1  

Session 1

Transcript

Presentation “Sl ides” Faci l i tator’s Notes

Welcome Screen

[PAUSE FOR PARTICIPANTS TO READ THE SCREEN]

Start of presentation: See the Title of Session

CLICK Welcome to Session 1, Introduction to the Digital Library. This presentation is for members of State Leadership Teams and State Networks of Educators. In order to make this the best experience possible, I have some tips for you. First of all, to navigate through this presentation, use the right arrow key to move forward, and use the left arrow key if you want to go back and hear any part again. Secondly, there are some videos in this presentation. You’ll need to click the play button to start each video. I’ll remind you of this when we get to our first video. We will use a tool called Padlet in this presentation. There will be a how-to video later in this presentation to help you get familiar with the tool. Last, make sure that you use the full-screen mode. The icon for full-screen mode is down at the bottom-right of the screen. Make sure you click this icon after I’m done speaking.

Meet your Facilitator

CLICK Hi! My name is Kim Malenoski. I’ll be your facilitator for this presentation. I’m one of the five trainers who will be working to deliver the two-day training session for SLT members in each region.

   

  2  

Preparation

CLICK We will cover extensive information to help you understand the Smarter Balanced Digital Library. You may want to dedicate a notebook or notepad to these sessions. In addition to having a place to write notes, you will need a place to write reflections as we stop along the way to reflect on our learning. At certain points in today's session, we will pause so you can assess your progress toward our success criteria. The "Navigation Note" gives you some important information. You may choose to take notes electronically or view other tabs like the interactive check-in links in your browser. If you wish to exit full-screen mode, use the “Escape” key on your keyboard. You can still navigate when you are not in full-screen mode by clicking the right and left arrow icons on the bottom-center of your presentation. When you’re ready to return to full-screen, click the full-screen icon at the bottom-right of the presentation. You may want to take a moment before we start today’s session to click the links below so that your browser will be ready when we reach these points. Please note: You will need to click on each link once for it to open in your browser. When you’re ready, we’ll start by looking at the Overview of Sessions for Training 1.

Overview of Sessions for Training 1

CLICK This session is the first in a series designed to help State Leadership Teams (SLTs) and State Networks of Educators (SNEs) gain an understanding of the Digital Library’s resource contribution and vetting process. In this session, you will review Smarter Balanced Assessment Consortium’s balanced assessment system, which highlights ongoing formative assessment practices. Through an online Digital Library, educators will have access to classroom-based, formative assessment strategies and practices that enhance day-to-day classroom instruction. You will be introduced to the Digital Library and the resource publishing process. Session 2 will be a presentation much like this one. It will include an introduction to the Quality Criteria. Following Session 2, there will be a training for SLT members. It will be a two-day, in-person training at various locations throughout the country. Session 3 will be three hours of webinar time with a small group. It will be scheduled and facilitated by state SLT members. This session will focus on submitting quality resources. It may be delivered in three one-hour parts or all at once, depending on the scheduling by SLT members.

  3  

The last Session, Session 4, is called Navigating the Digital Library. It will be a similar presentation as this to guide you through the software. Sessions 1, 2, and 4 will be recorded so you can access them at your convenience.

Educator Learning Targets Title Screen

CLICK Let’s review the Educator Learning Targets for Session 1. These are our learning targets for the session.

Educator Learning Targets Listed

CLICK There are five learning targets for our session today: • One: I understand the vision and mission of the Smarter

Balanced Assessment Consortium. • Two: I understand the Smarter Balanced Assessment

System. • Three: I understand the purpose and components of the

Digital Library. • Four: I understand the Smarter Balanced definition of the

formative assessment process. • Five: I understand the resource posting process and my

role as a member of the State Network of Educators or the State Leadership Team.

Educator Success Criteria Title Screen

CLICK Aligned to the learning targets, we have six success criteria. You will have opportunities to assess your own progress on these success criteria throughout the presentation when we pause for quick interactive check-ins.

Educator Success Criteria Listed

CLICK By the end of this session, you should be able to say: • I can explain the Smarter Balanced approach to

supporting teaching and learning. • I can explain how the Smarter Balanced assessment

system is similar to and different from the assessment system I am currently using.

• I can explain why Smarter Balanced decided to create the Digital Library.

