Is it formative Assessment or not?
http://www.learningpt.org/rel/archive/Stepping%20Stones.pdf
Tuesday, December 18, 2012
Monday, December 17, 2012
5 Formative Assessments for Any Classroom!
Formative Assessment is also known as Assessment for Learning and Short Cycle Assessment. According to Dylan Wiliam, these types of assessments are the most effective way to increase learning and achievement. This type of assessment gives the teacher necessary information about the level of understanding students possess during the lesson or unit. Both students and teachers benefit because they find out where the problems are before the final assessment!
If you are interested in assessments that really impact learning...give yourself (and maybe your principal) a present--a copy of Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, Douglas Reeves, editor.
-One sentence summaries: “Everyone grab a marker and write a one sentence summary of what we have just read.” Two minutes later have students hold paper up over their head so everyone can see. The teacher gets a quick view of level of understanding and all students see the main point restated in a variety of ways. Possible idea: invest in a couple of rolls of cash register tape--you can snip it off easily for students to use for sentences. # 1 Factors are the numbers we multiply to get another number.
# 2 Two minute summary: a one or two minute quick write Write all you can remember about photosynthesis Make a list of every Spanish word you know List the parts of a science lab report Create 5 algebraic expressions The above examples are all recall. Use verbs like diagram, organize, compare, contrast, categorize, prioritize, rate, or select to craft 2 minute summaries that require a higher level of thinking: Categorize these 8 animals as vertebrates or invertebrates. List all the ways fractions and decimals are similar.
# 3 Exit Slip, Ticket Out the Door, or Passport: Last five minutes of class, ask students to summarize the learning for the day. Examples: a) 3-2-1 Write - 3 facts about Thomas Jefferson - 2 controversies between the Federalists and Democratic - Republicans -1 similarity between this era and our own b) Solve this problem Reverse the process and call them Entrance Slips--start the class with them.
# 4 Hinge Questions (Dylan Wiliam) They are used halfway way through lesson. Students need to be able to answer them within 2 minutes. Hinge Questions focus on important concepts and require an answer that demonstrates understanding, not just recall. Teachers should be able to process the student answers within 30 seconds. 2 Ways to Incorporate Hinge Questions ABCD cards: (Dylan Wiliam): each student has a packet of ABCD cards. The teacher puts a problem or hinge question on the overhead/LCD projector with four possible responses--A, B, C, or D. Students hold up their card(s) to share their response. Needless to say, this strategy provides a wonderful opportunity for the teacher to further check for understanding or misconceptions by asking students to explain why they chose a particular answer. A B C D Mini-white boards: each student has a mini-white board to use for a response. The teacher asks a hinge question, students respond on their white boards and hold up their answers while the teacher visually sweeps the room checking answers.
# 5 Traffic light (Dylan Wiliam): Students receive red, yellow, and green dots. When they peer edit or assess, they use the green dots to indicate which parts of the piece are meeting the standards described in the rubric, yellow dots to show which parts are close but still need some work, and red ones to mark those sections which areas do not meet standards. Students also jot down or share suggestions for improvement. The teacher can also use this system. Students receive feedback so they know what next steps to take before the final grading process occurs.
Bonus! Small group brain drain: If the class is sitting in table groups, have chart paper and markers at each table. After a reading or reading/ discussion, ask each group to list everything they can recall and underline the three most important ideas or facts. Remember to ask them to reflect on WHY they think something is important! Jill Spencer Learning Capacity Unlimited spencerj51@yahoo.com
http://www.youtube.com/watch?v=a9fLcU0hiPY&safety_mode=true&persist_safety_mode=1&safe=active
If you are interested in assessments that really impact learning...give yourself (and maybe your principal) a present--a copy of Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, Douglas Reeves, editor.
-One sentence summaries: “Everyone grab a marker and write a one sentence summary of what we have just read.” Two minutes later have students hold paper up over their head so everyone can see. The teacher gets a quick view of level of understanding and all students see the main point restated in a variety of ways. Possible idea: invest in a couple of rolls of cash register tape--you can snip it off easily for students to use for sentences. # 1 Factors are the numbers we multiply to get another number.
# 2 Two minute summary: a one or two minute quick write Write all you can remember about photosynthesis Make a list of every Spanish word you know List the parts of a science lab report Create 5 algebraic expressions The above examples are all recall. Use verbs like diagram, organize, compare, contrast, categorize, prioritize, rate, or select to craft 2 minute summaries that require a higher level of thinking: Categorize these 8 animals as vertebrates or invertebrates. List all the ways fractions and decimals are similar.
# 3 Exit Slip, Ticket Out the Door, or Passport: Last five minutes of class, ask students to summarize the learning for the day. Examples: a) 3-2-1 Write - 3 facts about Thomas Jefferson - 2 controversies between the Federalists and Democratic - Republicans -1 similarity between this era and our own b) Solve this problem Reverse the process and call them Entrance Slips--start the class with them.
# 4 Hinge Questions (Dylan Wiliam) They are used halfway way through lesson. Students need to be able to answer them within 2 minutes. Hinge Questions focus on important concepts and require an answer that demonstrates understanding, not just recall. Teachers should be able to process the student answers within 30 seconds. 2 Ways to Incorporate Hinge Questions ABCD cards: (Dylan Wiliam): each student has a packet of ABCD cards. The teacher puts a problem or hinge question on the overhead/LCD projector with four possible responses--A, B, C, or D. Students hold up their card(s) to share their response. Needless to say, this strategy provides a wonderful opportunity for the teacher to further check for understanding or misconceptions by asking students to explain why they chose a particular answer. A B C D Mini-white boards: each student has a mini-white board to use for a response. The teacher asks a hinge question, students respond on their white boards and hold up their answers while the teacher visually sweeps the room checking answers.
# 5 Traffic light (Dylan Wiliam): Students receive red, yellow, and green dots. When they peer edit or assess, they use the green dots to indicate which parts of the piece are meeting the standards described in the rubric, yellow dots to show which parts are close but still need some work, and red ones to mark those sections which areas do not meet standards. Students also jot down or share suggestions for improvement. The teacher can also use this system. Students receive feedback so they know what next steps to take before the final grading process occurs.
