Standards Based Instruction, Assessment & Progress Book

1. Standards Based Instruction, Assessment & Progress Book “Putting All The Pieces Together” to incorporate standards based instruction into everyday teaching, student learning and assessment Kathy Collins, Wendy Sadd, Adrienne Brady & Kim Tanski August 22, 2013 & August, 29, 2013

2. How do you feel? Excited Panicked Unprepared Stressed Overwhelmed Sleepless Energetic Exhausted Disorganized Confused Frustrated Having fun Thank you, ma’am. May I have another?

3. Goals for this Green Book • Understand the OTES Process and SGM and how it affects you • Complete a lesson study • Learn the basics of Mastery Connect • Learn to set up Progress Book and GradingUnderstandBrunswick’s Standards-Based Initiative • how Progress Book is used to track learning for Standards Based Grading and Reporting

4. Pre- and Post Concept Check

5. Teacher Evaluation

6. Student Growth Measures

7. Student Learning Objectives

8. Mastery Connect

9. StretchBreak

10. SUB FOLDERS & LESSON PLANS

11. Substitute Folders

12. Resident EducatorLesson Study2013

13. MAX TEACHING STRATEGY Focused Free Write

14. What are the benefits to writing detailed and coherent lesson plans?

15. OBJECTIVES VS. ACTIVITIES Column A • Summarize informational text • Analyze the causes of the American Revolution • Solve three step Polynomial equations • Identify dependent and independent variables within an experiment Column B • Read Chapter 2 • Keep notes in a journal • Complete worksheet 3.4 • Work in small groups to complete an experiment

16. Lesson Study Oregon Trail PE Lesson Geography Lesson Math Lesson

17. PE Lesson • Wendy Sadd • PE Grade 2 • 8-23-13 • Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Learning Objective: The students will be able to kick a ball both while it is rolling and in a stationary position • Procedure: Practice kicking the ball in a variety of situations • Assessment: Participation

18. Lesson Study Oregon Trail PE Lesson Geography Lesson Math Lesson

19. MAX TEACHING STRATEGY Focused Free Write & Self Re-Flection

20. Pre- and Post Concept Check

21. House Keeping Items • Resident Educator Program • 1st Observation • Tech Issues/Assist • IEPs and access

22. Next Week • Laptops • Paper Grades • Bring an assessment that you have already used or plan to use in the near future • 2 Lesson Plans – This week and next week for a comparative studty • Questions and thoughts

23. 2012-2015

24. Comparative Lesson Self-reflection Review Lesson Study from last week Lesson Comparison Document Feedback From PAR Consultant Re-write one lesson you have taught

25. OBJECTIVES VS. ACTIVITIES Column A • Summarize informational text • Analyze the causes of the American Revolution • Solve three step Polynomial equations • Identify dependent and independent variables within an experiment Column B • Read Chapter 2 • Keep notes in a journal • Complete worksheet 3.4 • Work in small groups to complete an experiment

27. Comparative Lesson Self-reflection Review Lesson Study from last week Lesson Comparison Document Feedback From PAR Consultant Re-write one lesson you have taught

28. Lesson Plan Template

29. Stretch it out

30. Brunswick City Schools THE NEW Standards Based Curriculum and Instruction

31. What Does a Grade Mean????

32. A “C” Might . . . Compared students to . . . • The average of the class • An “average” student • Personal progress • A developmental continuum • Our perceptions of ability • Effort • An academic standard

33. Grading and Reporting • Teachers develop grading/reporting practices that mirror their experiences • Rarely Training • Grading in the past was often set in place to develop a “rank order” • Did letter grades reflect an accurate measurement of mastery or effort and compliance?

34. Curriculum-Based (Old School) Standards-Based (New School) What must students learn? Teachers’ teaching Focus Students’ learning Broad, inclusive Priorities determined locally Content Standards Benchmarks (Grade-level Indicators) Organized around textbook content and local priorities Goal: “cover the curriculum” Instruction Organized and paced around grade-level indicators Goal: master standards for content & performance Content & level of difficulty determined at classroom level Success measured by report card grades Assessment Content & level of difficulty determined by standards Full range of Bloom’s required Include selected & constructed response items(MC-SA-ER)  Occurs before, during, and after instruction To help student pass class criteria Intervention To help student master standards

35. Your Goal after this GreenBook… Model Standards Based Instruction in lesson planning & classroom instruction Track student learning using Standards Based Assessment Build connections between SBI and reporting practices

36. Planinstruction around content and performance standards using both long and short-range planning techniques. Backwards design 2.Instruct so that all students master grade level standards at the required level of difficulty. Instruction has two parts: Teaching & Assessment Monitor/Assessstudents’ progress toward mastery of the standards through formative assessments. Coaching 4.Intervene prior to summative assessment through classroom-based activities and coordination with special services. Four Strategies for SB Teaching

37. Brunswick City Schools 3 Essential Questions What must students learn? How will we know they’ve learned? What will we do when students don’t learn?

38. A Plan for Assessment • What must students learn? • How will we know what they have learned? • What will we do when they do not learn?

39. It's About Quality • A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: • Know what high quality work looks like (exemplars) • Be able to objectively compare their work to the • standard (Rubrics) • Have a store of tactics to make work better based on • their observations (Strategies/Goals) • --Royce Sadler, 1989

40. Please go to the ODE Website and access the Common Core Standards that pertain to your subject

41. Clear, Student-Friendly Learning Targets • Improves learning • Reduces “check-it-off mentality” • Increases motivation

42. How to write clear, student-friendly learning targets Make it Clear • Identify what must students KNOW? (nouns & noun phrases) • Identify what must students be able to DO? (verbs) Make it Student-Friendly • Begin with a simple phrase like, “I am able to …” • Eliminate unnecessary words and replace uncommon words with age-appropriate vocabulary • If needed - Add an example of what it looks like. "This means I can ...“ 

43. A Plan for Assessment • What must students learn? • How will we know what they have learned? • What will we do when they do not learn?

44. 3 Essential Questions • What must students learn? • How will we know they’ve learned? • What evidence will we accept that students have learned this target? • What does successful performance look like? • Which students are successfully learning which standards? • What do we do when students don’t learn?

45. Plan to Assess Standards

46. FormativeSummative

47. CRUCIAL DISTINCTION Assessment OF Learning:How much have students learned as of a particular point in time? Assessment FOR Learning:How can we use this assessment information to help students learn more?

48. Assessment Continuum Pre-assessment + Evaluation Formative + Evaluation Summative + Evaluation Determination of students’ current levels of readiness in order to appropriately plan instruction Accumulation of information about students’ progress in order to make instructional decisions Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been met Evaluation – The judgment of students’ present understanding.

49. Plan for Summative Assessments

50. Two Key Assessment Purposes