Rachel Cioni - SIP Day In-Service - 2014 - Living Up to the Standard

“Living Up to the Standard”

Richwoods High School

School Improvement Professional Development Day In-service

2014

Presented by: Rachel [email protected]

Creating Student-Friendly Learning Targets aligned with the ICCSS

Step #1 – Look at the Illinois Common Core State Standards (ICCSS) pertaining to the subject area and grade level you teach

Step #2 – Choose standards that most closely address skills you want to assess in a given time frame/uniti.e. approximately 4-6 standards per quarter approximately 1-3 standards per unit

Step #3 – Write student-friendly learning targets (“I can” statements) in simple, straightforward language

*See Handout for sample student-friendly learning targets

Quarterly Self-Assessment, Reflection, & Goal-Setting*See handout

Self-Rating:Academic Behavior

*See Handout

Topic: Effort/Participation (Academic Behavior)Class: Speech

Score 4.0100%

In addition to Score 3.0, advanced behaviors and extensions that go beyond what was expected such as: Student initiates a classroom discussion. Student does independent work beyond normal assignments. Student extends learning target beyond the scope of classroom discussion.

Score 3.595%

In addition to score 3.0 performance, advanced behaviors (i.e. asking higher-level questions, making real world connections to materials, participating frequently) and extensions with partial success.

Score 3.090%

The student demonstrates behaviors associated with academic success in a classroom including: making a conscientious attempt at class activities/assignments

o Work reflects abilityo Using all class time available to start work or ask questionso Asking questions when new topics are not understood

bringing materials finishing activities on time and to the best of individual ability completing homework thoroughly and turning it in on time taking part in classroom discussions and activities

o Working cooperatively in groupso Participating in classroom activitieso Demonstrating self-control & Refraining from socializing during class time

Score 2.580%

No major errors or omissions regarding 2.0 behaviors and partial demonstration of the 3.0 behaviors (3 of 5 standards minimum)

Score 2.070%

There are no major errors or omissions regarding behaviors associated with academic success; the student: attempts more than 80% of the activities/assignments brings materials 80% of the time finishes 90% of activities/assignments at some point takes part in classroom discussions and activities with prompting or encouragementHowever, the student exhibits major errors or omissions regarding the more complex processes of academic success.

Score 1.565%

Partial demonstration of the 2.0 behaviors (2 of 4 standards minimum), but major errors or omissions regarding the 3.0 behaviors.

Score 1.060%

With help, a partial demonstration of some of the simpler major errors or omissions regarding behaviors associated with academic success.

Score 0.5 50%

With help, a partial demonstration of the 2.0 behaviors, but not the 3.0 behaviors.

Score 0.00%

Even with help, no effort or positive behavior demonstrated.

Student Responsibility Targets September 2013October 2013

November 2013 December 2013 January 2014

Brings materials to class and is ready at beginning of class  

Comes to class on time  

Homework is completed on time  

Classroom Behavior:  

Listens and follows directions  

Demonstrates respect for others  

Respect for the teacher  

Observes classroom rules  

Starts work on time  

Works well independently  

Works cooperatively in groups  

Participates in class activities  

Demonstrates self-control  

Refrains from socializing  

Academic Behavior:  

Work reflects ability  

Shows responsibility for learning  

Uses all class time wisely  

Asks questions  

I have rated myself at a: _________ _________ _________ _________ _________September Explanation:______________________________________________________________________________________________

October Explanation:________________________________________________________________________________________________ November Explanation:_______________________________________________________________________________________________ December Explanation: ____________________________________________________________________________________________ January Explanation: ________________________________________________________________________________________________

Progress-Tracking:Learning Targets

*See Handout

English Comp. Name: ___________________________________

Track Your Progress - Learning Target Line Graph

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Learning Target: I can use context clues to determine and clarify the meaning of unknown words.

