Transcript Slide 1

Assessment Literacy
Kentucky’s Common Core Standards
Characteristics of Highly Effective
Teaching and Learning
Leadership
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Knowledge
— Know and explain: KCAS, learning
targets, formative assessment, summative
assessment
Reasoning:
— I can interpret the learning intent of
standards and classify the standard to
begin the deconstruction process. My
interpretation of the meaning and
classification of the standard is consistent
with others.
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Performance Skill:
— I can deconstruct standards into learning
targets that students understand. This means I can
I can write them in language that is consistent with
their developmental level and that they can use to
self-assess their competency.
Product:
— I can choose from aligned formative
assessments and summative assessment options
and match them to learning targets taught. This
means I can support others as they create, select,
and implement congruent items and experiences.
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Return on time for each segment and rejoin
the whole group when signaled.
Everyone is engaged in the cadre session.
Side conversations are limited. Stay for the
entire cadre session.
Participation by all attendees is expected.
Present in the work as an equal partner.
Cell phone and computer use limited to lunch
and breaks.
Two feet rule applies.
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Members will participate in a quick review of
KLA content to-date in order to clarify key
concepts and to take content to a deeper
level of understanding.
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Please share your reflection regarding your use
of any of the following:
Vignettes
Mindset articles
Color deconstruction flowchart
CHETL tools
3.2.1 processing tool
Formative handouts
Standards terminology/
Defining our Terms handout
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Please share your reflection regarding your use of
any of the following:
Competency Practice from your ABQ book
DVD: Emily’s story
Krissy’s story
CD resources from either CASL or ABQ books
Actions 1,2,3 self-reflections
Material from either of the Stiggins’ books
Concepts from Motion Leadership
Seven Strategies book
Lexiles/Quantiles information
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Please review the progression timeline
individually.
Discuss with others from your school or
district next steps based on the timeline.
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A learning target is simply a clear description of
what is to be learned. It should provide a clear
vision of the ‘destination’ for student learning.
It should focus on describing what is to be
LEARNED vs what is to be ‘DONE’.
A learning target can take from “five seconds to
five weeks” depending on the complexity of the
knowledge/reasoning/skill/product called for
and its overall importance in the curriculum – as
well as the age/abilities (prior experience and
cognitive development) of your students.
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Learning Targets
◦ We learned to classify standards and took those
standards from math and ELA into their supporting
targets (knowledge, reasoning, performance skill,
and/or product).
◦ We determined whether the targets match the
learning intent of the standards and would provide
the scaffolding needed for a student to master it.
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KCAS 2 – Solve word problems involving dollar bills,
quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately. Example: If you have 2 dimes
and 3 pennies, how many cents do you have? (pg. 12,
grade 2 math)
◦ What knowledge will students need to demonstrate
the intended learning?
◦ What patterns of reasoning will they need?
◦ What skills are required, if any?
◦ What product development capabilities must they
acquire, if any?
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STANDARD
LEARNING
TARGETS
STUDENT FRIENDLY
TARGETS
FOR
TEACHERS
FOR
STUDENTS
ASSESSMENTS
PLAN
INSTRUCTION
SELF-ASSESS
I CAN …
I AM LEARNING
TO...
SUCCESS
CRITERIA
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Why is this especially difficult ?
Geometry- Graph points on the coordinate plane to solve
real-world and mathematical problems.
5.G .1 Use a pair of perpendicular number lines,
called axes, to define a coordinate system, with
the intersection of the lines (the origin) arranged
to coincide with the 0 on each line and a given
point in the plane located by using an ordered pair
of numbers, called its coordinates. Understand
that the first number indicates how far to travel
from the origin in the direction of one axis, and
the second number indicates how far to travel in
the direction of the second axis, with the
convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x14
Number and Operations Fractions-Develop
understanding of fractions as numbers.
3.NF.1 Understand a fraction 1/b as
the quantity formed by 1 part when
a whole is partitioned into b equal
parts; understand a fraction a/b as
the quantity formed by a parts of
size 1/b.
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Subject
Topic
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MATH
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Decimals
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Page 152 in the book
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Going on a decimal hunt
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Read decimals and put them in order
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Assignment
Activity
Learning
Learning
Target
Target
I can read decimals and put them in order. This
means I can use the correct place value names and
show the order of decimals based on their value.
