Presidio ISD: Quality Teaching, Learning and Assessment Systems District Professional Development Days May 31 – June 1, 2010
May 24, 2015
Presidio ISD:Quality Teaching,
Learning and Assessment Systems
District Professional Development DaysMay 31 – June 1, 2010
May 31 – June 1 Professional Development Days
Essential Questions• What are the critical components of a quality teaching, learning and assessment system?
• What characteristics, structures and processes are essential for effective professional learning communities? 2
May 31 – June 1 Professional Development Days
Assessment• Identification or development of shared
vision for quality teaching and learning.
• Review of existing classroom and benchmark assessment systems.
• Refined or newly developed assessments for first 6 weeks units.
• Professional Learning Communities• Grade level/department review and
identification of strengths and opportunities 3
PD Schedule: May 31st – June 1
May 31st June 1st
a.m. Whole FacultyQuality Teaching, Learning
and Assessment: Confirming a Shared
Vision
Elementary
Classroom Assessment
Systems
SecondaryBenchmark Assessment
s
p.m. SecondaryClassroom
Assessment Systems
Elementary
Benchmark Assessment
s
Whole FacultyStructures for Support: Professional Learning
Communities
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QUALITY TEACHING & LEARNING
Confirming a Shared Vision
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Quality Teaching & Learning
Silently observe the video Without any conversation in your group, answer the following question: If you had to grade the lesson (A+, A, B+, B, C+, C, D, F), what would that grade be?
http://tinyurl.com/PISD531
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Survey says…..• Having made your decision, now
think about what criteria you used for the grading. Examine what evidence led you to give the lesson the grade you did, whether high or low. Jot down a few thoughts that explain your thinking.
• Having viewed the results, discuss your rationale for the grading with others at your table.
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PISD Teaching & Learning System
Curriculum•TEKS•PISD Maps
•Unit Focus•6 Week Cycles
Instruction•Instructional
Expectations (SIOP Based)
•PDSA Lesson Plans
Student Engagement•Learners are most likely
to be engaged in their work when…
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QUALITY ASSESSMENT:CRITICAL
COMPONENTSConstructing Shared
Understanding of Assessment Best Practices
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Assessment: Points to Ponder• Teaching without learning is just
talking…. • Quality assessments enable teachers to
obtain useful feedback on what, how much and how well students are learning…
• Teachers need a continuous flow of accurate information on student learning…
• Central purpose of assessment is to empower teachers AND their students to improve the quality of learning…
-Angelo & Cross
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Reflective Reading Protocol• Read your assigned article
• Highlight three sentences that reflect the most essential ideas developed. Be prepared to share each sentence along with a rationale for why you think it is essential.
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Reflective Reading Protocol• Read…Reflect
• Select one person to share their FIRST idea. Listen to the sentence they selected and WHY. Next person shares… repeat the cycle
• Refine• Discuss the ideas shared by each member• Develop a summary of key insights based on
your discussions ([email protected])
• Report• Two minute summary…
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QUALITY ASSESSMENT
Classroom & Benchmark Assessments
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Benchmark AssessmentsPurpose: to provide an overall view of student performance based on PISD C-Map expectations• Designed to complement classroom
assessment• 6 –week Cycles
• Predictive for end of year• Cumulative
• Used to identify and plan for intervention
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Quality Benchmark Assessments• Each test item is directly linked (and
labeled) to specific TEKS and teaching units • Assessment must include multiple types of
items• TAKS formatted multiple choice (selected
response) items• Open-ended/constructed response items• Representation of the content standards
students are expected to have mastered• Aligned with curriculum pacing so students
are not tested on content not yet taught
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Quality Benchmark Assessments• Timed within the curriculum so that
students and teachers perceive the test as an extension of learning rather than an interruption of learning
• Clear reporting that provides insights into areas of strengths, misconceptions, and weaknesses• Requires reporting on distribution of
responses selected for each selected response item
• Efficient administration and results reporting• Results within a day or two 17
Quality Classroom Assessment
Packing a Parachute: An Assessment Story
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Quality Classroom Assessment
• Three Types of Assessment• Diagnostic• Formative• Summative
• Assessment Outputs• Use of data• Feedback/Grading Approaches
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Next Steps
• Evaluate the current system• Elementary: Focus on Benchmarks
• Secondary: Focus on Classroom
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Quality Classroom Assessment
Tools and Strategies for Strengthening Unit Based
Assessments
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Types of CATs (Classroom Assessment Techniques)• Diagnostic
• Formative• Summative
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Outputs of Assessment• Use of Data• Feedback
Linking Instruction & AssessmentInstructional
PracticesLink to Assessment
Content & Language Objectives
• Clearly articulated for each unit• Serves as learning target for assessment
Building Background Key vocabulary to be assessed; Especially useful for diagnostic
Comprehensible Input
Interaction Interaction with peers and teacher as a source of feedback
Practice /Application Reading, writing, listening & speaking activities are useful for assessment
Review/Assessment Feedback, feedback, feedback24
Diagnostic Assessment
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Not Evident Developing Proficient ExemplaryThere is no evidence of diagnostic assessment aligned to the unit structure described in the PISD Curriculum Map. Individual and/or class strengths or weaknesses are not identified.
The teacher periodically uses diagnostic assessments to identify students’ prior knowledge and/or levels of performance to guide planning for instruction
The teacher uses a variety of diagnostic assessment strategies to identify individual and class strengths, misconceptions, and areas of weakness. Diagnostic assessment is part of most units.
The teacher makes diagnostic assessment a systematic component of each unit. The teacher uses a variety of formal and informal types of diagnostic assessments to inform teaching.