Assessment: ________________ Assessment: ______________ Assessment: _______________ Assessment: ____________ Date: __________ _______% Date: __________ _______% Date: __________ _______% Date: ________ _______%

Reflection on Learning TargetLearning Target: I can use context clues to determine and clarify the meaning of unknown words.

Assessment: _____________________________________Date: ___________________ ________%Reflection – Was this the score you had hoped to earn? Explain. ___________________________________________________________________________________________________________________________________________________________________What will you do to improve your score on the next assessment? __________________________________________________________________________________________________________________________________________________________________

Assessment: _____________________________________Date: ___________________ ________%Reflection – Was this the score you had hoped to earn? Explain. ___________________________________________________________________________________________________________________________________________________________________What will you do to improve your score on the next assessment? __________________________________________________________________________________________________________________________________________________________________

Assessment: _____________________________________Date: ___________________ ________%Reflection – Was this the score you had hoped to earn? Explain. ___________________________________________________________________________________________________________________________________________________________________What will you do to improve your score on the next assessment? __________________________________________________________________________________________________________________________________________________________________

Assessment: _____________________________________Date: ___________________ ________%Reflection – Was this the score you had hoped to earn? Explain. ___________________________________________________________________________________________________________________________________________________________________What will you do to improve your score on the next assessment? __________________________________________________________________________________________________________________________________________________________________

ICCSS: Looking through a standards-based lens

**Simply stated: “If you can allow the standards to determine the skills, and use the skills to continually drive your instruction, then your

instruction will eventually become standards-based and skill-based.” -Rachel Forbes

• Standards-based grading:o Provides students with opportunities to demonstrate their learning

through skill-based lessons, activities, and assessments that are aligned with the Illinois Common Core State Standards (ICCSS)

• Students’ learning can be assessed using formal and/or informal:o formative (check-point) assessments

ohomework, projects, short writing assignments, quizzes, etc.o summative assessments

oprojects, essays, tests, final products, etc.

ICCSS: Looking through a standards-based lens

• Students’ level of proficiency/mastery with a particular skill set is evaluated on a scale of 0-4.

Grading Scale: 0=0% 0.5=50% 1.0=60% 1.5=65% 2.0=70%

2.25=75% 2.5=80% 2.75=85% 3.0=90% (proficiency) 3.5=95% 4.0=100%

• Students can reassess on learning targets to showcase their growth ooption to complete a 4.0 challenge task for learning

targets after they have demonstrated proficiency at the 3.0 level (on a scale of 0 to 4).

Sample Choice-Based Project with Proficiency Scale

*See Summary/Theme Extension Project Handout-Students have a choice as to how they would like to

showcase their mastery of the skill set being assessed

-Look at the proficiency scale on the reverse side that is used to evaluate the project

SAMPLE PROFICIENCY SCALE ELA Common CORE Standards - Strand: Literature Standard 2

Student-Friendly Target: I can summarize a text in order to determine the theme and analyze its development.

Grade Level: 10th, Quarter 1

Score 4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what is taught. For example, the student can: Compare and contrast the analysis of common themes among multiple literary works Evaluate the theme of a literary work and how it still applies to real world experiences

Score 3.5

In addition to the 3.0 performance, in-depth inferences and applications with partial success

Score3.0

The student can: Summarize content completely and concisely Introduce and explain the topic and theme effectively Use specific details/events to support an analysis of the theme’s development throughout the text Explain the importance of the theme and its development clearlyThe student makes no major errors or omissions

Score 2.5

No major errors or omissions regarding 2.0 content and partial knowledge (2 of 4 standards minimum) of the 3.0 content

Score2.0

There are no major errors or omissions regarding the simpler details and processes as the student can: Identify and introduce the text and author to be summarized Include necessary plot details from the beginning, middle and end of the text Determine a theme or central idea of a text Analyze and support development of the theme; however, some examples/details are unclear and/or unnecessary However, the student exhibits major errors or omissions

Score1.5

While mainly exhibiting the Score 1.0 characteristics, the student exhibits some of the Score 2.0 criteria above.

