1 REACH Performance Tasks SY14-15 Library Science June 16, 2014.

1

REACH Performance Tasks SY14-15Library Science June 16, 2014

2

Agenda

Introductions

Part I : REACH Performance Task Overview

Part II : Performance Task Components

Part III: SY 14-15

3

Agenda

Introductions

Part I : REACH Performance Task Overview

Part II : Performance Task Components

Part III: SY 14-15

Performance Tasks as a Part of REACH Students

REACH Performance Tasks are one of two student growth measures used in teacher evaluation.

4

5

REACH Performance Task

Objectives

Measure of Student Growth

For teachers, by teachers

Aligned to curriculum

Communicate expectations

Opportunity for collaboration

Instructional Tool

Build assessment creation skills

Provide data on student

performance

Objectives

6

CPS Vision – Five Pillars

Definition: Performance Task

A written or hands-on demonstration of mastery, or progress towards mastery, of a particular skill or standard.

Beginning of year and end of year administration measures student mastery over the course of an academic year on a set of identified knowledge, skills, or understanding.

Why performance tasks?

• Narrow but in-depth • Reflect long-term, key outcomes• Require higher-level and extended thinking

77

Overview

8

Administration

8

Administration Guidelines of REACH Performance Tasks

Designed to be completed in one class period.

All students sharing a common subject/grade level/classroom receive the same task with the same directions.

Teachers proctor own class and collect tasks at the end.

Teachers score the tasks of their students, in teacher teams if possible.

Time to Complete

Task Assignment

Proctoring Protocol

Scoring Protocol

9

Approximately 125 task sets (BOY & EOY) across 12 different content areas, grades PK – 12

250 CPS teachers participate in task-writing

30 content specialists support task-writers

Over 275,000 students completed Performance Tasks across CPS in SY 13-14• ~5,500 students completed Library Science PTs

REACH PT Program Scope

10

Agenda

Introductions

Part I : REACH Performance Task Overview

Part II : Performance Task Components

Part III: SY 14-15

11

Part II Agenda - Performance Task Components

Step 1 – Identify Standards and Desired Student Outcomes

Step 2 – Create the Performance Task

Step 3 – Create the Scoring Rubric

12

Step 1a: Familiarize yourself with the standard

Content leads selected standard(s) using three criteria

Measurable within REACH Performance

Tasks

Foundational to the course or grade level

Highly likely to be part of scope and sequence

of instruction

13

1. Identify the skill(s)/content assessed in the standard.

2. Identify the stretch level of measurable skill(s)/content

3. Phrase skill(s)/content as measurable objectives for the performance task

Step 1b: Identify the skill(s)/content to be assessed from the standard

CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

What is the stretch level of skill(s)/content?

AdvancedFoundational

Types of sources

Analysis of an individual

source

Comparison and analysis of two or more sources on the

same subject

14

Scoring RubricTask Objectives Insufficient Response Below Mastery Emerging Mastery Mastery

Student distinguishes between types of sources

0 Points ? Points ? Points ? Points

Student analyzes an individual source concerning a specific topic

Student compares and analyzes the relationship between two or more sources about the same subject

0 Points ? Points ? Points ? Points

Summative Score

Standards0

Insufficient Response1

Below Mastery2

Emerging Mastery3

MasteryCCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

?-? Points

?-? Points ?-? Points ?-? Points

Step 1b: Identify the skill(s)/content to be assessed from the standard

Each objective identified will guide development of the task and rubric. These will be referred to as task objectives during rubric design.

15

Part II Agenda - Performance Task Components

Step 1 – Identify Standards and Desired Student Outcomes

Step 2 – Create the Performance Task

Step 3 – Create the Scoring Rubric

16

Principles of Swagg

Step 2a: Create the Task Activity

17

Design Principles Key Considerations

Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline

Rigor • Maintains high cognitive demand throughout the task

Stretch • Includes items that address foundational and advanced skills/content within the standard

Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)

Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners

Step 2a: Task Design Principle: Relevance

18

Relevance to: Key Considerations

Teachers

Task Type

• Choice reflects course instruction • Text-based: Students must respond to or analyze

text or data• Action-based: Students physically demonstrate

understanding • Hybrid: Includes both text and activity

Materials • Brainstorm content resources that ALL teachers have access to

StudentsActivity

• Activity given in engaging context• Students apply situation or challenge to a

relatable audience

Age Appropriate • Utilizes vocabulary and content appropriate for students’ level of understanding

Step 2a: Create the Task Activity

19

Design Principles Key Considerations

Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline

Rigor • Maintains high cognitive demand throughout the task

Stretch • Includes items that address foundational and advanced skills/content within the standard

Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)

Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners

20

Step 2a: Task Design Principle: Rigor

RIGOR

What is it? Refers to the complexity of cognitive demand and/or skill demonstration.