Learning Target
With success criteria
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Word to be defined: SUMMARIZE
◦ to give a brief statement of the main points, main
events, or important ideas
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Student-friendly language:
◦ I can summarize text.
◦ This means I can make a short statement of the
main points or the big ideas of what I read.
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Word to be defined: PREDICTION
◦ A statement saying something will happen in the
future
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Student-friendly language:
◦ I can make predictions.
◦ This means I can use information from what I
read to guess at what will happen next.
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Criteria
Weak
Strong
Language is intended for
the teacher audience.
Language is unclear and it
Language is written to
doesn’t match the intended make sure the intended
learning is clear. Targets
learning.
can easily be converted to
student and parent friendly
language if necessary.
Learning targets are
focused directly on the
standard at hand
Learning targets include all
knowledge/skills needed –
even ones that fit previous
grades or other standards.
Learning targets stay within
the scope of the standard
(not previous skills
needed).
Targets focus on what
should be learned versus
what is to be done.
Targets include activities
that will help students
reach the learning target.
Targets focus on what
should be learned versus
what is to be done.
Vision of each learning
target is clear.
Exact goal of targets is
unclear.
Learning target goals are
clearly stated so that the
learning is defined.
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 Congruent
◦ An exact
match
 Correlated
◦ Has some
relationship
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Students will describe and compare the processes, factors involved
and consequences of slow changes (e.g., erosion and weathering) and
fast changes (e.g., landslides, earthquakes, floods) to earth’s surface
(Science 4th grade)
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I can observe changes to earth’s
surface over time and use
evidence/data to infer the cause of
the change.
I can classify changes to earth’s
surface as ‘slow’ or ‘fast’.
I can describe how the earth’s surface
might be slowly (or quickly) changed.
I can name a process that changes the
earth’s surface slowly (or quickly) and
compare how it affects different
places on earth.
I can classify changes by how often
they occur and whether they are
predictable.
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I can create a model of a
volcano to show a fast change
to earth’s surface.
I can name 3 places on earth
where a fast change has
occurred.
I can name 3 places on earth
where slow changes have
occurred.
I can identify different
landforms.
I can locate landforms on a
topographic map.
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Session 1 – overview/ why networks?, overview of
KCAS, overview of CHETL, leadership activities
Session 2 – Action 1 and Action 2 (44-49,55-58);
Competencies 1 and 2 in Action Guide for School
Leaders ( Turn to page 100-101,106-119)
◦ Balance Assessment System
◦ Achievement Standards/learning targets
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Session 3- Assessment Literacy – Action 3 and
Competency 3 (124-126); CHETL, Standards
deconstruction update
◦ Ensure Assessment Quality
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Session 4- Assessment Literacy – Action 4
(66-73) and Competency 4(133-140); CHETL:
Learning Climate and Student Engagement,
Standards deconstruction review
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Making targets clear to students at the outset
of learning is the fundamental underpinning
to any assessment for learning practices we
will implement.
“I can” statements are the statements of the
intended learning.
Success criteria describe how
students will know if they have
learned or achieved the target.
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Vision of
Assessment
Literacy
Sample
Deconstructions:
Content Specialists
Action 4 and Competency 4
Balance Your
Assessment System
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Every school district in the commonwealth of
Kentucky has a knowledgeable and cohesive
leadership team that guides the professional
learning and practice of all administrators,
teachers, and staff so that every student
experiences highly effective teaching, learning
and assessment practices in every classroom,
every day.
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 Ensure
that every participant has a clear
understanding of how to:
 translate Kentucky’s Core Academic
Standards into clear learning targets in
order to design high quality formative
and summative assessments and
 plan/select rigorous and congruent
learning experiences.
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To be ‘assessment literate’ means to be
skilled both in gathering accurate information
about students’ learning and in using it
effectively to promote further learning.
◦ Classroom Assessment for Student Learning, p. 21
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As leaders, we must make clear the
expectations that we have for teachers
concerning assessment literacy.
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Attendees will be able to apply the work of
Ron Ritchart, Doug Reeves and Jay McTighe
to ensure a culture of work vs. an
orientation to learning using connections to
CHETL.