• I can describe the three different types of resources found

  4  

in the Digital Library. • I can identify the four attributes of the formative

assessment process and how this process aligns with my own thinking.

• I can identify key educator roles in the resource posting process

Agenda

CLICK Our agenda for today includes three main items. First, we’ll review the context of the Digital Library and how it aligns with the Smarter Balanced vision and mission.

Agenda

CLICK Next, we'll discuss the formative assessment process, which is at the heart of the Digital Library.

Agenda

CLICK Last on our agenda, we will also give an overview of the process of posting resources in the Digital Library and the role of the SNE and SLT member.

Smarter Balanced Vision and the Digital Library

CLICK We begin with an overview of the Smarter Balanced vision and mission, and then move onto an overview of the key components of the Digital Library. Smarter Balanced is an educator-led consortium of states. The mission of Smarter Balanced is to help schools by providing high-quality assessments of student progress toward meeting the high expectations defined in the Common Core State Standards for English language arts and mathematics. Through a balanced assessment system, Smarter Balanced seeks to transform classroom practice to improve student learning and ensure that all students leave high school

  5  

prepared for post-secondary success in college or career. To support educators in reaching this goal, the Consortium provides an assessment system aligned to the Common Core that incorporates formative assessment practices as a crucial component, along with summative and interim assessments. Educators can then tailor instruction to meet student needs based on information from a balanced system.

Quote from Dr. Joe Willhoft, SBAC Executive Director

CLICK Take a minute to read this quote from Dr. Joe Willhoft, who is the Executive Director of Smarter Balanced Assessment Consortium. [PAUSE FOR PARTICIPANTS TO READ QUOTE] The purpose of the Digital Library is to expand and support teacher knowledge of the formative process. You will play a vital and important role in the development of the Digital Library by helping to identify and to vet the formative assessment resources found in the Digital Library.

VIDEO What is the Smarter Balanced Assessment System

CLICK We will now watch a short video about the Smarter Balanced Assessment System as explained by Dr. Joe Willhoft, Executive Director of the Smarter Balanced Assessment Consortium. Please click the play button. The blue arrow on the screen is pointing at the play button. CLICK PLAY BUTTON [Dr. Joe Willhoft video] It is an overall system of assessment based on the fundamental principle that we think teaching and learning can be improved if teachers and other school leaders can get access to quality information about how students are progressing. So, let’s think of this from a system perspective. What do we mean by giving quality information about student progress? Well, really there’s three components to that. There’s an accountability exam, which is at the top of that triangle — we call it a summative exam. It uses computer-adaptive technologies and performance tasks that are much more longer and integrated tasks, asking students to think about real-world application. But these tests happen at the end of the year; however they’re secure and used for accountability purposes. On the bottom right is what we call our interim assessment.

  6  

The interim assessment uses the same kind of items and tasks as the summative assessment, but you know, they’re not secure. They’re open for teachers to see how their students did on them. They’re open for students to see how they did on them. And they’re much more flexible for teachers and schools to decide what standards might be assessed during the year to see how students are doing. So it sort of helps along the way; that’s why we call them interim — because they help along the interim benchmark times during the year. Finally, you know there’s a lot of assessment that goes on in the classroom; we want to provide supports to classroom teachers to help improve the quality of assessment that goes on every day in classroom work. And so, we will have a Web portal that teachers can access to help them improve their day-to-day skills in doing high-quality assessment. This will include a tool that teachers can use to review the quality of assessments that appear at the end of chapters of their instructional materials. It will include video exemplars of lessons on the kinds of quality assessment that involve deeper thinking and the kinds of deep thinking involved in the Common Core State Standards.

What came before this session?

CLICK You might wonder about some of the events that happened prior to this session. This timeline portrays the evolution of Smarter Balanced and the Digital Library. As I recap six of the major events, click the right arrow key on your keyboard to follow along with me. CLICK We’ll start in 2010, when a consortium of states came together to develop a balanced assessment system. CLICK In June 2010, Smarter Balanced submitted a proposal to the U.S. Department of Education for the Race to the Top Assessment Program. CLICK In October 2010, the U.S. Department of Education awarded a Race to the Top Assessment grant to Smarter Balanced to develop a student assessment system aligned to a common core of academic standards. CLICK In June 2012, the Governing States approved the Formative Assessment Master Work Plan, which outlines the development of a digital library of formative assessment. CLICK

  7  

In early 2013, educators joined state teams committed to developing the Digital Library. CLICK During the Spring of 2013, the Formative Assessment Advisory Panel convened to develop the Quality Criteria. The Quality Criteria, which you will learn more about in our next session, are the guidelines to determine what resources are posted in the Digital Library. The Formative Assessment Advisory Panel is a national group of experts on formative assessment practices and quality instruction of the Common Core State Standards.