Bonus! Small group brain drain: If the class is sitting in table groups, have chart paper and markers at each table. After a reading or reading/ discussion, ask each group to list everything they can recall and underline the three most important ideas or facts. Remember to ask them to reflect on WHY they think something is important! Jill Spencer Learning Capacity Unlimited spencerj51@yahoo.com
http://www.youtube.com/watch?v=a9fLcU0hiPY&safety_mode=true&persist_safety_mode=1&safe=active
Tuesday, December 11, 2012
Teacher Evaluation
http://www.youtube.com/watch?v=KAtTDAttwHk&safety_mode=true&persist_safety_mode=1&safe=active
Some of the info in this video was updated according to info at December SAS Conference
Some of the info in this video was updated according to info at December SAS Conference
SAS®PVAAS
What should educators know about PVAAS student probabilities? The PVAAS probabilities for reaching future academic milestones are based on all prior achievement data for each student and the school the student is most likely to attend for that projected grade. For teachers, the projections for the current year offer a basis for differentiated instruction, for identifying students needing an academic intervention or to determine a student’s readiness for advanced coursework. A student with a very low probability is unlikely to reach proficiency without additional supports. A student with a higher probability will likely meet or exceed the proficiency cut on the upcoming assessment if the educational characteristics that created the success continue for that student. As educators learn how to use and interpret the probabilities, they often ask a fair question, "Just how good are those probabilities?"
Thursday, December 6, 2012
Project Based Assessments
-To be eligible for PBA you must have :
-attempted Keystone at least TWICE and had taken the course
-met attendance requirements
-must have participated in at least two years of supplementary instruction and made at least two attempts at proficiency on the Keystone
-attempted Keystone at least TWICE and had taken the course
-met attendance requirements
-must have participated in at least two years of supplementary instruction and made at least two attempts at proficiency on the Keystone
The Pennsylvania Department of Education (PDE) has recently released a list of Frequently Asked Questions (FAQ) concerning the use of project-based assessments that are part of the new graduation requirements under the Chapter 4 regulations. Students who do not score proficient or above on a Keystone Exam module after two attempts may choose to complete a project-based assessment for that module. Points earned through satisfactory performance on one or more project modules related to the Keystone Exam module or modules on which the student did not pass will be added to the student’s highest Keystone Exam score. The FAQ includes information for districts regarding the development and implementation of the projects, scoring, projects for IEP and ESL students and more. The information is posted on its SAS section of its web site (www.pdesas.org).
Embedded Formative Assessment
Seven Strategies of Assessment
for Learning
The seven strategies fulfill Sadler’s three conditions, phrased as questions from
the student’s point of view:
Where am I going?; Where am I now?; and How
can I close the gap?
As you read through these strategies, note that many are
not new—they reflect practices that have been around for years (Figure 1.4).
What may be new is their
intentional use, focusing on the student as the most
influential decision maker in your classroom.
Where Am I Going?
Strategy 1: Provide students with a clear and understandable vision of the
learning target.
Motivation and achievement both increase when instruction is guided by clearly
defined targets. Activities that help students answer the question, “What’s the
learning?” set the stage for all further formative assessment actions.
12
Seven Strategies
of Assessment for Learning
Figure 1.4
Seven Strategies of Assessment
for Learning
Source:
Adapted with permission from R. J. Stiggins, J. A. Arter, J. Chappuis, and S. Chappuis, Classroom
Assessment
for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute,
2004), p. 42.
Where Am I Going?
Strategy 1: Provide students with a clear and understandable vision of the learning target.
Strategy 2: Use examples and models of strong and weak work.
Where Am I Now?
Strategy 3: Offer regular descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
How Can I Close the Gap?
Strategy 5: Design lessons to focus on one learning target or aspect of quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection, and let them keep track of and share their
learning.
Strategy 2: Use examples and models of strong and weak work.
Carefully chosen examples of the range of quality can create and refine students’
understanding of the learning goal by helping students answer the questions,
“What defines quality work?” and “What are some problems to avoid?”
Where Am I Now?
Strategy 3: Offer regular descriptive feedback.
Effective feedback shows students where they are on their path to attaining
the intended learning. It answers for students the questions, “What are my
strengths?”; “What do I need to work on?”; and “Where did I go wrong and what
can I do about it?”
CHAPTER 1:
Formative Assessment and Assessment for Learning
13
Strategy 4: Teach students to self-assess and set goals.
The information provided in effective feedback models the kind of evaluative
thinking we want students to be able to do themselves. Strategy 4 teaches
students to identify their strengths and weaknesses and to set goals for further
learning. It helps them answer the questions, “What am I good at?”; “What do I
need to work on?”; and “What should I do next?”
How Can I Close the Gap?
Strategy 5: Design lessons to focus on one learning target or aspect of
quality at a time.
When assessment information identifies a need, we can adjust instruction to
target that need. In this strategy, we scaffold learning by narrowing the focus of
a lesson to help students master a specific learning goal or to address specific
misconceptions or problems.
Strategy 6: Teach students focused revision.
This is a companion to Strategy 5—when a concept, skill, or competence
proves difficult for students, we can let them practice it in smaller segments,
and give them feedback on just the aspects they are practicing. This strategy
allows students to revise their initial work with a focus on a manageable number
of learning targets or aspects of quality.
Strategy 7: Engage students in self-reflection, and let them keep track of
and share their learning.
Long-term retention and motivation increase when students track, reflect on,
and communicate about their learning. In this strategy, students look back on
their journey, reflecting on their learning and sharing their achievement with
others.
The seven strategies are not a recipe to be followed step by step, although
they do build on one another. Rather, they are a collection of actions that will
strengthen students’ sense of self-efficacy (belief that effort will lead to improvement),
their motivation to try, and ultimately, their achievement. They
represent a use of assessment information that differs from the traditional
practice of associating
practices will not result in more grades in the gradebook. Rather, they
ask us to think more broadly about what assessment is and what it is capable of
accomplishing.