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What do our students carry with them out of
our classrooms three to five years down the
road?
What dispositions do you want your students
to develop that would be markers of a quality
education?
Everyone write down one marker. Pass your
paper to the right. Read what has been
written and add one. Continue the process.
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Ron Ritchart, Harvard University, has investigated Intellectual
Character. His work has identified specific dispositions that
constitute Intellectual Character. Individuals who are openminded, curious, strategic, skeptical, seek truth and
understanding and think before acting have the qualities
associated with Intellectual Character
Students grow into the intellectual life around them.
There is a process of gradually internalizing messages and
values that we repeatedly experience through our interactions
with the educational environment.
Make connections to our work with mindset from last meeting.
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Lone innovations will not produce the results we
seek. ( a few teachers providing descriptive
feedback on formative assessments)
Contagious positivity and consistency make a
difference.
Energy comes from doing. (We sometimes must
act our way into a new way of thinking.)
Reeves’ Culture of Learning:
Precision/clarity
High-yield big pay-off action components
Non-negotiables/relentless consistency
Innovation
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Students view class work as work done for
someone else. The larger purpose isn’t clear.
He says a large part of this comes from the
language that is prevalent in our schools.
It is the “language of work”.
Give examples the word ‘work’ used on a
daily basis in our classrooms.
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Teachers who hold expectations around the
‘work’ rather than the learning hear the following
comments and questions.
How long does this have to be?
Is this going to be on the test?
When is this due?
How many points will this count?
We get work avoidance. We have to intentionally
develop a learning climate orientation.
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When our classrooms are focused on work rather
than learning:
Students don’t see the point and try to get ‘it’ done
with minimal effort.
Students view our classrooms as work oriented rather
than learning focused.
How does this relate to the information from the
articles (Dweck and Clark) we read on KLA Day 3?
School people must be aware of the use of pronouns: I
want you to do…
 to we are going to be learning in our class…
 to tell me if this only feels like work
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Listen for dialog that connects and extends learning.
 “What still puzzles you?”
 “ I was wondering…”
 “ I never realized…”
 “I never thought about that.”
 “ Do you have other ideas?”
 “At first I thought, now…”
 “I can explain why I thought…”
 “Why do you think so? Why would that be true? Tell
me more about it…Expand on that answer.”
 Small group, whole group discussions( Reeves says
we learn best laterally. We should draw on the
wisdom of the crowd.
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Language is important as are our grading
policies and practices.
Even if a student gets an A on the test, the
grade is determined by “turning in work”.
This reflects a focus on the work rather than
on the learning.
What are students learning about the learning
from our grading practices?
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Read CHETL component Section 1, Learning
Climate teacher and student indicators.
At your table discuss your professional role in
actual observation of this component in the
classroom. (i.e., daily learning walks, district
learning walks, drop-in classroom visits)
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What are we asking students to think about?
We should observe as many collective
endeavors as individual.
Learning should involve uncovering
complexity and delving deeply.
Teachers should make complex things
accessible.
Richness draws us in.
Learning should be dynamic.
Which math practices are embedded here?
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Build positive interactions and relationships
(language and grading practices that show
respect for student learning)
Model: make the thinking process visible.
Teachers as thinkers; do students see us as
curious and reflective?
Use time based on what we value; for
thinking.
Make learning active rather than passive.
Provide teacher training on engaging
instructional strategies
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Let’s look at Jay McTighe's suggested action
research projects.
Shadow a student. What data could be
uncovered relative to achievement gaps?
Chart questions posed in classes. Questions
are the drivers of learning. Do the questions
generate questions?
Tie to Senate Bill 1. Are we called on to
provide engaging, inquiry based learning?
Which CHETL component is applicable?
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Let’s watch video clips of two Kentucky
teachers using inquiry instructional
strategies. Attendees assume ‘viewing roles’
to look for and record teacher and student
characteristics of the CHETL components:
Student Engagement and Learning Climate
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We are now going to view a Kentucky classroom
instructional example
Assign Film Viewing Roles to each person at your table:
◦ Areas or agreement with CHETL Learning Climate: Teacher
Characteristics
◦ Areas of agreement with CHETL Learning Climate: Student
Characteristics
◦ Issues that raise questions
◦ How can this activity be used at your school/district?