Why incorporate higher levels of rigor?

• Encourages higher-order thinking• More in-depth assessment of student learning

How do you incorporate higher levels of rigor?

Use Webb’s Depth of Knowledge (DOK) Framework to craft task activity.

• Similar to Bloom’s Taxonomy• 4 levels measure increasing complexity• Concise approach to measuring the level of cognitive

demand of a task, question, assignment, etc.

21

Step 2a: Task Design Principle: Rigor

Depth of Knowledge (DOK) Framework

Level 1 Recall requires simple remembrance or identification of such information as a fact, definition, term, or simple procedure.

Level 2Skill/Concept involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity.

Level 3 Strategic Thinking requires reasoning, planning, using evidence, and thinking at a higher level.

Level 4Extended Thinking requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains.

http://www.wcer.wisc.edu/news/coverStories/aligning_alternate_assessments.php

Step 2a: Create the Task Activity

23

Design Principles Key Considerations

Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline

Rigor • Maintains high cognitive demand throughout the task

Stretch • Includes items that address foundational and advanced skills/content within the standard

Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)

Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners

24

Step 2a: Task Design Principle: Rigor vs. Stretch

Stretch in REACH Performance TasksThe task activity should measure varying levels of skill/content within

a standard.

1. Provides a more precise baseline measure2. More effectively captures student growth

Foundational Advanced

STRETCH (Skill/Content Levels)

25

Step 2a: Task Design Principle: Rigor vs. Stretch

Stretch in REACH Performance TasksThe task activity should measure varying levels of skill/content within

a standard.

1. Provides a more precise baseline measure2. More effectively captures student growth

Foundational Advanced

STRETCH (Skill/Content Levels)

Step 2a: Create the Task Activity

26

Design Principles Key Considerations

Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline

Rigor • Maintains high cognitive demand throughout the task

Stretch • Includes items that address foundational and advanced skills/content within the standard

Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)

Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners

Step 2a: Create the Task Activity

27

Design Principles Key Considerations

Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline

Rigor • Maintains high cognitive demand throughout the task

Stretch • Includes items that address foundational and advanced skills/content within the standard

Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)

Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners

28

Step 2a: Task Design Principle:Accessibility

Accessibility Key Considerations

Text-Based Tasks

• Select shorter text (10-15 minutes max to read)• Define complex or unfamiliar vocabulary within text • Avoid cultural, class and linguistic bias• Age and grade level appropriate • Provide embedded text supports (pictures, headings, etc)

Action-Based Tasks• Design activity so that all student can engage• Add accommodations, if necessary, for physical challenges • Incorporate varying means of task delivery and

demonstration of mastery

29

Agenda

Introductions

Part I : REACH Performance Task Overview

Part II : Performance Task Components

Part III: SY 14-15

30

REACH Performance Tasks SY 14-15

ALL CPS teachers must administer a BOY and EOY Performance Task to one of their classrooms in SY 14-15

SY 14-15 BOY window: Sept. 15 - Oct. 17• Beginning of year (BOY) tasks provide a baseline measure of

student proficiency‐ Teachers can target areas of improvement for their students

based on their analysis of student work

SY 14-15 EOY window: May 11 – June 12 • End of year (EOY) tasks capture whether or not students “grew”

along the assessed standard

31

REACH PT Completion

1. Tasks are ordered from the Department of Student Assessment through a distributed Google Form (survey) • PTs are delivered to schools at the start of the window• Tasks are also downloadable on the Knowledge Center

2. Teachers enter their students’ BOY and EOY scores into CIM while the respective windows are open

3. Teachers use the Performance Task Verification process (in the Battelle for Kids system) to confirm which task they administered to which students

32

REACH PT BOY 14-15 Timeline

Teachers Order BOY Tasks Using

Google Form8/25 – 8/29

BOY WINDOWAdministration,

Scoring, and Data Entry

9/15 – 10/17

Tasks Delivered to Schools

9/15 – 9/17

Tasks Uploaded to Knowledge

Center 9/8 – 9/10

33

THANK YOU!