Common Core
December 2012/January 2013 | Volume 70 | Number 4
Common Core: Now What? Pages 24-27
Common Core: Now What? Pages 24-27
Making the Shifts
Here we are at the end of 2012. Who would have thought just three years ago that education would be in the position that it is in today—that 46 states, three U.S. territories, and the District of Columbia would have voluntarily agreed to share a set of standards for English language arts and literacy and mathematics? One would be hard-pressed to identify another initiative that has a greater potential to affect the teaching and learning that take place in so many classrooms across the United States. That being said, the widespread adoption of the Common Core State Standards has, to date, done little to change education. The adoption process itself was only the opening of the door.
So, here we are as U.S. educators, 46 states, thousands of districts, and millions of teachers, all with the task of implementing these standards. Over the last two years, I have talked with thousands of educators about the standards, and I have realized that one of the biggest risks we currently face is full-speed implementation without an understanding of the changes that the standards require. When a new reform initiative comes around, our instinct as teachers and education leaders is often to buy new tools to support the work. But in a time when the market is offering an enormous range of materials, educators need a secure understanding of the standards so that we can choose our resources wisely.
So, here we are as U.S. educators, 46 states, thousands of districts, and millions of teachers, all with the task of implementing these standards. Over the last two years, I have talked with thousands of educators about the standards, and I have realized that one of the biggest risks we currently face is full-speed implementation without an understanding of the changes that the standards require. When a new reform initiative comes around, our instinct as teachers and education leaders is often to buy new tools to support the work. But in a time when the market is offering an enormous range of materials, educators need a secure understanding of the standards so that we can choose our resources wisely.
As we put the standards into practice, it is important to focus on a few shifts that have the most significant effect on students. These shifts should guide all aspects of implementing the standards—including professional development, assessment design, and curriculum. When educators attend to three core shifts in English language arts and literacy as well as in mathematics, the expectations for teaching and learning will be clear, consistent, and tightly aligned to the goals of the standards.
In today's classrooms, however, a great amount of time and energy has been invested over the years in creating extended literacy blocks that often crowd out time for learning social studies and science. During these blocks, students overwhelmingly read stories; on average, fewer than 10 percent of elementary English language arts texts are nonfiction (Duke, 2004).
The shift to building knowledge from content-rich nonfiction does not mean disregarding literature. Literature plays an essential role in building students' reading skills and developing their love of reading. The standards celebrate the role literature plays in building knowledge and creativity in students. As teachers implement the standards, our students will need to read rich literature as well as content-rich nonfiction in elementary school.
In later grades, history, social studies, and science teachers will equip students with the skills needed to read and gain information from content-specific nonfiction texts. In middle school and high school, nonfiction texts are a powerful vehicle for learning content as students build skills in the careful reading of a variety of texts, such as primary documents in a social studies class or descriptions of scientific observations in a science class.
The standards also require narrative writing throughout the grades. Narrative writing enables students to develop a command of sequence and detail that is essential to the argumentative and informative writing emphasized in later grades. The standards' focus on evidence-based writing and speaking to inform and persuade is a significant shift from current typical practice. Today, the most popular forms of writing in K–12 draw from student experience and opinion, which alone will not prepare students for the demands of college and career.
The complexity of a text is determined by a number of factors, including syntax and vocabulary. To understand complex materials, students need support in developing the key academic vocabulary common to those texts (ACT, 2008). These are words that commonly appear across genres and content areas and that are essential for understanding most informational text (for example, ignite, commit, and dedicate). This shift toward complex text requires practice, supported through deliberate close reading.
In high-performing countries, the design principle for mathematics education is a deep focus on a few topics with coherent progressions between topics. Surveys suggest that postsecondary instructors value greater mastery of prerequisites over a shallow exposure to a wide swath of topics that have little obvious relevance to college-level work (Conley, Drummond, de Gonzalez, Rooseboom, & Stout, 2011).
The Common Core State Standards for mathematics incorporate recommendations for greater focus and coherence in mathematics education. Recent research by William Schmidt (see Gewertz, 2012) reveals that states that had prior standards most similar to the Common Core State Standards show significantly better results on the National Assessment of Educational Progress (NAEP).
Implementation of the mathematics standards requires much more than new names for old ways of teaching mathematics. Many well-intending educators are spending a great deal of time doing alignment studies to figure out which grade levels various topics have moved to. Quality implementation means more than shuffling topics around; it requires an understanding of three core shifts.
This shift represents a rare occasion in education, when we talk about what we can stop doing instead of the more typical approach of adding yet one more thing to do. Unless we first create time and space for the priority areas in math, the potential to significantly improve mathematics education will pass us by.
It is crucial to think across grades and examine the progressions in the standards to see how major content develops over time. For example, in 4th grade, students must "apply and extend previous understandings of multiplication to multiply a fraction by a whole number" (Standard 4.NF.4). This extends to 5th grade, when students are expected to build on that skill to "apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction" (Standard 5.NF.4).
At a single grade level, educators can improve focus by tightly linking all topics to the major work of the grade. For example, in grade 3, bar graphs are not just another topic to cover. Rather, the standard about bar graphs asks students to use information presented in bar graphs to solve word problems using the four operations of arithmetic. Instead of allowing bar graphs to detract from the focus on arithmetic, the standards show how bar graphs can support that focus.
Each of these aspects of rigor has advocates. Some people like to stress fluency in computation, without acknowledging the role of conceptual understanding. Some like to stress conceptual understanding, without recognizing that fluency requires dedicated classroom work. Some people like to stress pure mathematics, without acknowledging that application can be highly motivating for students and that mathematical education should make students fit for more than just their next mathematics course. Some people like to stress application, without acknowledging that math doesn't teach itself. The standards do not take sides. Instead, they set high expectations for all three components of rigor.
Conceptual understanding. Once we have a focused set of standards, teachers and students have the time and space to develop solid conceptual understanding. There is less pressure to quickly teach students how to get the answer, which often means relying on tricks or mnemonics instead of understanding the reason an answer is correct or why a particular trick works.
For example, it is not sufficient for students to know they can find equivalent fractions by multiplying the numerator and denominator by the same number. Students also need to know why this procedure works and what the different equivalent forms mean. Attention to conceptual understanding helps students build on prior knowledge and create new knowledge to carry into future grades. It is difficult to build further math proficiency on a set of mnemonics or meaningless procedures.