Score

1.0

The student makes many errors and omissions regarding the concepts being taught, and can only demonstrate mastery of the concepts at the 2.0 level with help and guidance.

Score0.5

Even with help, the student does not demonstrate any understanding of or mastery of skills associated with the concepts.

Score 0 There is no evidence of student learning due to absences, non-completion of assignments, or leaving answers blank on assessments.

Grading Scale: 0=0% 0.5=50% 1.0=60% 1.5=65% 2.0=70% 2.25=75% 2.5=80% 2.75=85% 3.0=90% 3.5=95% 4.0=100%

Sample Choice-Based Assessmentwith ChecBric

*See “Let’s Go RAFTing with an Antigone RAFT!” Handout

-Look at the Antigone RAFT – ChecBric (Checklist & Rubric)-another format you can use instead of a proficiency scale

*Student Checklist on one side-student-friendly language

*Teacher Holistic Rubric on one side -same language as proficiency scale

Student Checklist

2.0 = 70%____On my own, I accomplished the following:__I used, highlighted, and identified 1-3 specific types of figurative language in my RAFT, such as: metaphor, extended metaphor, simile, hyperbole, litotes (understatement), oxymoron, or personification

__I attempted to use figurative language to create a specific connotation in readers that is somewhat consistent with the role, audience, format, and topic

__I performed basic processes in my RAFT, such as:

__demonstrating a basic understanding of figurative language

__identifying the types of figurative language that I used

__utilizing the appropriate tone for my chosen RAFT (formal vs. informal)

__I completed the RAFT according to the basic requirements, but I was not very specific and/or I could have used stronger examples of figurative language and/or I could have put forth more effort overall

2.5 = 80%____On my own, I successfully accomplished the four things above, but I was unable to fully meet all four requirements listed below.

3.0 = 90%____On my own, I accomplished the four things above as well as the following:__I successfully used, highlighted, and identified 4-5 specific types of figurative language in my RAFT, such as: metaphor, extended metaphor, simile, hyperbole, litotes (understatement), oxymoron, or personification

__ I clearly demonstrated my understanding of the meaning behind my figurative language by:

__ using it in the appropriate context

__conveying it clearly so that it deepens the reader’s understanding of the character’s point of view (perspective)

__I consistently used specific words and types of figurative language in order to create a particular impact and to convey a specific tone to readers that is consistent with the chosen RAFT

Antigone RAFT – ChecBric (Checklist & Rubric) Figurative Language Check-Point Assessment

Teacher Holistic Rubric

2.0 = 70% The student can:· Use, highlight, and identify 1-3 specific types of

figurative language, such as: metaphor, extended metaphor, simile, hyperbole, litotes (understatement), oxymoron, or personification

· Attempt to use figurative language to create a specific connotation in readers that is somewhat consistent with the role, audience, format, and topic

· Perform basic processes, such as: demonstrating a basic understanding of figurative language, recognizing and identifying types of figurative language, and utilizing the appropriate tone (formal vs. informal) for the chosen RAFT

2.5 = 80% The student can:· Exhibit many Score 2.0 characteristics, but the

student demonstrates partial success at the level 3.0 criteria. For example, the student successfully uses and identifies unique examples of figurative language, but the examples are minimal (1-3).

