The Purpose of Common Core Assessments Webinar

Like this? Share it with your network

Share

The Purpose of Common Core Assessments Webinar

  • 1,834 views
Uploaded on

Why are we assessing our learners if it is not to improve our services to them? What do we do in our schools with what we learn about our student's learning? How can we help each learner improve......

Why are we assessing our learners if it is not to improve our services to them? What do we do in our schools with what we learn about our student's learning? How can we help each learner improve his or her performance? How should we organize our assessment and mapping reviews so that the proper personnel are making decisions?

This webinar presented by Dr. Heidi Hayes Jacobs addressed strategies and best practices for examining student work in strategic grouping patterns so that we may inform and improve curriculum and teaching approaches. The focus was particularly on assessments aligned to the Common Core.

Watch the recording on our website at http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core-assessments/?ss

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,834
On Slideshare
1,013
From Embeds
821
Number of Embeds
3

Actions

Shares
Downloads
4
Comments
0
Likes
0

Embeds 821

http://www.schoolimprovement.com 814
http://www.houhoku.com 4
http://www.sandbox.sinet-web.com 3

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 1!The Purpose of Common Core Aligned Assessments!School Improvement Network Webinar !Dr. Heidi Hayes Jacobs!
  • 2. Join Heidi Hayes Jacobs and Her Team at CMIJoin the CMI event and gain the following:a. Competencies for Mapping to the CCSSb. Understanding of a Practical Four Phase Model for Implementationc. Motivational Tools to Support a Mission-Driven Approachd. A Focus on Student Learning to Drive the Processe. Methods for Modernizing Curriculum for 21st Century LearningReserve your spot today! www.siis2013.com/cmiLearnMore
  • 3. 2!Only the student can improvehis or her performanceThe purpose of assessmentis to provide FEEDBACK"2!
  • 4. 3!Informingmaps withassessmentSustaining and Integrating theSystem:Consensus mappingEstablishing benchmarkassessments to monitor CCSSInforming maps withassessment results
  • 5. 4!Phase IIIInforming Maps with Assessments!
  • 6. 5!Formal BenchmarksWhat policies are governingyour school practice inassessment?Smarter Balanced - http://www.smarterbalanced.org/smarter-balanced-assessments/!PARCC - http://www.parcconline.org/parcc-assessment-design!!
  • 7. 6!CM Review & Revision ProcessThe procedures for mapping are best presented in aseven-phase model for teachers. !6!
  • 8. 7!Step Review Process!   1. Collecting the Data!   2. First Read-Through!   3. Small Like/Mixed-Group Review!   4. Large Like/Mixed-Group Comparisons!   5. Determine Immediate Revision Points!   6. Determine Points Requiring Some Research and Planning!   7. Plan for Next Review Cycle(from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)
  • 9. 8!Define QualityWhat are quality demonstrations of studentlearning? What do exemplary maps look like?!
  • 10. 9!COACHING Pointsfor First Experiences!   There should be facilitator anda clearly defined timetable withall rules of engagement for thereview rounds.!   Open and respectful listeningand professional discussion isexpected.
  • 11. 10!1. Collecting Data!   Teachers have unpacked theprompts for the assessmentsand review relevant maps thatdirect bearing on the productsand performances prior to theformal review.
  • 12. 11!Remember when collectingcontent dataMay Be Listed:•  Discipline-Field Based•  Interdisciplinary•  Student-CenteredConfiguration•  Topics•  Issues•  Works•  Problems•  ThemesType of Focus
  • 13. 12!Recording & Collecting Skill &Assessment Data!   Comments are prepared beforea FORMAL CollaborativeInquiry review of assessments
  • 14. 13!Is honesty and issue?!   How will the maps be used?!   Who will see the maps?!   How will my peers react to mymap?!   Does my name need to be onmy map?
  • 15. 14!Timeframes for a first draft ofprojected map!   Protocols are precise foreach round!   The rounds should betimed based on the rangeof assessments reviewed
  • 16. 15!2. First Read Through!   Each teacher reads the entiregrade-level, discipline, orschool-wide maps as an editorand carried out the prescribedtasks.!   Places where new informationis gained are noted/recorded.Places requiring potentialrevision are also noted/recorded.
  • 17. 16!Setting up ProfessionalReview!   Identifying the bestgrouping patterns forreview.!   Using productivecommunication forfeedback and decisionmaking.
  • 18. 17!3. Mixed Small GroupReview!   Groups of 5 to 8 facultymembers are formed – BASEDON PURPOSE!   Groups can be from diverseconfigurations (i.e., differentgrade levels and departments)!   Meetings should runapproximately 1-1/2 hours!   The goal is to simply shareindividual findings!   No revisions are suggested atthis time 17!
  • 19. 18!Purpose of ReviewsHorizontal & Vertical!  To identify the areas or prioritiesin need of monitoring or changing!  To examine maps for gaps,absences, and redundancies!  To raise central or extendedquestions and issues concerningon-going mapping discoveries