Procedural skill and fluency. The standards require speed and accuracy in calculation. Teachers structure class time and homework in which students practice core functions, such as single-digit multiplication, so that they are more able to understand and manipulate more complex concepts. Developing procedural skill should not simply be memorization without understanding. It should be the outcome of a carefully planned learning progression.
We can't expect fluency to come naturally; we must address it specifically in the classroom and in our materials. Some students might require more practice than others, and there is no one way to develop speed and accuracy that will work for all students. All students, however, will need to develop a way to get there.
Application. This is the "why we learn math" piece, right? We learn it so we can use it in situations that require mathematical knowledge. There are requirements for application all the way through the grades in the standards. But correctly applying mathematical knowledge depends on solid conceptual knowledge and procedural fluency. If we attempt to get students to start solving real-world problems when they lack that knowledge and fluency, the problem will just become harder.
At the same time, we don't want to save all application for the end of the learning progression. Application can be motivational and interesting, and students at all levels need to connect the mathematics they are learning to the world around them.
The English Language Arts and Literacy Standards
The English language arts and literacy standards include expectations in reading, writing, speaking, and listening that apply in English language arts classes as well as in science, social studies, and technical subjects. If all students are to be ready for college and career by the end of high school, it is not sufficient to solely address literacy skills; we must also consider the texts to which students apply these skills. The standards address lagging literacy performance with three key shifts.1. Building Knowledge Through Content-Rich Nonfiction
Reading content-rich nonfiction in history, social studies, science, and the arts in elementary school is crucial for later reading growth and achievement. Students need to be grounded in information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers. Nonfiction plays an important part in building students' knowledge about content.In today's classrooms, however, a great amount of time and energy has been invested over the years in creating extended literacy blocks that often crowd out time for learning social studies and science. During these blocks, students overwhelmingly read stories; on average, fewer than 10 percent of elementary English language arts texts are nonfiction (Duke, 2004).
The shift to building knowledge from content-rich nonfiction does not mean disregarding literature. Literature plays an essential role in building students' reading skills and developing their love of reading. The standards celebrate the role literature plays in building knowledge and creativity in students. As teachers implement the standards, our students will need to read rich literature as well as content-rich nonfiction in elementary school.
In later grades, history, social studies, and science teachers will equip students with the skills needed to read and gain information from content-specific nonfiction texts. In middle school and high school, nonfiction texts are a powerful vehicle for learning content as students build skills in the careful reading of a variety of texts, such as primary documents in a social studies class or descriptions of scientific observations in a science class.
2. Reading and Writing Grounded in Evidence
The Common Core State Standards emphasize using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students to respond to questions they can answer solely from prior knowledge or experience, the standards prioritize questions that require students to read texts with care. Quality text-based questions, unlike low-level "search and find" questions, require close reading and deep understanding of the text.The standards also require narrative writing throughout the grades. Narrative writing enables students to develop a command of sequence and detail that is essential to the argumentative and informative writing emphasized in later grades. The standards' focus on evidence-based writing and speaking to inform and persuade is a significant shift from current typical practice. Today, the most popular forms of writing in K–12 draw from student experience and opinion, which alone will not prepare students for the demands of college and career.
3. Regular Practice with Complex Texts and Academic Language
The standards focus on text complexity because the ability to comprehend complex texts is the most significant factor differentiating college-ready from non-college-ready readers. To prepare students for college and career, the standards include a staircase of increasing complexity in assigned texts.The complexity of a text is determined by a number of factors, including syntax and vocabulary. To understand complex materials, students need support in developing the key academic vocabulary common to those texts (ACT, 2008). These are words that commonly appear across genres and content areas and that are essential for understanding most informational text (for example, ignite, commit, and dedicate). This shift toward complex text requires practice, supported through deliberate close reading.
The Mathematics Standards
For years, reports about the declining U.S. performance in mathematics on international assessments have called for greater focus in mathematics education. The Trends in International Math and Science Study (TIMSS) and other international studies have concluded that mathematics education in the United States is "a mile wide and an inch deep" (Schmidt, McKnight, & Raizen, 1997). The United States has a coverage mentality in which students are exposed to a broad array of topics but rarely study a concept in depth.In high-performing countries, the design principle for mathematics education is a deep focus on a few topics with coherent progressions between topics. Surveys suggest that postsecondary instructors value greater mastery of prerequisites over a shallow exposure to a wide swath of topics that have little obvious relevance to college-level work (Conley, Drummond, de Gonzalez, Rooseboom, & Stout, 2011).
The Common Core State Standards for mathematics incorporate recommendations for greater focus and coherence in mathematics education. Recent research by William Schmidt (see Gewertz, 2012) reveals that states that had prior standards most similar to the Common Core State Standards show significantly better results on the National Assessment of Educational Progress (NAEP).
Implementation of the mathematics standards requires much more than new names for old ways of teaching mathematics. Many well-intending educators are spending a great deal of time doing alignment studies to figure out which grade levels various topics have moved to. Quality implementation means more than shuffling topics around; it requires an understanding of three core shifts.
1. Greater Focus on Fewer Topics
Under the standards, instruction will need to go from a mile wide and an inch deep to much less wide and much more deep. Educators must significantly narrow the scope of content in each grade and deepen the time and energy spent on the following major topics:- In grades K–2, concepts, skills, and problem solving related to addition and subtraction.
- In grades 3–5, concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions.
- In grade 6, ratios and proportional relationships and early algebraic expressions and equations.
- In grade 7, ratios and proportional relationships and arithmetic of rational numbers.
- In grade 8, linear algebra.
This shift represents a rare occasion in education, when we talk about what we can stop doing instead of the more typical approach of adding yet one more thing to do. Unless we first create time and space for the priority areas in math, the potential to significantly improve mathematics education will pass us by.
