core Professional Development, LLC

http://gcs.rubiconatlas.org/c/pi/v.php/Atlas/Browse/View/UnitCalendar?CurriculumMapID=1335&view=browse&

http://gcs.rubiconatlas.org/c/pi/v.php/Atlas/Browse/UnitMap/View/Default?RestrictUnitName=1&UnitID=194581&YearID=2011&SchoolID=29&TimePeriodID=8&SourceSiteID=&CurriculumMapID=1335&mode=browse&



http://www.gcs.rubiconatlas.org/


STANDARDS

Standards Alignment

Copy/Paste or Type

the CC/STATE standards/indicators

that are to be learned for the GCW

in this box. If necessary,

deconstruct the CCSS by determining

the Learning Targets needed to

chunk/scaffold instruction.

VOCABULARY Vocabulary and Key

Concepts Look at the Standards,

Performance Indicators, and Strands chosen.

List key test vocabulary and concepts that students need to know to understand the standard/indicator Introduce and discuss these terms. Use Graphic Organizers such as the Frayer Model for more complex terms (Tier 3 Vocabulary).


Standards Alignment

ELA Grade 6

English/ Language Arts: CCSS-RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Indicators (IAS):

6.2.6 Determine the appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences.

6.2.7 Make reasonable statements and conclusions about

a text, supporting them with evidence from the text.


Vocabulary/Key Concepts

Textual Evidence

Explicit

Inferences

Evaluate

Evidence from Text

Conclusions

Informational Text


Depth Of Knowledge

LEARNING

PROGRESSION

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LEARNING TARGETS WHAT DO MY STUDENTS NEED TO KNOW? WHAT DO MY STUDENTS NEED TO BE ABLE TO DO AT

THE END OF THIS GOAL CLARITY WINDOW? HOW DO I SCAFFOLD THE LEARNING/CREATE A

LEARNING PROGRESSION? HOW CAN I ENSURE THAT I AM ADDRESSING HIGHER

LEVEL THINKING SKILLS AND NOT JUST BASIC RECALL OF KNOWLEDGE?

DEPTH OF KNOWLEDGE/LEARNING TARGETS/ASSESSMENT RUBRICS WHAT IS DEPTH OF KNOWLEDGE? WHAT DO THESE LEVELS LOOK LIKE ON ASSESSMENTS? HOW DO I INCORPORATE SEVERAL LEVELS OF DOK INTO

MY GOAL CLARITY WINDOW ASSESSMENT AND LEARNING TARGETS AS I CHUNK INSTRUCTION?


Knowledge/Remembering

The recall of specifics and universals, involving little more than bringing to mind the appropriate material

Comprehension/Understanding

Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.

Application/Applying

Using information in another familiar situation

Analysis/ Analyzing

Breaking information into parts to explore understandings and relationships

Synthesis and Evaluation/ Evaluating and Creating

Putting together elements and parts to form a whole, then making value judgments about the method.

LEVEL 1: Recall =

Knowledge, Comprehension

Recall of a fact, information, or procedure (e.g., What are the 3 critical skill cues for the overhand throw?)

LEVEL 2: Skill/Concept = Application

Use of information, conceptual knowledge, procedures, two or more steps.

LEVEL 3: Strategic Thinking = Analysis

Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer.

LEVEL 4: Extended Thinking = Synthesis & Evaluation

Requires an investigation; time to think and process multiple conditions of the problem or task.

Target 1: Knowledge Targets

Factual information, procedural knowledge, conceptual understandings that underpin each discipline.

Target 2: Reasoning Targets

Thought processes students are to learn to do well within a range of subjects.

Target 3: Skill Targets

Require a demonstration or physical skill-based performance

Target 4: Product Targets

Describe learning in terms of artifacts where the creation of a product is the focus. The specifications for quality of the product itself are the focus of teaching and assessment.

• Target 5: Disposition Targets Students’ attitudes about the

value of school and learning.**

BLOOM’S TAXONOMY OF LEARNING DOMAINS

IN DOE DEPTH OF KNOWLEDGE (WEBB)

PARCC LEARNING TARGETS*

**These targets are not assessed for the purpose of grading but for teachers to understand who the students are as learners so that they can work more effectively with them as individuals and in groups. (-Stiggins)

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SBAC Learning Targets are also based on Webb’s Model.*

GIVEN THE FOLLOWING STANDARD, DETERMINE THE

LEARNING TARGETS and ASSESSMENT RUBRICS (DEPTH OF KNOWLEDGE )THAT COULD BE USED TO ASSESS STUDENTS’ UNDERSTANDING.

