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Activity 1: Current vs. Common Core-Aligned Assessment Items

Activity 1: Current vs. Common Core-Aligned Assessment Items. English Language Arts and Mathematics. Guiding Questions. How will the Common Core-aligned state ELA and Math tests in 2012-13 differ from current state tests?

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Activity 1: Current vs. Common Core-Aligned Assessment Items

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  1. Activity 1: Current vs. Common Core-Aligned Assessment Items English Language Arts and Mathematics

  2. Guiding Questions • How will the Common Core-aligned state ELA and Math tests in 2012-13 differ from current state tests? • What would our students need to know and be able to do to respond to these kinds of tasks and assessments? • Given the change in assessments and the demands of the Common Core, how might instruction need to shift to ensure students are prepared?

  3. Do Now 5 minutes • Read: “Upcoming Changes to New York State Tests” • Review: ELA & Math “Instructional Shifts”

  4. Compare Compare: • Determine the differences between Current and Common Core-aligned Assessment Items • Discuss the Implications for Shifting Instruction

  5. Task: In table halves… 25 minutes Table halves will focus on either Elementary or Middle School For ELA… (approx. 12mins) For Math… (approx. 12 mins) Refer to the instructional shifts for mathematics, focusing on shifts 3, 4, and 5 (fluency, deep understanding, and application) Explore each test item, noting the extent to which they reflect shifts 3, 4, and 5 For math, what do we notice about the math problems in each set of test items? What tells us that the new items are more reflective of the instructional shifts? Complete one side of the graphic organizer • Refer to the instructional shifts for ELA/literacy, focusing on shifts 4 and 5 (text-based answers and writing from sources) • Explore all texts and tasks for each test item, noting the extent to which they reflect shifts 4 and 5 • For ELA, what do we notice about the reading passage and writing tasks in each set of test items? • What tells us that the new items are more reflective of the instructional shifts? • Complete one side of the graphic organizer

  6. Group Share Out Step up to the microphone!

  7. Implications for Assessments

  8. Activity 3: RTI

  9. about Response to Intervention? What does RtI mean for: • Students? • Teachers? • Administrators? • Parents? • IEP/SSB Teams? Elbow Chat: With the person sitting next to you, have a one minute discussion about the question to the left.

  10. What is Response to Intervention? • A process of implementing high-quality, scientifically-validated instructional practices • Based on assessment of learner needs, monitoring students’ progress, and adjusting the intensity and nature of interventions based on the student’s responsiveness • Designed to support CCLS by early intervention and instructional supports by Universal Screening and Progress Monitoring Adapted from W. Bender, C Shores, Response to Intervention: A Practical Guide for Every Teacher, Corwin Press, 2007

  11. New York State Education Department Effective on and after July 1, 2012, a school district must have a Response to Intervention (RtI) process in place as it may no longer use the severe discrepancy between achievement and intellectual ability to determine that a student in kindergarten through grade four has a learning disability in the area of reading.

  12. Response to Intervention

  13. Why RtI? • prevent unnecessary referrals to special education • distinguish between reading problems and learning disabilities • close achievement gaps for all students by preventing smaller learning problems from becoming insurmountable gaps

  14. Video Viewing Sorry, no popcorn…

  15. Table Talk • How could Elaine benefit from RtI? • Is her problem insurmountable? • Does she know she can’t dance? • Do you think anyone intervened? • Did Seinfeld allow her to fail?

  16. Identify Your “Elaine” • Take one index card. • Write the first name of a student you have worked with in the past who needed additional support (like Elaine) in reading, mathematics, or behavior. • Indicate the following: • Area of concern (reading, math, or behavior) • What assessments have you used to determine this student’s needs? • What interventions (curriculum) have been designed to address those needs? • How was progress measured? • What next steps addressed this student’s needs? Turn and Talk with a partner about your student if you feel comfortable.

  17. Who benefits from RtI? ALL STUDENTS students in general education classes students at risk students with disabilities English language learners

  18. The RtI ProcessWhat and Why? • To determine if low achievement of some students may be caused by lack of appropriate instruction. • To increase the capacity of schools to educate all students and increase student achievement. • To match all programs and resources, including personnel, to the instructional needs of all students.

  19. RtI Process

  20. Planning:What does Part Onelook like for your school? Use the RtI Overview (p.1), Appendix G (p.30), and Appendix H (p.31) to help you complete the chart with your team.

  21. Possible Plans – Screening and Progress Monitoring • Create a building-level team to facilitate the implementation of universal screening and progress monitoring. • Select a set of efficient screening measures that identify children at risk for poor reading outcomes with reasonable degrees of accuracy. • Use benchmarks or growth rates to identify children at low, moderate, or high risk for developing reading difficulties.