2. Linking Topics and Thinking Across Grades
Mathematics is not a list of disconnected topics, tricks, or mnemonics; it is a coherent body of study made up of interconnected topics. The most important connections in the standards are vertical: The links from one grade to the next enable students to progress in their mathematical education.It is crucial to think across grades and examine the progressions in the standards to see how major content develops over time. For example, in 4th grade, students must "apply and extend previous understandings of multiplication to multiply a fraction by a whole number" (Standard 4.NF.4). This extends to 5th grade, when students are expected to build on that skill to "apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction" (Standard 5.NF.4).
At a single grade level, educators can improve focus by tightly linking all topics to the major work of the grade. For example, in grade 3, bar graphs are not just another topic to cover. Rather, the standard about bar graphs asks students to use information presented in bar graphs to solve word problems using the four operations of arithmetic. Instead of allowing bar graphs to detract from the focus on arithmetic, the standards show how bar graphs can support that focus.
3. Rigorous Pursuit of Conceptual Understanding, Procedural Skill, and Application
Rigor in mathematics is not defined by making math harder or by introducing topics at earlier grades, as is commonly assumed. Rather, rigorous mathematics refers to a deep, authentic command of mathematical concepts. To help students meet the standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and application.Each of these aspects of rigor has advocates. Some people like to stress fluency in computation, without acknowledging the role of conceptual understanding. Some like to stress conceptual understanding, without recognizing that fluency requires dedicated classroom work. Some people like to stress pure mathematics, without acknowledging that application can be highly motivating for students and that mathematical education should make students fit for more than just their next mathematics course. Some people like to stress application, without acknowledging that math doesn't teach itself. The standards do not take sides. Instead, they set high expectations for all three components of rigor.
Conceptual understanding. Once we have a focused set of standards, teachers and students have the time and space to develop solid conceptual understanding. There is less pressure to quickly teach students how to get the answer, which often means relying on tricks or mnemonics instead of understanding the reason an answer is correct or why a particular trick works.
For example, it is not sufficient for students to know they can find equivalent fractions by multiplying the numerator and denominator by the same number. Students also need to know why this procedure works and what the different equivalent forms mean. Attention to conceptual understanding helps students build on prior knowledge and create new knowledge to carry into future grades. It is difficult to build further math proficiency on a set of mnemonics or meaningless procedures.
Procedural skill and fluency. The standards require speed and accuracy in calculation. Teachers structure class time and homework in which students practice core functions, such as single-digit multiplication, so that they are more able to understand and manipulate more complex concepts. Developing procedural skill should not simply be memorization without understanding. It should be the outcome of a carefully planned learning progression.
We can't expect fluency to come naturally; we must address it specifically in the classroom and in our materials. Some students might require more practice than others, and there is no one way to develop speed and accuracy that will work for all students. All students, however, will need to develop a way to get there.
Application. This is the "why we learn math" piece, right? We learn it so we can use it in situations that require mathematical knowledge. There are requirements for application all the way through the grades in the standards. But correctly applying mathematical knowledge depends on solid conceptual knowledge and procedural fluency. If we attempt to get students to start solving real-world problems when they lack that knowledge and fluency, the problem will just become harder.
At the same time, we don't want to save all application for the end of the learning progression. Application can be motivational and interesting, and students at all levels need to connect the mathematics they are learning to the world around them.
Delivering on the Potential
The Common Core State Standards are built on the best of the state standards and learning expectations that preceded them. Unlike many state-level initiatives, however, the standards offer much more than a distribution of topics across the grades. They make it possible for us to deliver on a promise to our children that they will graduate prepared for college and career.The standards cannot be seen as one more thing to put on our agenda. Instead, the standards must be integrated into our daily work in classrooms, schools, districts, and states. The shifts for English language arts and literacy and for mathematics reinforce the idea that a few things done well will have significant positive impact on our students. Let's focus on those few things together.
Reeves on 90-90-90
One of the most widely cited studies on closing the achievement gap is Doug Reeves' "90/90/90 Schools" research, which asserted more than a decade ago (as reported in his book Accountability in Action) that schools can and routinely do get all or nearly all students to meet standard, despite extremely high poverty rates.
Given the growing consensus that poverty plays an undeniable role in the achievement gap—meaning the gap can be closed, but not without addressing poverty a la HCZ—I've been wondering what to make of the 90/90/90 schools. So I decided to do a little digging and see if there has ever really been any such thing.
Reeves defines 90/90/90 schools as those in which:
NOTES:
- More than 90 percent of the students are eligible for free and reduced lunch, a commonly used surrogate for low-income families
- More than 90 percent of the students are from ethnic minorities
- More than 90 percent of the students met or achieved high academic standards, according to independently conducted tests of academic achievement
*Common Core- establish a path to college-career ready and citizenship-ready.
First Shift ELA-
-Emphasis on building deep knowledge through content-rich informational text.
-Informational text has highly technical vocabulary.
-The role of fiction must not be diminished.
-Text exemplars are in Appendix B in the Common Core -- it lists suggested readings.
-Books need to engage and excite students.
Second Shift ELA
-Reading and writing are grounded in evidence from the text.
-Students reading like detectives or investigative reporters.
-Putting a passage "under the microscope"
-Students are expected to "mark-up" text to help indentify importance and make notes, support what they say, and what they write about the text
Third Shift-
-Recognizes what children read will influence who they become
-Regular practice reading on the "staircase of increasing text complexity"
-Students are not on the same step of the staircase
-Early readers need lots of practice with connecting text that focuses on phonics and sight words
-The more complex text may be read to the students
-Struggling readers need more scaffolding
-All students will need a variety of levels of text to meet multiple purposes
-It is critical to focus on academic language and vocabulary when digging into complex texts
-----So, where is the connection to Social Studies?
Increased emphasis on expository text, starting at the elementary level. Also, using evidence in reading and writing of factual information to pull in Common Core.
Keystone Chronological Table
Keystone Exams- from SAS
The Keystone Exams are end-of-course assessments designed to assess proficiency in various subjects. During the 2012-2013 school year the following Keystone Exams will be available: Algebra I, Literature and Biology. In future years, pending funding, additional Keystone Exams will be administered.The Keystone Exams are one component of Pennsylvania’s proposed system of high school graduation requirements. Keystone Exams will help school districts guide students toward meeting state standards.
