July 2014

Standards-Aligned vs. Standards-Based: Evaluating Alignment of Instructional and Assessment Materials

July 2014

Welcome and Introductions

Maryland State Department of Education

Student Achievement Partners

Presenter

Participants

http://www.achievethecore.org/

Norms & Logistics

NORMS • Silence Your Cellphones• Be Actively Engage in Learning • Respect Others Right to Learn LOGISTICS • BATHROOMS – • VENDING MACHINES – • WIFI – • CPD CREDITS• PARKING LOT


Session Objectives

• I can articulate the purpose of the Toolkit.

• I can identify the various evaluative instruments in the Toolkit and their individual purposes.

• I can articulate a plan to use the Toolkit instruments to address personal alignment concerns.

Suite of Tools to Evaluate Alignment


Session Learning Plan

• Background/Purpose

• The Shifts

• Exploring the Toolkit

• Planning Next Steps

Building Background Knowledge

•Read “What’s In the Toolkit? An Overview” on page II-1.

•With a partner, summarize two important ideas from the reading.


What is the Toolkit? An Overview

Purpose: To catalyze the impact that the CCSS can have on student achievement by building and applying a common vision of CCSS aligned, high quality instructional and assessment materials

What it is:

• Evolved from The Publisher’s Criteria• Collaboration between Achieve, CCSSO and Student Achievement

Partners• A resource that brings together a set of interrelated, freely

available tools for evaluating instructional and assessment materials for alignment to CCSS

• Support for the evaluation of comprehensive textbook or textbook series, units, lessons, grade or course-level assessments, item banks, and individual assessment items and can be applied to both print and digital materials


Moving toward the MCCR Standards

Standards-aligned Standards-based

Ensuring that existing materials or learning experiences match MCCR standards

Beginning with the MCCR standards when designing new materials or learning experiences


Evaluators must be well versed in the Shifts

ELA/Literacy1. Regular practice with

complex text and its academic language

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Building knowledge through content-rich nonfiction

Mathematics1. Focus strongly where the

Standards focus

2. Coherence: Think across grades, and link to major topics within grades

3. Rigor: In major topics, pursue with equal intensity: conceptual understanding, procedural skill and fluency, and application


Types of Tools in the ToolkitType of Tool Used for Evaluating

Instructional Materials Evaluation Tool (IMET)

Comprehensive mathematics and English language arts or reading curricula in print and digital format.

EQuIP Rubric for Lessons and Units

Lesson plans and units of instruction in mathematics and English language arts/literacy.

Assessment Evaluation Tool (AET)

Assessments or sets of assessments and item banks for mathematics and English language arts/literacy, including interim/benchmark assessments, and classroom assessments designed to address a grade or course.

Assessment Passage and Item Quality Criteria Checklist

Assessment passages and assessment items or tasks.


Exploring the Toolkit: Toolkit Scavenger Hunt

Please Move into Work Groups:

Group Tool1 Instructional Materials Evaluation Tool

(IMET)2 EQuIP Rubric for Lessons and Units

3 Assessment Evaluation Tool (AET)

4 Assessment Passage and Item Quality Criteria Checklist


Exploring the Toolkit

• Complete a T-Chart to show the characteristics of

structure for assigned tool.

Example:

Tool: Instructional Materials Evaluation Tool (IMET)

ELA/Literacy MathematicsCharacteristics

of Structure

Listed Here

Characteristics of

Structure Listed Here

Think about:• How is the tool

organized?• What item(s) are being

evaluated?• How is the item

evaluated?• Is there a specific

sequence for evaluating?• How is the tool organized

by grade band?


Exploring the Toolkit: Scavenger Hunt

Gallery Walk

• Visit each chart to learn more about the individual tools in the Toolkit

• Note the similarities of the tools

• Complete #1 on the “Toolkit Scavenger Hunt”


Take a Second Look • Review the tool to find evidence of the

Shifts• Complete #2 on “Toolkit Scavenger Hunt” • Share with your group

Exploring the Toolkit: Scavenger Hunt

ELA/Literacy Mathematics1. Regular practice w/complex text & its academic language.

1. Focus: Focus strongly where the Standards focus.

2. Reading, writing, & speaking ground in evidence from text, both literary and informational.

2. Coherence: Think across grades, and link to major topics within grades.

3. Building knowledge through content-rich nonfiction.

3. Rigor: In major topics, pursue with equal intensity: conceptual understanding, procedural fluency, application.


Intended Use of the ToolkitType of Tool Used for Evaluating

Instructional Materials Evaluation Tool (IMET)

Comprehensive mathematics and English language arts or reading curricula in print and digital format.

EQuIP Rubric for Lessons and Units

Lesson plans and units of instruction in mathematics and English language arts/literacy.

Assessment Evaluation Tool (AET)

Assessments or sets of assessments and item banks for mathematics and English language arts/literacy, including interim/benchmark assessments, and classroom assessments designed to address a grade or course.

Assessment Passage and Item Quality Criteria Checklist

Assessment passages and assessment items or tasks.


Putting the Toolkit into Practice

– You are a part of a group of 8th grade teachers developing curriculum for English Language Arts and want to set up a process for evaluating the alignment of units that your group is producing.

Which TOOL would you use?

EQUIP

IMET

– You are a curriculum specialist in your district and are tasked with providing a recommendation about whether or not to adopt a new set of math textbooks for grades 3 -5.


Your students just did really well on their math chapter test. You are wondering if the results of this test are an indication of meeting MCCRS expectations.


– You are developing a grade-level performance task for reading in grade 5.

Which TOOL would you use?

AET

A E T o r C r i te r i a C h e c k l i s t

AET– Your district is considering investing in a

system of formative assessment tasks and you are on the evaluation committee that is developing the RFP.



– Identify a challenge you would like to address using the Toolkit.

– Develop an action plan.

– Be prepared to share key points of your plan.

What will you do?


www.achievethecore.org



Self-Evaluation

Re-examine today’s session objectives: I can articulate the purpose of the Toolkit. I can identify the various evaluative instruments

in the Toolkit and their individual purposes. I can articulate a plan to use the Toolkit

instruments to address personal alignment concerns.

With a partner, determine how well you can do each: Very easily Somewhat with a little help This is still a goal


[email protected]@garrettcountyschools.org

achievethecore.org

msde.blackboard.com

Twitter: @MDFormative

mailto:[email protected]

mailto:[email protected]

http://achievethecore.org/

July 2014

Documents

Transcript of July 2014