3.0 = 90% The student can:· Use, highlight, and identify 4-5 specific types of

figurative language in my RAFT, such as: metaphor, extended metaphor, simile, hyperbole, litotes (understatement), oxymoron, or personification

· Clearly demonstrate understanding of the meaning behind my figurative language by using it in the appropriate context and by conveying it clearly so that it deepens the reader’s understanding of the character’s point of view (perspective)

· Consistently use specific words and types of figurative language in order to create a specific impact and to convey a specific tone to readers that is consistent with the chosen RAFT

Figurative Language Check-Point Assessment Score = ________

Transforming Existing Assignments into Skill-based Assessment ToolsOLD PROJECT - Brave New World Final Assessment Rubric

IntroductionYou have been selected to apply to be one of the new World Controllers, but in order to secure the job,

you must:**Design a utopian society that will meet the basic needs of its members while maintaining order

You will need to determine:

the name and motto of your utopian society ____/6

the flag and symbol of your utopian society ____/6

what do with people who rebel ____/3

how information will be distributed ____/3

how you will keep citizens in their proper places ____/3

what occupation your citizens will have ____/3

whether or not (and how) you will control the size of the population ____/3

how you will meet citizens’ basic needs ____/5

(food, clothing, shelter, clean air/water, medical care)

Transforming Existing Assignments into Skill-based Assessment ToolsOLD PROJECT - Brave New World Final Assessment Rubric

The TaskYou will work with a committee of two other people on a proposal to create a utopian society. As a committee, you

must persuade the rest of the committees that your utopia will work so that your ideas will be implemented and you will be selected for the job. You and your committee members will each have a role:

Human Rights Advocate: You will determine human rights, natural laws, morals, and spirituality practices for your society. Your job is to decide what rights and power should be given to whom in your utopia. You must decide what is fair and appropriate for members of your society with regards to human rights. _____/20

Political Scientist: You will determine politics, government, business, and other organized systems for your society.

In doing so, you will especially concentrate on and argue for the most effective form of government system. Your job is to assure that the utopian government is productive, efficient, and stable. _____/20

Economist: You will determine the economic growth and development for your society. Specifically, you will focus on issues of money, distribution of wealth, occupations, and technology. Through the process, you will develop a plan to ensure that your society maintains itself economically forever. Your job is to argue for the economy as a key element of your utopia. _____/20

Overall Presentation/Creativity _____/8 Total: ______/100

(this counts as a test score!)

*Project adapted from: “A Webquest for British Literature and Composition” designed by Dana Huffdhuff at weberschool dot org

Transforming Existing Assignments into Skill-based Assessment ToolsNEW PROJECT – Utopia/Dystopia

*See Handout for revised version

Learning Targets: 1. I can use technology to produce, publish, and update writing that is clear, coherent and appropriate to task, purpose, and audience.

2. I can show my understanding of how language functions in different contexts by using varied transitions and syntax (word order) to create cohesion and by making effective choices for meaning or style.

3. I can use correct grammar, capitalization, punctuation, spelling, and usage when writing.

UTOPIA - any real or imaginary society, place, state, etc. considered to be perfect or ideal; any visionary system of political or social perfection; an ideal place or state

DYSTOPIA – an imaginary place where everything is as bad as it can be; a society characterized by human misery such as poverty, oppression, disease, overcrowding, etc.

Your Task/PurposeDesign a utopian society that exceeds the basic needs of its members in order to maintain

stability and control.OR

Design a dystopian society that denies the basic needs of its members in order to maintain stability and control.

Transforming Existing Assignments into Skill-based Assessment Tools

Part I ~ Name and MottoFor this part of the assignment, you will need to first identify the name of your society as well as the

motto by which the society acts within the constructs of your governmental system. (Hint: you might want to consider some of the other aspects of your society before developing your motto.) After you have decided on your name and motto, you will need to write 8 to 10 sentences that focus on why you chose this name for your Utopia/Dystopia; then, provide a description of the meaning behind your motto and how it relates to the name of your society/the characteristics of your society.

Part II ~ Governmental SystemYou will determine politics, government, business and other organized systems for your society. In doing

so, you will especially concentrate on the most appropriate form of government for your particular society. (Remember to consider some of the different types of government that exist: democracy, monarchy, caste system, oligarchy, dictatorship, or you can try to develop your own.) Write 4 to 6 sentences about what form of government is the ruling power in your Utopia/Dystopia and provide your reasoning behind it.