Please visit the Algebra 1 Resource Page for materials that align with the Keystone Exam, providing instructional content for educators and subject-specific activities that students can use to prepare for the assessment.
FYI-Keystone exams do not have to count as 1/3 grade anymore
-Students can retake Keystone as many times as they wish
-Once proficient there are no retakes
-Once students become seniors they must do the PBA and not retake test
-There is a summer Keystone
-2017 and beyond the proficiency in science and writing will count for AYP
-PBA is strictly an on-line assessment
-PBA must be done in a school-supervised environment.. Hmm....what does that mean for cyber and cyber charter?
Wednesday, December 5, 2012
Common Core Access on SAS
Navigating SAS Portal to find "Common Core State Standards"
Next: Click on Common Core at far right:
Evaluation v. Supervision
FEEDBACK
-Evaluative
-Descriptive
-Effective Descriptive
-Motivational
@ Good Feedback
-Your work has definitely improved
-I like how you completed the assignment
-It is obvious you worked hard on this assignment
-Evaluative
-Descriptive
-Effective Descriptive
-Motivational
@ Good Feedback
-Your work has definitely improved
-I like how you completed the assignment
-It is obvious you worked hard on this assignment
Philly.com (Practice, practice, practice
http://www.philly.com/philly/living/20121202_Never_mind_talent__Practice__practice__practice.html
Karen Rile teaches creative writing at the University of Pennsylvania
Me, I want to be a natural. I want to show up at the first class and discover I have a knack for whatever it is we're going to study - pottery, Japanese calligraphy, racquetball, oil painting, flute. I don't mind work, as long as it comes easily, with guaranteed results. But I'm usually the class dunce, or at least that's what it feels like as I struggle to keep up after the going gets tough. Eventually I quit, loath to spend precious effort on what could be a mediocre outcome.
Sound familiar?
But my four daughters turned out differently. They don't think about talent, because it's beside the point. Like the proverbial tortoise, they make slow and steady strides in disciplines that are difficult for them, eventually surpassing more gifted hares. They weren't born this way. Their approach to learning came about as a lucky accident.
When they were little, I encouraged them to dabble in the usual lineup of Saturday kiddie activities. When the oldest was in kindergarten, she had a whim to play the violin, so I signed her up for lessons at the neighborhood Suzuki school. Some musicians I knew warned me that "no great violinist has ever come from the Suzuki tradition." Fine by me - I wasn't looking to raise a violinist, just a well-rounded kid.
Gradually, inexorably, those violin lessons took over our lives. The younger one wanted to copy everything her big sister did, and soon we had a 2-year-old strutting around with a tiny violin case, like a miniature mafioso. I was pregnant at the time, so the baby learned her Twinkle Variations in the womb. As soon as that baby could talk, she, too, demanded a violin. And so it escalated, until we were juggling four weekly private lessons, four group classes, and hours of practicing every day of the week. The house was littered with violins. I learned to play piano so I could accompany them as they practiced. I wasn't even sure why we were doing all this, only that it seemed crucial in some way I could not define.
Let me be clear: My family was not naturally suited for immersion in the Suzuki method. We're not joiners. My oldest, an inquisitive and highly verbal child, asked so many questions during lessons that her teacher suggested we have her tested for ADHD. (We declined.) The little ones had meltdowns in group class, or refused to open their instrument cases at their lessons. They did not exactly embrace the idea of daily practice.
But we stuck it out. They practiced every day and, lo and behold, progressed. Two of our four turned out to be musically gifted and before long were shuttled out of Suzuki to hard-core classical violin teachers. The baby, by age 6, was so in love with music that she was practicing for hours every morning before school. Her new teacher put her on a steady diet of dry 19th-century études to reform her technique. This difficult work she embraced with joy, because the habit of daily practice and steady, incremental progress had been ingrained in her from infancy. I doubt that she or I would have had the heart to steady that rigorous course without the foundation laid out for both of us by our accidental immersion in the Suzuki world. She's now a violin performance major at Juilliard.
Flash-forward 20 years from that first Suzuki lesson, and three of my four kids have put away their violins in favor of other pursuits. But those early lessons stuck. All four have had the courage to embrace long-term, large-scale projects outside the realm of their formal academic training. All of them credit their Suzuki days for ingraining in them the habit of patient practice that has seen them through the long, slow development of mastery.
Sure, talent matters. Talent is the difference between good art and great art, between proficiency and virtuosity. But talent alone is rarely enough to get by. In our culture, we have romantic notions of the artist as a formidable, congenital genius. Obsessive focus on talent alone creates a hobbling anxiety of failure. How many of us are discouraged from trying because we were told we are "tone deaf" or "can't draw a straight line"?
So forget about talent. If I had a nickel for every parent who told me her own kid was a "natural" at music, dance, or whatever, but never got anywhere because he didn't like to practice, I could take everybody out for lunch. Teach your kids to practice. Practice something difficult and complex, where the rewards come slowly over time. And it doesn't matter if they're naturals; the lesson's more profound when they are not.
Opening Ceremony SAS- Dec. 2, 2012-Hershey PA
notes from Dr. Reitz and I
Achievement - is it a mater or talent or effort?
How can we get kids to try harder?
See slides on energies of man- Men don't differ- only their worh ethic does...
Saw clip on Will Smith's treadmill - the will not be out-worked. Defintion of effort
Darwin agreed with Galton (Eminence)in that zeal and hard work are what define achievement
Deliberate practice - focused practice at edge of ability - using feeback to grow and with repetition. We make mistakes, we';re confused, we're frustrated, and feedback may not be immediate. Many people not comfortable with this, but this is what it takes to acheive.
Argued that in order to become expert or professional at anything requires 10 years of practice - 4 hours a day, 7 days a week.
Pluralistic ignorance - when everyone thinks the same about something that is wrong because nothing is questioned
10,000 Hour Rule... Martha GrahamGRIT - stamina and focused effort on goals
Essentially - kids need to learnt o fail and know how to get back up again in order to begin acquiring grit.
BEAST barracks at West Point - 1st year no grades, but many dropped out. Study showed that those who were the most gritty remained and didn't drop out.