CCRI.5 ANALYZE HOW AN AUTHOR’S CHOICES CONCERNING HOW TO STRUCTURE A TEXT, ORDER EVENTS WITHIN IT, (E.G., PARALLEL PLOTS), AND MANIPULATE TIME (E.G., PACING, FLASHBACKS) CREATE SUCH EFFECTS AS MYSTERY, TENSION, OR SURPRISE.

REFER TO: IAS 10.3.6 EVALUATE AN AUTHOR’S DEVELOPMENT OF TIME AND SEQUENCE, INCLUDING THE USE OF COMPLEX LITERARY DEVICES, SUCH AS FORESHADOWING OR FLASHBACKS.


STANDARDS ALIGNMENT

English/ Language Arts: CCRL.5 ANALYZE HOW AN AUTHOR’S CHOICES CONCERNING HOW TO STRUCTURE A TEXT, ORDER

EVENTS WITHIN IT, (E.G., PARALLEL PLOTS), AND MANIPULATE TIME (E.G., PACING, FLASHBACKS) CREATE SUCH EFFECTS

AS MYSTERY, TENSION, OR SURPRISE.

Refer to: IAS 10.3.6 Evaluate an author’s development of time and sequence, including the use of complex literary devices,

such as foreshadowing or flashbacks.

ASSESSMENT

5 MC

5 OE/Constructed Response

1 Extended Response

DOK/LEARNING TARGETS & ASSESSMENT RUBRIC

LEVEL 1 DOK: Define parallel plots.

LEVEL 2 DOK: Explain how the author uses parallel plots and

flashback to create mystery, tension, or surprise.

LEVEL 3 DOK: Analyze Day of the Jackal by Frederick Forsyth,

and explain how the parallel plots merge at the end of the novel.

Vocabulary

Order of Events

Parallel Plots

Pacing

Flashbacks

Author’s Choice

Time

Sequence

Foreshadowing

Greater Clark County Schools Collaboration / ENGLISH 10 POWER TEAM* (C) / Grade 10 (Jeffersonville High School)






http://gcs.rubiconatlas.org/c/pi/v.php/Atlas/Browse/View/Map?YearID=2011&SchoolID=3&CourseType=&strkeys=&CurriculumMapID=20023&



Goal Clarity Window

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WHAT DO MY STUDENTS NEED TO KNOW? WHAT DO MY STUDENTS NEED TO BE ABLE

TO DO AT THE END OF THIS GOAL CLARITY WINDOW? HOW DO I VARY THE TYPES OF QUESTIONS IN

MY ASSESSMENT TO ENSURE DEPTH OF KNOWLEDGE AT VARYING LEVELS? AFTER I ASSESS, HOW DO I ANALYZE THE

RESULTS AND USE THEM TO MONITOR/ADJUST INSTRUCTION AND PROVIDE APPROPRIATE TIER 1 AND/OR TIER 2 INTERVENTIONS?


DOK/LEARNING

TARGETS

ASSESSMENT RUBRIC

DETERMINE THE LEARNING TARGETS AND THE ASSESSMENT RUBRIC (DEPTH OF KNOWLEDGE) YOU WISH TO ADDRESS.*

CHUNK THE INSTRUCTION AND USE DOK DRILL MORE DEEPLY INTO THE LESSON/ PROVIDE SELF-ASSESSMENT. MODEL.

USE STATE TESTING FORMAT!**

DEVELOP THE QUESTIONS BASED ON DOK.

VARY THE QUESTIONS SO THAT MORE THAN LEVEL 1 DOK IS UTILIZED.

**THIS IS KEY IN ENSURING STUDENT SUCCESS ON STATE TESTING!



GCW Assessment: Collaborative Reflection Checklist

___Assessment developed before GCW Instruction

___Assessment contains 12-15 items using (Multiple Choice) MC and (Open Ended) OE with 1-2 Review Questions and 1

Predictive

___Assessment aligned to CC State Standards/Indicators/State Pacing Guides/District Pacing Guides

___Assessment Items written in I-STEP/ECA format

___Vocabulary reflective of CC State Standards/Indicators and/or State Maps as well as I-STEP+ and ECA exams

___Assessment questions matched to Skills/Indicators/Depth of Knowledge

*( Instruction is scaffolded and logically progresses through the series of steps necessary to address various levels of

DOK and mastery.)

___Assessment items indicate the varying of DOK levels of questioning

___Student Self-Assessment component evident or readily available through rubrics/exemplars

Reflection and Data Questions

1. What did the data from the assessment indicate regarding student learning of targeted standards/indicators? For example, were

there areas that need to be re-taught? (Please list the greatest areas of weakness by standard/indicator and skill. You may also choose to list the

names of students specifically needing more assistance as part of this analysis.)