Part III ~ Flag and SymbolFor this part of the assignment, you will be able to utilize your drawing and crafting skills in order to create

a flag for your society as well as a symbol that represents the ruling power which controls your Utopia/Dystopia; these can be combined on the flag or they can remain separate. After you have finished, please write two sentences, one about the flag and one about the symbol, to explain what they represent. (Hint: Why do they look the way they do?)

Transforming Existing Assignments into Skill-based Assessment Tools

Part IV ~ Technology, Education and OccupationDetermine the time period in which your society exists, and then describe the degree of technological

advancement in your Utopia/Dystopia. (Hint: think about the types of technology that your government would permit.) Write 3 to 4 sentences about the role of technology in your society.

Establish the role of education in your society and the extent to which the government is involved with the education system. Is education required for all citizens? Does the government dictate what is taught? What types of educational opportunities are available to the citizens? Write 3 to 4 sentences about how the education system functions in your Utopia/Dystopia.

Describe the way in which people’s occupations are decided. Do they have a choice or are they placed into an occupation? How do citizens attain the skills necessary to perform their jobs? Write 3 to 4 sentences about the workforce of your Utopia/Dystopia.

Part V ~ Rebellion ControlDecide on the manner in which your society will keep its citizens in check (maintain order) by

identifying the ways that the ruling power will control its citizens. What will happen to people who rebel? Is there a system of punishment? How are people motivated to comply with the government? Is there a reward/benefit? In other words, how will you keep people in their place?

*This part of the assignment will be very different for people creating a Utopia versus a Dystopia. Consider the effects that different elements of control will have over your society and the repercussions that could occur if you mismanage your society. Write 8 to 10 sentences about how your society will be controlled/maintained and the possible outcomes of this type of control.

Transforming Existing Assignments into Skill-based Assessment Tools

Part VI ~ Human Rights and SpiritualityDetermine the human rights that exist in your society. Decide on the general freedoms, if any, that are

permitted to the citizens. In other words, how liberal or oppressive is your society? Describe the spirituality practices of your society. Do citizens have the freedom to choose religions, is there a specific religion or set of religions that are permitted, or is spirituality forbidden altogether in your society? Write 6 to 8 sentences about the human rights and spirituality practices in your Utopia/Dystopia.

Utopia-Dystopia Project: Part VII - Flash FictionFlash fiction often contains the classic story elements: protagonist, conflict, obstacles or complications,

and resolution. However, unlike a traditional short story, the limited word length often forces some of these elements to remain unwritten - that is, hinted at or implied in the written storyline. Different readers thus may have different interpretations.

**Flash fiction typically ranges from 300-1000 words; however, for the purposes of this class, your piece of flash fiction needs to be 500-1500 words in length total. No more, no less.

Your Assignment: Write a piece of flash fiction (in 500-1500 words) that takes place in the Utopia or Dystopia that you have created. *Although you are limited in your number of words, you are not limited in your creativity and the extent to which you create a loose storyline. Remember, you can hint at or imply things that you don’t actually write in your story.

-Your flash fiction must have a title and it must take place in the Utopia or Dystopia you have created.

*SEE UTOPIA-DYSTOPIA PROJECT: CHECKLIST AND PROFICIENCY SCALE HANDOUT

-This is a hybridized rubric: a traditional rubric combined with a checklist and a proficiency scale

QUESTION &

ANSWER SESSION

NOW IT’S YOUR TURN!

CREATE AN ACTION PLAN:TRANSFORM AN EXISTING

ASSIGNMENT INTO A SKILL-BASED ASSESSMENT TOOL

*Complete the bottom portion of your handout and have your ‘action plan’ ready to share with

your department for the next PD session

“Living Up to the Standard”

Richwoods High SchoolSchool Improvement Professional

Development Day In-service

2014

Presented by: Rachel [email protected]