Resources in the Digital Library

CLICK There are three types of resources that are available in the Digital Library: Assessment Literacy Modules, Exemplar Instructional Modules, and Education Resources. Click the right arrow key to follow along with me as I explain each one. CLICK First, the Assessment Literacy Modules are commissioned resources for educators. The modules cover the full range of a balanced assessment system — including formative, interim, and summative assessment. Some of the Assessment Literacy Modules are intended to help teachers understand the formative assessment process, including effective strategies and practices and how formative assessment is situated within the Smarter Balanced assessment system. CLICK The second set of resources found in the Digital Library are Exemplar Instructional Modules. These modules will provide educators materials to use with students, as well as materials for students to use in their own learning. There will be a professional learning overlay to these modules where educators learn about the significant shifts in the Common Core State Standards and the formative assessment practices that will support these shifts. The Digital Library will contain 25 exemplar modules for English language arts and 25 modules for mathematics. CLICK There will also be Education Resources in the Digital Library. These will be high-quality vetted resources and tools that emphasize Common Core and the formative assessment

  8  

process. It is important to note that only educators will have the ability to login and access specific resources in the Digital Library.

Resources in the DL-What it's not

CLICK Let’s take a moment to address some misconceptions that have been expressed about the Digital Library. First, the Digital Library is not an assessment or an item bank. Teachers will not be able to go and download questions to develop a summative assessment for classroom use. Educators will not be able to register for training through the Digital Library, nor will they be able to receive credit by completing specific online courses. The Digital Library is not for the general public; it will require registration and login. The Digital Library will not be a site to freely post resources. All resources must be vetted through the Quality Criteria that was developed by the Formative Assessment Advisory Panel.

Interactive Check-in Title

CLICK Let’s take a moment to check-in with our learning so far. We will use a technology tool called Padlet. Padlet works just like a virtual wall where we can all record our thoughts on individual notes. Please click the play button, which is the blue arrow on the screen, to listen to the mini-tutorial on how to use Padlet. CLICK PLAY BUTTON Welcome to the interactive check-in demonstration. Throughout each training session, you will have the opportunity to write your thoughts in an online interactive whiteboard. When you reach an interactive check-in, you will see a question, and below it, a hyperlink. Click on it to automatically open a browser window. The interactive whiteboard will quickly load on that screen. To enter your response, double-click or double-tap anywhere on the blank canvas. Then, type your name at the top of the box and begin typing your response right below it. To save your response, click or tap once right outside the box. You can also choose to remain anonymous. Just start typing where it says, “Write something.” Then, click or tap once outside the box to save.

   

  9  

Interactive Check in #1

CLICK Now that you see how Padlet works, let’s check-in with our learning with a two-part question. First, read Part A. To respond, click on the link, or if you opened a tab in your browser window at the beginning of this session, go to that tab. Type your answer into Padlet. Then come back and read Part B. You can respond to each question using the corresponding link. [ALLOW PARTICIPANTS TIME TO ANSWER THE QUESTIONS]

Formative Assessment Vision

CLICK We will discuss the formative assessment process, which is at the heart of the Digital Library.

Formative Assessment Definition

CLICK This is the Smarter Balanced Assessment Consortium’s definition of the formative assessment process. I’ll give you a moment to read this definition. Pay special attention to the bold words. [PAUSE FOR PARTICIPANTS TO READ DEFINITION] There are several components to the definition that should be pointed out: First, you saw the words “deliberate process.” The formative assessment process is a deliberate process, which means it’s not a linear sequence of events that occur. It is used by both teachers and students, which indicates the presence of a positive classroom climate with strong teacher/student relationships and trust. Students are purposely included in the definition because student engagement in their own learning is a critical part of the formative process. The definition also specifies that this process occurs during instruction, while students are learning — not after the learning. Furthermore, it provides actionable feedback for both teachers

  10  

and students. Teachers use the feedback to adjust ongoing instruction and to make decisions about what should come next for each student. Students use the feedback to adjust their personal learning strategies. Note that throughout the definition, the focus is on student outcomes. Use of the formative assessment process results in improved self-assessment, improved ability for reflection on learning, and helps students attain learning targets.