2. What types of questions—identified by Item #)--seemed to be most problematic for the students? (Constructed Response, Extended

Response, Open-Ended, etcetera)

3. What instructional adjustments and/or Tier I interventions--(within your classroom setting)--will you implement as a result of

analyzing this data? (Examples: Small Group Instruction, Re-teaching, Mini-Lessons, Peer Tutoring, etcetera)

Item Analysis

Item # and Type Standard/Indicator/Skill Student Name Intervention

THE BLUEPRINT FOR INSTRUCTION

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RUBRICS AND EXEMPLARS… ADD CLARITY TO GOAL CLARITY ASSESSMENT. CREATE AN UNDERSTANDING OF EXPECTATIONS

FOR STUDENTS. RAISE THE BAR FOR QUALITY RESPONSES &

PRODUCTS. DE-MYSTIFY THE ASSESSMENT PROCESS. PROVIDE CLEAR EXAMPLES AND GUIDELINES

THAT CAN BE USED FOR STUDENT SELF-ASSESSMENT AND PEER ASSESSMENT AS WELL AS TEACHER EVALUATION OF STUDENT WORK. INCREASE RIGOR AND META-COGNITION.

RESEARCH: Grant Wiggins- Anchoring Assessment With Exemplars: Why Students and Teachers Need Models Robert Marzano-Transforming Classroom Grading


Scores 1 2 3 4

Targets Identify the best unit of measurement for a given object.

Distinguish between quarts, gallons, liters, pounds and kilograms.

Cite evidence to determine the capacity of a given object.

Apply concepts of capacity and weight to answer story problems.

Exemplar Problem/DOK Assessment Rubric (1-4)

Choose the unit you would use to measure each of the following:

Put the following measurement units in order from least to greatest capacity: Pint, gallon, cup, quart ______________________ Liter, milliliter ______________________ Pounds, kilogram ______________________

Choose the best estimate and explain your choice. Glass of soda a. 1c b. 1 gallon Explanation: ____________________________

Answer the following story problem: Gary has a 12 cup punch bowl. He uses a 1 quart container to fill it. How many times must he pour a quart into the bowl to fill it? Answer: __________________


Level 1 2 3 4

Targets Determine the meaning of words and phrases as they are used in a text…. [6-8.RH.4]

Cite specific textual evidence to support analysis of primary/secondary sources. [6-8.RH.1]

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text using credible sources. [6-8.WH.1b]

Conduct short research projects to answer a question drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [6-8.WH.7]

Exemplar Problem/DOK Assessment Rubric (1-4)

Based on your reading, choose the best definition for the word calligraphy. A. Word

Processing B. Elegant

Lettering C. Block Printing D. Cursive

Writing

Using facts from the text, list one difference between hieroglyphics and calligraphy.

Develop a(n) hypothesis concerning why our society uses the Phoenician alphabet rather than Egyptian hieroglyphics.

Compare/contrast the two systems of writing using a Venn Diagram. Cite textual evidence to prove that the Phoenician alphabet was the best choice for our society. Difference

____________________ ____________________ ____________________ ____________________ ____________________ ____________________________________________________________

Hypothesis ____________________________________________________________

__________________________________________________________________________________________

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Learning Targets with

Stages

Stage A

1. Find and Read Articles

from 2 approved websites;

Highlight Important Facts.

Stage B

2. Make Notes regarding the

4 Major Sections/Facets of

the Research.

Stage C

3. Use APA Style to

compile References; use

proper Citation Format.

Stage D

4. Create a Brochure Presenting

the Important Facts and Text

Connections.

DOK

Level #1

#1 Read articles regarding

your topic from two

approved websites.

#1 Create an Outline using

the 4 major sections/facets

determined.

#1 Define plagiarism,

paraphrase, and citation.

#1 Determine the content of the

6 sections of the brochure,

including illustrations.

DOK Level #2 #2 Manipulate text to

determine and highlight the

most important facts.

#2 Use a Graphic Organizer

to Summarize the important

facts for each of the 4

sections/facets.

#2 Analyze APA Style

for proper format for

citations and references.

#2 Identify basic facts and/or

paragraphs to include in each

part of the brochure

DOK Level #3 #3 Go back to the

highlighted text; determine

4 major sections/topics for

the research based upon

the most important facts.

#3 Create a paragraph for

each of the 4 sections/facets

based on the G.O.

#3 Format and develop

the Reference Page

using proper stylization.

