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Jan 01, 2016
Administrators sessionK-12 Alignment to the New Illinois Learning StandardsELA & Math1What Tools Do We Use?EQuIP RubricEvidence TablesImplementation GuidesELAMathEQuIP Materials
Alignment for the classroom occurs when units and multi day lesson plans support the standards and the EQuIP Rubric. A folder is provided for participants. It is divided with materials for ELA/Mathone set on right, one set on left. Materials would consist of Implementation Guides, Evidence Tables, and possible unit from SAP2
Dimension III: Instructional SupportsWhere is the Learning Supports site located? http://isbe.net/learningsupports/default.htm
How are lessons responsive to student needs?Slide 63: Remind participants that the third dimension is focused on the Instructional Supports teacher must consider when designing lessons/units. In ELA there are some specific attributes that need to be present. Does the unit/lesson cultivate student engagement?Do students know the instructional expectations?Do students have multiple opportunities to engage with text?Are students provided with supports when engaging with challenging text?Does the lesson/unit provide extensions for students who read well above grade level?Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License3Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Define each type of engagement for students4
PARCC Evidence TablesWhere are tables located?http://www.parcconline.org/assessment-blueprints-test-specs
How do they align to the EQuIP Rubric?Dimension 4Criterion 1Handout A and B
Handout A: ELA evidence tableHandout B: PARCC 4 pg brochure
Before discussing what Evidence tables are, lets share where they can be found and how they align to the EQuIP Rubric. Then, take a moment to allow administrators to select them from folders and discuss the fact that everyone will feel they are missing the assessment session so why presentation is beginning there. We also begin there b/c it is the end of the line for a school/district but also the beginning or where the targets need to line up to for all interims and summatives so it is imperative that teachers are armed with the best information possible prior to instruction. The evidence tables were designed by PARCC and are located at the site listed (reference handout as well). The critical message is however, that classroom activities dont mimic the activities of the PARCC assessmentsthe standards need to be targets of instruction and students need to meet the standards.
Alsowhile the evidence tables are identify skills, they are limiting in the sense that not all standards are listed nor described in detail to their full expectation. But many skills are highlighted so that if just beginning the journey, teachers can understand the targets of what skills may need to be addressed to meet a good portion of their grade level standards.
6PARCC Evidence Tables
ELAMathGradeClaimStandardsEvidenceEvidenceGradePractice Standardshttp://www.parcconline.org/assessment-blueprints-test-specsTake some time to look at the evidence guides in the packet. Math has a Quick Guide to Evidence Statements. Some key ideas: Math Practice Standards listed are most likely, but any of the 8 could be used in a question. Also, each math question on PARCC has only 1 evidence statement. Thats why math is different. 7What do they tell us?ELADirection in developing scoring guides and rubricsHow to develop stems for questions/tasks for instruction aligned with the standardsClue to Scope and SequenceHow PARCC is assessing our studentsMathWhen and What is assessed at each grade/courseClarifications to standards on assessmentMost likely Practice Standard for each evidence statementClue to Scope and SequenceContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Dimensions I and IVIs there enough evidence on the assessment to prove the students have mastered (independently) the targeted standards?How do the evidence tables align to the Equip? Through the setting of targets and creating assessmentsdiscuss assessments and creating targetsDiscuss the importance of choosing targets (Dimension I) and the assessment (Dimension IV) to measure mastery of the targets first. Have participants reflect on the question in the middle of the rubric. Focus on making sure that teachers do not create tasks that just mirror the evidence tables!! The tables DO NOT match each and every standardthis is critical for all to understand. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License9
Alignment to EQuIP
Aligns to Dimension 4Need to know targets when creating lessons/units
Targets should be the standards.Learning Targets: GPS for the ClassroomContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Destination of lessonWhat to LearnHow Deeply to Learn ItDemonstrate New LearningA balanced assessment system makes me think of a GPS system. If you own a global positioning system (GPS), you probably can't imagine taking a trip without it. Unlike a printed map, a GPS provides up-to-the-minute information about where you are, the distance to your destination, how long until you get there, and exactly what to do when you make a wrong turn. But a GPS can't do any of that without a precise description of where you want to go.Think of shared learning targets in the same way. They convey to students the destination for the lessonwhat to learn, how deeply to learn it, and exactly how to demonstrate their new learning. The intention for the lesson is one of the most important things students should learn.
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License11Clear TargetsWhat is the purpose of having CLEAR TARGETS?
Students who can identify what they are learning significantly outscore those who cannot.- Robert Marzano This is part of Learning Supports dimension as wellhence, when discussed in three dimensions, it is quite clear that we must maintain a focus on this in our instruction!!12
Read an example to the groupsuch as the writing oneexplain how students really understand how effective they are when they understand their purpose as it relates to the lesson.13Learning TargetToday: (the what)I can(give example)Purpose: (the why)So I can(purpose of the target)I know Im successful whenSuccess Criteria:(the how)
Quick Guide to the ISBE Guiding Principles for Classroom Assessment
http://isbe.net/assessment/pdfs/2014/guiding-principles-draft0714.pdf Discuss where to locate this online and discuss the document in front of participants. They have a quick guide that Kathi prepared. Walk them through the meaning of the document (3 pages). Entire Assessment guide is 60 pages. 15
How do you view assessments?
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
When a classroom balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards. Students should be able to articulate this shared information.This video is 2 minutes and 17 seconds and talks about the importance of formative assessment. This video is a sneak peek and a reminder of how we should view assessments.Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License16Implementation Guides
View of RIP pageList of ContentsDocument to DownloadResource Introduction Page for Implementation Guides
Dimension 1Dimension 2Dimension 3Dimension 2
Dimension 2Dimension 421
View of RIP pageDownload Documents by Grade band
Dimension 1Dimension 3Chunked Implemention Guide is in folder. It is not complete- go online for full guide. Also, other grade bands available there.
Dimension 2They will get the idea. Look at Guides in packet and Chunked math guide25Where will you find the Illinois Resourceswww.ilclassroomsinaction.org RubricsK-2 User Guide3-12 User GuideMath RubricMath User GuideLesson TemplatesContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Slide 3: This is where Illinois is housing the tools that will accompany the work that Achieve has begun. We have loaded work for ELA and Math. Science has not begun due to the lack of tools that and supporting materials from publishers that have been created. As that work is underway, more will be coming. Illinois has a division that is currently been working on professional development and building capacity around the state in this subject area. It will likely be housed under a different area on the www.isbe.net website.
One of the tools that may assist you in the rest of the presentation is the user guide. We will be following many of the resources and the dimensions as they are set up in the user guide.26
Other materials we have27
Achievethecore.org Student Achievement Partnershttp://achievethecore.org/page/960/instructional-practice-guide-lesson-planning-beta-detail-pgTalk about SAP Lesson Planning Guide30
Next StepsWhat would you want to take back from today?How would you introduce it/use it?How can you use any of the resources we discussed today to determine the appropriate PD for your staff?How do these tools bring all the various changes together?Remind them they have spent the day hearing about EQuIP, resources, alignment to the New Illinois Learning Standards. Its a lot to remem