Woody Allen- 80 percent of the battle "Showin up is really more than half the battle" - being gritty adds even more potential for achievement
Gritty people are doers and finishers
Teach for America - study observed when you measure grit, it is predictable. Happier teachers are better teachers. Optimistic teachers are better teachers. For example, when something bad happens... does a person catastrophize or find a solution or silver lining?
Confusion is prevalent emotuon of learning
Kids need to learn self-control using the "angry bird" metaphor
Stress - research on tis is when children undergoes a life event, impulsive behavior occurs more. They decrease in self control and even classroom level can view this.
Delayed Gratification- To increase self - control: rely on reminders that encoourage and remind them of goals; psycholoically distance oneself from the an angry thought or memory; replay it instead as it unfolds as it should in the third person (marshmallow study).
These thigns can reduce angry memory so you can process information.
Goal setting and planning - make a plan to take action
Strategies, then, need to becoem habits - (William James - 1899)
If we measure it, we treasure it.
Are there gritty schools? Culturally, schools might be gritty can embrace it and ma have gritty leaders and teachers.
Negative feedback is really hard for most
To counter, leadership has to make it known that it is NOT OK for teachers to screw up - to fail is to learn.
Wharton - businesses learn to grow from making mistakes - that is why calculated risks are to be encouraged
Feedback needs to be as imemdiate as possible in order for learning to occur - to actually be OK with having made a mistake
Thursday, December 06, 2012 4:20 PM
#Implementation of Act 82---
Educator effectiveness
-2013-14 into effect for teachers
-2014-15 for supervisors
-Mandating an evaluation form
-Implementing with fidelity requires time. It needs to be differentiated supervision model
#Charlotte Danielson....state adopted her framework and state will probably increase its rigor also...
-The bar is too low and needs to be raised for both teachers and principals
-There is a need to assess quality assurance --robust, valid and reliable...
-Promote professional learning
-What are we trying to accomplish?
+Disillusion of teacher practice....we need to move the curve
-defining effective teaching
#Two basic approaches
-teachers practice
-results, that is, what teachers ACCOMPLISH, typically how well their students learn
-need to analyze student work
What do we really need in the observation process?
-Clear and validated definition of teaching "the what"
-Instruments and procedures of the "how"
---Behind the scenes worth too...interaction with parents etc
----Observers must be trained and certified evaluators
-need professional dev for teachersntomalsomunderstandnhow they are evaluated
Rethinking Teacher Evaluation in Chicago
http://ccsr.uchicago.edu/sites/default/files/publications/Teacher%20Eval%20Report%20FINAL.pdf
The Widget Effect meets MET
Also study in Pittsburgh
NATIONAL IMPLICATIONS
-Connections to student achievement: Students showed the greatest growth in test scores in the classrooms where teachers received the highest ratings on the Danielson Framework, and students showed the least growth in classrooms where teachers received the lowest ratings.
-This is especially important for teachers in non-tested grades and subjects – a major focus of recent evaluation design work – since it suggests we can accurately measure those teachers’ impact on students using effective observation tools.
-Agreement in ratings: Principals and trained observers who watched the same lesson consistently gave the teacher the same ratings; crucially, they were most likely to agree on unsatisfactory practice, suggesting these ratings can be used to identify low-performing teachers.
Educators liked the new system: Consortium researchers found high levels of educator satisfaction and buy-in, with the majority of teachers indicating it was more effective than their current evaluation system. Teachers were positive about the Danielson Framework, the conferences they had using the Framework, and the potential for this evaluation system to improve their instruction.
-Training, training, training: The report shows how important effective training is to ensure that principals rate teachers consistently.. Fair, consistent ratings are not simply a function of the observation tool; rather, they are an outgrowth of a system that includes training, ongoing support, and methods for measuring principal consistency (for instance, through the use of independent observers).
-Promoting instructional improvement: The Framework offers details on what kinds of practices separate outstanding teaching from less effective teaching, and provides guidance on how teachers can improve their practice. Teachers and principals believed the Framework and teacher evaluation system could promote instructional improvement.
-Focus on principals: While the majority of principals were positive about the evaluation system in Chicago, principals still have much to learn about how to coach teachers effectively
The complexity of Teaching -Lee Shulman
4 domains
Planning and prep, instruction, professionalism, environment
The Framework for Teaching second edition
Observation - teacher highlights notes
2014-15
School district of Lancaster uses Marzano framework
What when how and why
Descriptive narrative and specific
#Keystone Exams
Transition to keystones from the PSSA
Class of 2017. Current 8th graders
Proficiency as determined by school, charter school, voc tech or cyber or cyber charter
Chapter 4 still requires
July 1. 2013 full implementation of common core and address alignment to PSSA
Chronological Perspective (page 6)
Project-Based Assessment (PBA)
+Student not proficient on one of modules they only need to take that module but the score is based on overall score of entire exam and therefore in best interest of the student to take entire Keystone.
Educator effectiveness
-2013-14 into effect for teachers
-2014-15 for supervisors
-Mandating an evaluation form
-Implementing with fidelity requires time. It needs to be differentiated supervision model
#Charlotte Danielson....state adopted her framework and state will probably increase its rigor also...
-The bar is too low and needs to be raised for both teachers and principals
-There is a need to assess quality assurance --robust, valid and reliable...
-Promote professional learning
-What are we trying to accomplish?
+Disillusion of teacher practice....we need to move the curve
-defining effective teaching
#Two basic approaches
-teachers practice
-results, that is, what teachers ACCOMPLISH, typically how well their students learn
-need to analyze student work
What do we really need in the observation process?
-Clear and validated definition of teaching "the what"
-Instruments and procedures of the "how"
---Behind the scenes worth too...interaction with parents etc
----Observers must be trained and certified evaluators
-need professional dev for teachersntomalsomunderstandnhow they are evaluated
Rethinking Teacher Evaluation in Chicago
http://ccsr.uchicago.edu/sites/default/files/publications/Teacher%20Eval%20Report%20FINAL.pdf
The Widget Effect meets MET
Also study in Pittsburgh
NATIONAL IMPLICATIONS
-Connections to student achievement: Students showed the greatest growth in test scores in the classrooms where teachers received the highest ratings on the Danielson Framework, and students showed the least growth in classrooms where teachers received the lowest ratings.