#3 Develop the brochure

according to the pre-determined

sections; use References for the

last section.

DOK Level #4 #4 Using the labels from

highlighting, determine the

organization of the paper.

#4 Compile the paragraphs

into an organized mini-

research paper with an

introduction/conclusion.

#4 Include all citations in

the 4 paragraphs using

proper format,

paraphrasing, and

quotation style.

#4 Present an oral presentation

to the class evaluating your

findings.

LEARNING TARGETS AND ASSESSMENT RUBRICS 6-8. WT.8 6-8.WS.8 6-8.WH.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Learning Pathway Stage A Thomas Jefferson’s election began a

new era in American government.

Stage B Under President Jefferson’s

leadership, the United States added

the Louisiana Territory.

Stage C Challenges at home and abroad led

the United States to declare War on

Great Britain.

Stage D Great Britain and the United States

went to battle in the War of 1812.

Stage E

Assessment Rubric

DOK Level #1

After winning the election of 1800, who

became the third President of the

United States?

What new states were added to the

United States by the early 1800s? What group led the call to war with

Great Britain? What was the purpose of the Hartford

Convention?

DOK Level #2

Summarize the ways in which Marbury

v. Madison affected the power of the

judicial branch of the United States

government.

Summarize why the Louisiana

Purchase was important to the United

States.

Who were the War Hawks and why did

they support war with Great Britain? Summarize the role of Andrew

Jackson in the War of 1812.

DOK Level #3

Which of President Jefferson’s new

policies do you think was most

important? Why?

Describe, using three examples, how

the United States benefitted from the

Louisiana Purchase.

Compare and contrast the arguments

given in favor of war with Great Britain

and against war with Great Britain.

How did the United States benefit from

the War of 1812?

DOK Level #4

Analyze the importance of judicial

review. Do you think Napoleon made a wise

decision for France when he sold

Louisiana to the United States?

Explain you answer.

In your opinion, why were the

Embargo Act and the Non-Intercourse

Act unsuccessful?

What do you think were the two most

important battles of the War of 1812?

Explain your answer.

Vocabulary

John Adams, Thomas Jefferson, John Marshall, Marbury v. Madison, judicial review, Louisiana Purchase, Meriwether Lewis, William Clark, Lewis and Clark expedition, USS Constitution, impressments,

embargo, Embargo Act, Sacagawea, Zebulon Pike, Non-Intercourse Act, Tecumseh, Battle of Tippecanoe, War Hawks, James Madison, Oliver Hazard Perry, Battle of Lake Erie, Andrew Jackson, Treaty of

Fort Jackson, Battle of New Orleans, Hartford Convention, Treaty of Ghent

Question Stems

Elaborate on the importance of the Louisiana Purchase. What facts would you select to support the idea that the Lewis and Clark Expedition were necessary for United States expansion in the 1800s?

8.1.11 Explain the events leading up to and the significance of the

Louisiana Purchase and the Expedition of Lewis and Clark.

GCW Learning Rubric / Assessment Rubric

Standard(s) School: Charlestown Middle Collaboration Team: Hennegan/Hester Weeks: 21-22

LIST! BE READY TO SHARE OUT.

LIST! CONTACT US FOR HELP AND INFORMATION.

WHAT CAN I DO RIGHT NOW?

IN WHAT AREAS DO I NEED FURTHER ASSISTANCE?


Wiggins-McTighe -- Understanding by Design

Hayes Jacobs -- Curriculum 21: Essential Education for a Changing World

Stiggins, Arter, Chappuis, Chappuis -- Classroom Assessment for Student Learning: Doing It Right – Using It Well

Danielson -- Enhancing Professional Practice

Marzano -- Classroom Instruction that Works; Teacher Evaluation Video Series; Schools That Work

Schmoker -- Results: The Key to Continuous School Improvement

Reeves -- Accountability in Action

DuFour -- Professional Learning Communities at Work

DuFour -- Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn

Guskey –- Evaluating Professional Development

Hess -- 2009 Karin K. Hess: Hess’s Cognitive Rigor Matrix [email protected]


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mailto:[email protected]

Dr. Mariane Fisher and Tonja Brading Greater Clark County Schools Administration

2112 Utica- Sellersburg Rd.

Jeffersonville, IN 47130

◦ Mariane: [email protected]

(812-288-4802 Ext. 333 or 502-724-7220)

◦ Tonja: [email protected]

(812-256-7284 Ext. 306 or 502-550-4900)

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Indiana Conference on Learning ASAI January 24, 2012

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Transcript of Indiana Conference on Learning ASAI January 24, 2012