Diagnostic CATs • Background Probes
• Two or three open-ended questions to probe students’ existing knowledge of key concepts and/or vocabulary are assigned.
• Students jot down their responses.• Working in groups, students can review
and summarize responses.• Teacher sorts responses by monitoring
group reviews (Misconceptions – No background - Significant background)
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Diagnostic CATs • Misconception Checks
• Use when you have identified common misconceptions related to your course.
• Create a short survey of prompts that describe misconceptions as a multiple choice with the following prompts (I am certain this is true; I think it is true; I have no clue; I think it is false; I am certain this is false).
• Collect data anonymously….• Poll daddy, survey monkey, etc….
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Formative Assessment
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Not Evident Developing Proficient Exemplary
There is no evidence of plans for formative assessment strategies either to monitor student progress or to adjust instruction to meet student needs within units.
The teacher uses someformative assessment tasks and tools to guide adjustments of whole-class instruction;Formative assessment is rarely used at the individual level or may be inconsistently implemented.
The teacher uses formative assessment tasks and tools to monitor student progress over the course of most units and to adjust instruction to meet students’ individual learning needs relative to TEKS identified on the PISD Curriculum Maps.
The teacher consistently uses a variety of formative assessment tasks and tools to monitor student progress and adjust instruction within each unit. The teacher involves students in decisions about adjustments to instruction to enhance their learning.
Formative CATs• Focused Listing• Used to quickly determine students’ ability to
recall new information introduced• Select a key concept introduced as part
of a unit. Students write the topic at the top of a sheet of paper and are challenged to list relevant ideas and related terms (given a target number or a time limit).
• Students can review in groups, turn in for a quick check or “pair-share” to self-assess
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Formative CATs• Documented Solution
• Effective approach for math and other problem-solving content
• Provide 2-3 complex problems. Have students select one to solve and document.
• Students divide paper into two columns.• First column- document each step• Second column- explain what was done in
the step30
Formative CATs• Get the “GIST”• One sentence summary• Word Journal
• Select one word to represent key idea from a text selection
• Write a paragraph to explain the selection of the word.
• Problem Recognition Tasks• Provide 3-5 sample problems for students
to review and categorize into “types” of problems
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Summative Assessment
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Not Evident Developing Proficient ExemplaryThe teacher does not use summative assessment tasks or tools to evaluate students’ mastery of the required curriculum.
The teacher uses summative assessment tasks and tools to evaluate mastery of the required curriculum. The teacher aligns assessments with the curriculum, but does not always include a balance of assessment items that address higher order thinking.
The teacher uses a variety of summative assessment tasks and tools to evaluate student learning aligned to the PISD Curriculum Maps. There is evidence of higher order thinking in some end of unit assessments.
The teacher consistently uses a variety of summative assessment tasks and tools to evaluate learning relative to mastery of identified TEKS for each unit. Summative assessments require students to use higher-order thinking skills to demonstrate application and transfer of content.
Summative CATs • End of Unit Assessments
• Tests (Selected and Constructed Response)
• Products & Performances• Clearly defined expectations• Rubric shared upfront• Sample student work (Exemplars)
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Types of Assessment
http://tinyurl.com/PISD61
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Professional Learning Communities
Characteristics, Structures, and Support for Engaging Learning at
ALL Levels
Seminar Overview
Essential Questions• What are the dimensions that define
a “learning community?”• What actions strengthen the
development of effective learning communities within districts, schools, grade levels, and departments?
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What is a “Learning Community?”
A community of learners is one in which members continuously seek and share learning, and ACT on their learning. The goal of these actions is to enhance their effectiveness as professionals for students’ benefit.
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38Dr. Mary A. Hooper
Continuum of Organizational Learning
Random refinements and improvements within existing organizational boundaries
Synergetic transformation
of mental models that
make up organizational
culture
Collective learning of individuals results in:
Multiple Level SystemsMultiple Levels of Learning Communities• District
• Communities of schools and departments
• School• Administrators, Faculty, Staff, Students,
Parents
• Grade Level/Department• Teachers
• Classroom• Teacher(s) and students
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Dimensions of Learning Communities
Three Levels of Analysis• Characteristics
• What attributes are evident at all levels of the system?
• Structural Conditions• What organizational structures and
processes are essential for effective learning?
• Support• What human dimensions are fundamental
for learning?40
Characteristics of PLCs• Shared values and norms• Collaborative work• Deprivatiziation of practice• Collective focus on student
learning• Reflective dialog
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Structures and conditions for PLCs
• Time for collaborative work• Physical barriers neutralized• Understanding (and commitment
to) interdependence of teaching roles
• Teachers empowered to work in PLCs
• Communication supports collaboration
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Culture/Support for PLCs
• Everyone is open to improvement• Levels of trust and respect are
high• Leadership support PLCs• Socialization of new teachers is
embedded• Cognitive/Skill base is strong
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Analyzing the Learning Community
Identifying Indicators• Review the definition for your assigned
characteristic.• Discuss “visible indicators” for each stakeholder
group listed on the matrix (google docs).• Reach agreement on at least two no more than
three indicators to add to the matrix.• Be prepared to review and discuss with the whole
group.
• Repeat the process for your assigned structure and support dimensions.• Each team member must contribute to the report.
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Google Docs- • PHS
• http://tinyurl.com/PHS61• LRFMS
• http://tinyurl.com/LRFMS61• PES
• http://tinyurl.com/PES61
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Wrapping Up
• Professional Development focus for 2010-2011 is Assessment
• Approach will be to utilize PLCs• Formal and in-formal professional
development will be embedded throughout the year
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