-This is especially important for teachers in non-tested grades and subjects – a major focus of recent evaluation design work – since it suggests we can accurately measure those teachers’ impact on students using effective observation tools.
-Agreement in ratings: Principals and trained observers who watched the same lesson consistently gave the teacher the same ratings; crucially, they were most likely to agree on unsatisfactory practice, suggesting these ratings can be used to identify low-performing teachers.
Educators liked the new system: Consortium researchers found high levels of educator satisfaction and buy-in, with the majority of teachers indicating it was more effective than their current evaluation system. Teachers were positive about the Danielson Framework, the conferences they had using the Framework, and the potential for this evaluation system to improve their instruction.
-Training, training, training: The report shows how important effective training is to ensure that principals rate teachers consistently.. Fair, consistent ratings are not simply a function of the observation tool; rather, they are an outgrowth of a system that includes training, ongoing support, and methods for measuring principal consistency (for instance, through the use of independent observers).
-Promoting instructional improvement: The Framework offers details on what kinds of practices separate outstanding teaching from less effective teaching, and provides guidance on how teachers can improve their practice. Teachers and principals believed the Framework and teacher evaluation system could promote instructional improvement.
-Focus on principals: While the majority of principals were positive about the evaluation system in Chicago, principals still have much to learn about how to coach teachers effectively
The complexity of Teaching -Lee Shulman
4 domains
Planning and prep, instruction, professionalism, environment
The Framework for Teaching second edition
Observation - teacher highlights notes
2014-15
School district of Lancaster uses Marzano framework
What when how and why
Descriptive narrative and specific
#Keystone Exams
Transition to keystones from the PSSA
Class of 2017. Current 8th graders
Proficiency as determined by school, charter school, voc tech or cyber or cyber charter
Chapter 4 still requires
July 1. 2013 full implementation of common core and address alignment to PSSA
Chronological Perspective (page 6)
Project-Based Assessment (PBA)
+Student not proficient on one of modules they only need to take that module but the score is based on overall score of entire exam and therefore in best interest of the student to take entire Keystone.
SAS Wrap-up (PA School Performance Profile)
*This info is also on Keystone On Demand
Educator Effectiveness- in Act 82 of 2012
Poverty
IEP
ESL all impact the process- not just the teacher
Educator Effectiveness Attribution Formula
PDE intends to release data to districts (password protected)
It will include press packages- etc
School Performance Profile
-Performance profile provides multiple sources of data, not just state test!
4 Takeaways
1. See proposed public website for school performance profile
---need to understand and be able to explain to stakeholders
2. Types of data that will indicate high performing schools of achievement
3. Another window to review formula and demographic data
4. Data Matters- it counts for us 15 percent of teacher evaluation and 15 % teacher evaluation
-All data is available- public documents but they are not yet brought into single repository, nor does it draw conclusions
-A consistent measure across the state will be developed
-PIMS data will be used but no new data needed at this time
-Will be looking for 11-12 data
-Today we will look at 10-11
October 11, 2012 Leave a comment Go to comments
**DATE: October 2, 2012…
With the implementation of Educator Effectiveness for Pennsylvania, it is of utmost importance that the data used to create the building measure for schools is accurate. With many data points in consideration, it is critical that Local Education Agencies (LEA) have the opportunity to conduct a verification as the process moves forward. Thus, the Pennsylvania Department of Education will provide a verification window for your review of the Academic and Demographic data:
Academic and Demographics: 2011-12 data
**Verification Window: Nov. 7-16, 2012
Approximately 110 elements per school (academic and demographic data)
Approximately 40 elements per district (district level demographic data)
Each LEA Superintendent/CEO will receive an email signaling the opening of the verification window for Academics and Demographics. This email will include a link to the LEA’s data elements, as well as instructions to conduct verification and provide an electronic signoff by the LEA Superintendent/CEO.
Note: The majority of this data has been previously submitted to PIMS and verified for accuracy by your organization. This is your opportunity to review the data provided both by PIMS and other sources and verify that it concurs with previously submitted data and is indeed accurate. PDE will review your responses and take appropriate action, and you will receive a confirmation of any corrections made by PDE.
Educator Effectiveness- in Act 82 of 2012
Poverty
IEP
ESL all impact the process- not just the teacher
Educator Effectiveness Attribution Formula
PDE intends to release data to districts (password protected)
It will include press packages- etc
School Performance Profile
-Performance profile provides multiple sources of data, not just state test!
4 Takeaways
1. See proposed public website for school performance profile
---need to understand and be able to explain to stakeholders
2. Types of data that will indicate high performing schools of achievement
3. Another window to review formula and demographic data
4. Data Matters- it counts for us 15 percent of teacher evaluation and 15 % teacher evaluation
-All data is available- public documents but they are not yet brought into single repository, nor does it draw conclusions
-A consistent measure across the state will be developed
-PIMS data will be used but no new data needed at this time
-Will be looking for 11-12 data
-Today we will look at 10-11
October 11, 2012 Leave a comment Go to comments
With the implementation of Educator Effectiveness for Pennsylvania, it is of utmost importance that the data used to create the building measure for schools is accurate. With many data points in consideration, it is critical that Local Education Agencies (LEA) have the opportunity to conduct a verification as the process moves forward. Thus, the Pennsylvania Department of Education will provide a verification window for your review of the Academic and Demographic data:
Academic and Demographics: 2011-12 data
**Verification Window: Nov. 7-16, 2012
Approximately 110 elements per school (academic and demographic data)
Approximately 40 elements per district (district level demographic data)
Each LEA Superintendent/CEO will receive an email signaling the opening of the verification window for Academics and Demographics. This email will include a link to the LEA’s data elements, as well as instructions to conduct verification and provide an electronic signoff by the LEA Superintendent/CEO.
Note: The majority of this data has been previously submitted to PIMS and verified for accuracy by your organization. This is your opportunity to review the data provided both by PIMS and other sources and verify that it concurs with previously submitted data and is indeed accurate. PDE will review your responses and take appropriate action, and you will receive a confirmation of any corrections made by PDE.
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