Four Attributes Video

We will watch this video animation of the four attributes of the formative assessment process. Please click the play button as indicated by the blue arrow on the screen. CLICK PLAY BUTTON We know that many states and districts in the Consortium have invested in building their unique definitions of formative assessment and formative practice. To ensure that the Consortium's balanced assessment system is useful to all state educators, we are focusing on four attributes of formative assessment so that every Consortium state and district — regardless of their customizations — can benefit. Attributes are qualities or characteristics of something — so in this case, these are four qualities or characteristics that would be present in the process of formative assessment. [Clarify Intended Learning] The first attribute is “Clarify Intended Learning.” Formative assessment is a practice implemented by teachers in collaboration with their students. The purpose of clarifying intended learning is to help students and teachers understand the expectations and goals for their work together. • Learning targets must focus on what students will learn,

not on what they will do. • Communicating learning targets in student-friendly

language helps engage students in their own learning from the beginning.

• When developing learning targets, you may take into consideration grade-level expectations, standard progressions, and instructional shifts within the Common Core State Standards.

• Extending from learning targets are success criteria. The success criteria are the observable and measurable behaviors that let both the teacher and student know whether a learning target has been reached. Sharing success criteria may include discussing rubrics and modeling what an exemplar might look like.

  11  

[Elicit Evidence] The second attribute is “Elicit Evidence.” There is no single way to elicit evidence. You can elicit evidence of learning in a variety of ways: interactions with students, using appropriate questioning strategies, focused observations of students, and by looking at student work and analyzing it. • Eliciting evidence can be planned for — for example, when

a teacher thinks ahead of time through questions that will be asked and used to gather evidence. Evidence can also be gathered spontaneously, “on the fly,” when circulating around the room and listening to and observing students engaged in tasks.

• Informal assessment activities can be conducted by the teacher, by peers, or may involve self-reflection by the student themselves. All of these ways to gather evidence can provide insight into student learning and help move each student’s learning forward.

Please take notice of this quote from Margaret Heritage. [PAUSE FOR PARTICIPANTS TO READ QUOTE] [Interpret Evidence] The third attribute is “Interpret Evidence.” Once you have elicited evidence, you must interpret that evidence to determine where students are in relation to the learning target and success criteria. • As you gather evidence of student learning by looking at

student work or observing and talking with students, you may learn that there is a gap or misunderstanding in the student’s prior knowledge. The evidence may point to a procedural error, such as how to read a graph or use a protractor correctly. The evidence may show that you need to adjust your instructional plans at the moment or for the next day’s lesson.

Interpreting evidence is not just the job of the teacher. You can help students engage in their own learning by allowing opportunities for them to interpret their own evidence. Peers can also work together to interpret evidence. [Act on Evidence] The fourth attribute is “Act on Evidence.” Based on your interpretation of the evidence, you can provide feedback to students or make adjustments to your instruction to keep learning on track. Adjustments to instruction may include providing mini-tutorials for some students, planning flexible student group work, or other instructional

  12  

modifications based on evidence. • Teachers need to give students active steps to take that

will help move learning forward. • The best feedback helps students see where they are in

relation to the learning target, and then provides hints or suggestions to act on.

• Knowing the difference between what the student can do without help, and what he or she can do with help, will allow you to guide that student appropriately. Effective feedback must be provided in this zone, which can be referred to as the student’s Zone of Proximal Development. Each student is different and will need feedback specific to their learning.

• Students can make constant modifications to their own approaches to learning. One goal of feedback is to help students become aware of strategies they can use to move their learning forward. This might include drawing a picture, working backward, or re-reading a text to clarify understanding.

• Please note that students can also self-assess their work, and fellow students can provide feedback through peer-assessment.

• The cycle continues as you provide feedback to students that is timely, descriptive, and actionable.