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We are now going to view examples of active learning in
a Kentucky classroom
Assign Film Viewing Roles to each person at your table:
◦ Areas or agreement with CHETL Engaging Instruction: Teacher
Characteristics
◦ Areas of agreement with CHETL Engaging Instruction: Student
Characteristics
◦ Issues that raise questions
◦ How can this activity be used at your school/district?
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CHETL components: Student Engagement
 At your table discuss your professional role in
actual observation of this component in the
classroom. (i.e., daily observations, district
learning walks)
 As a table group, discuss and complete the
chart describing what the teacher and student
characteristics “look like” in practice.
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Schools should be places where a group’s
collective as well as individual thinking is
valued, visible, and actively promoted as part
of the regular day-to-day experience of all;
where learning is actively promoted.
Rather than rewarding quick right answers
the thinking is valued.
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Routines and structures (e.g., schedules, grading
practices) show respect for learning
Language is recognized for its impact
Expectations are built around learning
Opportunities are created for thinking/problem
solving
Interactions and relationships are positive
Physical Environment: evaluate what the walls tell
us
Modeling the thinking process/teachers as
learners
Time use is based on what we value
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…nothing will be more powerful than our
ability to create a learning culture, model the
strategies we promote, and support – with
monitoring – the work that teachers must do
to implement new practices.
 Cassandra Erkens, “Paving the Way for an AssessmentRich Culture,” pg. 11
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Members will use information from Actions
4 & 5, the 7 Strategies as well as
Competency 4 & 5 to clarify what student
involvement in assessment looks like.
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Help learners become assessors by using
assessment for learning strategies in the
classroom.
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Please read page 66 to Strategy 1 on page 69
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Complete the self assessment on page 68.
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Count off from three to seven.
Jigsaw the strategies 3 to 7 at your table.
Assemble in groups 3 to 7.
Prepare a chart of key points to share with
the whole group.
Be sure to tell us which of Jan Chappuis’
paraphrased questions your section falls
within.
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Convert complex or unfamiliar targets to
student-friendly language
Post them
Have students keep them
Connect learning targets to activities
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Helps students answer the question, “Where
am I now?”
Models the self-reflection process
Answers for students, “What did I do right”,
“What do I need to work on”, “Where did I go
wrong and what can I do about it”
Should identify for students areas of strength
and areas for improvement with respect to
the specific learning targets.
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To be effective, feedback needs to cause
thinking. Grades don't do that. Scores don't
do that. And comments like “Good job” don't
do that either.
What does cause thinking is a comment that
addresses what the student needs to do to
improve, linked to specific learning targets,
rubrics or success indicators, where
appropriate.
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Read page 73 to bottom of page 76
Complete the self-assessment on page 75
Table discussions:
Where is your school/district regarding
communication systems that both support
and report learning?
What actions are called for to promote more
proficient communication systems?
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Read page 133 to the top of page 134.
Complete the practice with Competency 4
with a partner at your table.
Review Activity 14 on pages 138-139 for
appropriateness in your school/district.
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The leader knows assessment for learning
practices and works with staff to integrate
them into classroom instruction.
Read pages 133 to top of 134
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Form groups of 3-4.
Be creative. Use the sphere on your table to
represent the connections between
Assessment Literacy, KCAS, Leadership and
CHETL.
Be ready to share.
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Members will participate in a quick review of
KLA content to-date in order to clarify key
concepts and to take content to a deeper
level of understanding.
60
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Attendees will be able to apply the work of
Ron Ritchart, Doug Reeves and Jay McTighe
to ensure a culture of work vs. an
orientation to learning using connections to
CHETL.
61
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Members will use information from Actions
4 & 5, the 7 Strategies as well as
Competency 4 & 5 to clarify what student
involvement in assessment looks like.
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KLA
◦ Dec. 2 – Fullan
◦ Feb. 28 – Commodore
◦ March 29 & 30 - DuFours
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Summer Conference, June 20 and 21
◦ Heritage Hall in Lexington
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Please turn in your feedback form before
leaving and collect your EILA certificate.
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