  22. Planning:What does Part Two (Tier 1)look like for your school? Use the Tier 1 Core Elements (p.13) to help you complete the chart with your team.

  23. Exit 1 Effective Tier I Instruction INCLUDING UDL

  24. Effective Instruction & Supports • Core Reading and Math Programs that address: • Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension (90 minute block) • Problem Solving, Arithmetic Skill, Fluency, Conceptual Knowledge/Number Sense, Reasoning • Research-validated for the population of learners it is trying to meet • The core reading program meets the needs of at least 80% of ALL students in the general education program as demonstrated by benchmark assessments • Aligned to the CCLS • Instruction is explicit, systematic, and research-based • Fidelity of core instruction is established and routinely implemented • Appropriate behavioral supports • General education teachers differentiate reading instruction based on the abilities and needs of all students in the core program

  25. Possible Plans – Tier 1 • Provide training for teachers on how to collect and interpret student data on reading efficiently and reliably. • Develop data-driven decision rules for providing differentiated instruction to students at varied reading proficiency levels for part of the day. • Differentiate instruction – including varying time, content, and degree of support and scaffolding – based on students’ assessed skills

  26. Planning:What does Part Two (Tier 2)look like for your school? Use the Tier 2 Core Elements (p.14) and Tier 2 Resource to help you complete the chart with your team.

  27. Possible Plans – Tier 2 • Use a curriculum that addresses the components of reading instruction (comprehension, fluency, phonemic awareness, phonics, and vocabulary) and relates to students’ needs and developmental levels. • Implement this program three to five times a week, for approximately 20-40 minutes. • Build skills gradually and provide a high level of teacher-student interaction with opportunities for practice and feedback.

  28. Possible Plans – Tiers 2 and 3 • Monitor progress of Tier 2 students on a regular basis using grade appropriate measures. Progress monitoring should occur at least eight times during the school year. • While providing Tier 2 instruction, use progress monitoring data to identify students needing additional instruction. • Consider using progress monitoring data to regroup Tier 2 students approximately every six weeks.

  29. Planning:What does Part Three (Tier 3)look like for your school? Use the Tier 3 Core Elements (p.14) to help you complete the chart with your team.

  30. Possible Plans – Tier 3 • Implement concentrated instruction that is focused on a small but targeted set of reading skills. • Adjust the overall lesson pace. • Schedule multiple and extended instructional sessions daily. • Include opportunities for extensive practice and high quality feedback with one-on-one instruction. • Plan and individualize Tier 3 instruction using input from a school-based RtI team. • Ensure that Tier 3 students master a reading skill or strategy before moving on.

  31. Assessments within a RtI Framework

  32. Family Participation • Families of all students must be notified of school-wide screening results • Families of students who receiving Tier 1 and Tier 2 intervention must receive written notification See Appendix J and K for information and samples.

  33. Resources • www.interventioncentral.org • www.rtinetwork.org • www.nysrti.org • www.rti4success.org • www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm • www.nysed.gov • www.cast.org • www.studentprogress.org/families.asp • http://dww.ed.gov/media/DDI/RIR/TopicLevel/index.htm • PRIM • Response to Intervention by Brown-Chidsey and Steege • RTI Guide: Making it Work Strategies=Solutions by Russo, Tiegerman, and Radziewicz

  34. about RtI? What does RtI mean for: • Students? • Teachers? • Administrators? • Parents? Activity : Take the colored marker at your table. With your group, go to one of the charts and write what you now know Response to Intervention means for that group. Then travel around the “carousel” to add to all the charts.

  35. Clicker Questions

  36. Describe the first thought in your head when you woke up this morning and remembered you were coming to this workshop. • 1. OMG! • 2. yawn • 3. interesting • 4. should be fun • 5. unbridled passion

  37. How would you rate your understanding of the CIE as it pertains to TEACHER EFFECTIVENESS? 1. None 2. Little 3. Average 4. Strong 5. Thorough

  38. How would you rate your understanding of the CIE as it pertains to COMMON CORE ALIGNED UNITS? 1. None 2. Little 3. Average 4. Strong 5. Thorough

  39. How would you rate your understanding of the CIE as it pertains to NYCDOE INSTRUCTIONAL SHIFTS? 1. None 2. Little 3. Average 4. Strong 5. Thorough

  40. How would you rate your understanding of the CIE as it pertains to the REORGANIZING & REFINING OF ELA CURRICULUM AND MATH SCOPE & SEQUENCE? 1. None 2. Little 3. Average 4. Strong 5. Thorough

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