Please take notice of this quote from Jim Popham. [PAUSE FOR PARTICIPANTS TO READ QUOTE]

Interactive Check-in 2

CLICK We will use Padlet again for our Check-in Number 2. Please read the question. To respond, click on the link and type your answer into Padlet. As participants update the Padlet, you’ll be able to read others’ responses, too. [ALLOW PARTICIPANTS TIME TO ANSWER THE QUESTION]

The Resource Posting Process CLICK Last on our agenda, let’s look at the resource posting process and your role as an SNE or SLT member. You will make decisions on which resources are allowed and which resources are not allowed in the Digital Library by applying the Quality Criteria. Though we are going to go into more detail about the Quality Criteria in Session 2, we will understand the purpose of the Quality Criteria by taking a high-

  13  

level look at the resource contribution and posting process, and review your role in publishing resources to the Digital Library.

 CLICK

We will now watch this video animation of the resource posting process. Please click the play button as indicated by the blue arrow on the screen. CLICK PLAY BUTTON The Resource Posting Process in the Digital Library. The first step in the posting process is Resource Submission. • The contributor locates a resource and uses the Digital

Library software to complete a Cover Profile and submit the resource. A contributor could be an SNE member, an SLT member, or someone who has responded to their outreach.

The second step is Applying the Gate-Keeping Criteria. • The submitted resource is randomly assigned to an SNE

member. • The SNE member provides an initial review using the Gate-

Keeping Criteria. • Once the SNE member applies the Gate-Keeping Criteria,

one of two things will happen: o If the resource “Does Not Meet Criteria,” it is sent

back to the contributor with actionable feedback on how the submission can be improved.

o If the resource “Does Meet Criteria,” it moves on to Step 3.

Step 3 is Applying the Quality Criteria. • The same SNE member who applied the Gate-Keeping

Criteria now completes a review using the Quality Criteria. • Two additional, randomly chosen SNE members also

complete a review using the Quality Criteria. • The SNE member can select one of four final ratings: “Do

Not Recommend,” “Recommend with Reservations,” “Recommend,” or “Recommend with Distinction.”

  14  

Step 4 is Routing the Resource • Based on the recommendations from the three SNE

members, the resource is either routed back to the contributor, to an SLT member for additional review, or directly to the Digital Library.

The last step, Step 5, is Posting the Resource. • Depending on the recommendations by the three SNE

members, a resource might immediately be posted without an SLT member review, or the system will route the resource to an SLT member.

• Then, an SLT member will apply the Quality Criteria, review the recommendations of the three previous reviewers, and make a posting decision. This includes an overall recommendation, criterion-level feedback, and actionable comments.

If there are wide discrepancies in SNE member reviews, the SLT member may provide coaching and feedback to improve the norming process.

How Resources Enter the Digital Library

CLICK The Quality Criteria are used by SNE and SLT members to review submitted resources and determine which ones can be added to, or published in, the Digital Library. The Quality Criteria are also used as a guide for the commissioned resources being built specifically for the Digital Library. Once resources are added to the library, all educators in Consortium states will be able to use them for professional learning and for instruction.

Expectations of SLT and SNE Members

CLICK Let’s review the expectations of the SLT and SNE members. Follow along with me by clicking on the right arrow key on your keyboard. This chart provides the general expectations of the SLT members and SNE members. CLICK SLT members will oversee the development of a state-specific network of educators that will help review potential resources for the Digital Library. CLICK State educator networks will provide feedback on the development of formative assessment resources and professional learning tools. They will also serve as ambassadors to help states engage

  15  

stakeholders with resources and with trainings.

Reflection

CLICK We have completed several reflection questions throughout this session. Now let’s think back to our success criteria.

CLICK [GIVE PARTICIPANTS TIME TO READ THE SUCCESS CRITERIA] Where are you in relation to these success criteria? Jot down your reflections in your notebook or notepad. Write down any unanswered questions you have, so you can return to these questions in our future sessions. When you’re done, click the right arrow key to move on.

Congratulations!

CLICK Congratulations! You have completed the first Session, Introduction to the Digital Library. Click the right arrow key to view your next steps and provide feedback on this session.

   

  16  

Next Steps and Feedback

CLICK Your next step is to view the second session in this series. Session 2 is titled “Introduction to the Quality Criteria.” Before viewing Session 2, you will need to download the Quality Criteria document. We value your feedback. Please complete the online evaluation of this webinar as soon as possible, while your memory is still fresh. Once again, we appreciate your time and attention. Thank you. This is the end of Session 1.