  • 20. 19!StrategicGrouping for Professional Reviews!
  • 21. 20!Strategic Grouping forProfessional Reviews!   Vertical – K-12 ; extended departmental meetings!   Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12!   Across grade level- all third grade; all teachers of freshmen!   Targeted cross grade level- interdisciplinary 7th grade team!   Extended team- special area teachers, special ed staff, ESL!   Feeder pattern- in larger districts only those sharing samestudents; within school following student groups!   Expanded local team- virtual groupings (online); parents;community; internships!   Global team- Feedback and collaboration with meaningfulworldwide educators and students.
  • 22. 21!4. Large Group Review!   All faculty members cometogether and examine thecompilation of findings (basedon recorded notations) fromthe smaller group meetings!   Session is facilitated byprincipal and/or teacher-leader(s)
  • 23. 22!5. Determine Areas ofImmediate Revision!   The faculty identifies thosecurricula decisions/areasthat can be handled by thesite with relative ease.!   The specific facultymembers involved in thoserevisions determine atimetable for action.
  • 24. 23!Read Through: Areas ofFocus1. Possible Gaps? 2.Possible Repetition?3. Progression of Skills(Level of Understanding)4. Questions?
  • 25. 24!6. Determine areas that require long-termplanning!   Faculty members identifythose areas that haveimplications beyond thesite and into/with othersites.!   Faculty members identifythose areas where moreresearch is needed.
  • 26. 25!Using maps to impactlearningReview maps to determinewhere and with what frequencyskills are taughtReview timeline to determinewhen they are taughtMake needed changesor revisionsDevelop goal plansand timelinesDevelop staff-development plan(s) and timelines
  • 27. 26!7. The Cycle continues!   Once CM is established, theDistrict CM Cabinet meetsapproximately three to fourtimes annually for reviewupdates.!   Task forces report on theirtimetables.!   The site-based CM Councilscontinue with ongoing review ofprogress on CCSS
  • 28. 27!Cycle ofReview Process!
  • 29. 28!Schools andDistrictsare developing Master Maps toreplace guidelines
  • 30. 29!Wrestling with Consensusacknowledging of truths (Latin Roots)!
  • 31. 30!All mean the same...You need to determine whatterms you will use at yourschool!  Master Map!  Consensus Map!  Essential Map!  Core Map!  Collaborative
  • 32. 31!Policy concerning:!   Where is consistencycritical for our studentslearning?!   Where is flexibility equallyas important?
  • 33. 32!Two Basic ApproachesUsing individual diary mapsRevising and reacting to analready existing set of guidelines1.2.
  • 34. 33!1.Using individual diarymapsHave grade-level or course teachersdevelop a subject or courses EssentialMap by identifying:The core curriculum conceptsThe critical focal skillsBenchmark assessmentsCommon essential questionsEssential learnings/Power standards
  • 35. 34!Reach new groundas a teamGuiding staff to benchmark assessments on ourconsensus maps!34!
  • 36. 35!new leadership approachesMapping is co(aborative leadership in action !35!
  • 37. 36!Strategic Grouping forProfessional Reviews!   Vertical – K-12 ; extended departmental meetings!   Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12!   Across grade level- all third grade; all teachers of freshmen!   Targeted cross grade level- interdisciplinary 7th grade team!   Extended team- special area teachers, special ed staff, ESL!   Feeder pattern- in larger districts only those sharing samestudents; within school following student groups!   Expanded local team- virtual groupings (online); parents;community; internships!   Global team- Feedback and collaboration with meaningfulworldwide educators and students.
  • 38. 37!Mapping Cornerstone &Benchmark Assessment!   The task should merge with theon-going curriculum naturally.!   Student products can then beevaluated both vertically andhorizontally.!   Revisions in the curriculummap should reflect a fewtargeted skills needing help.!   Revisions should be appliedthoughtfully to developmentalcharacteristics of the learner.37!
  • 39. 38!Benchmark Assessments!   Benchmarks can be designed onmultiple levels: state tests,district, classroom tasks.!   A school establishes a commonset of skills needingdevelopment.!   An internally generatedbenchmark assessment task isdeveloped by teachers with thesame protocols; the sametimetable.
  • 40. 39!No common end of unitassessmentsTeach units whenchooseFree choice ofinstructional materialsCommon end of unit assessmentsTeachunits within quartersFree choice ofinstructional materialsCommon end of unit assessmentsTeachunits in required order & monthLimitedchoice of instructional materialsCommon end of unit and during unitassessmentsTeach units in required order andmonthCommon lesson plans & instructionalmaterialsFLEXIBLE CONSISTENTHamburg, NY Kau Keaau Pahoa, HI Glendale Unified HS District, AZ
  • 41. 40!Program AreaContent StandardsOverarchingUnderstandingOverarching EssentialQuestion(s)CornerstoneAssessmentsCourse 1 Course 2 Course 3 Course 4Unit 1Unit 2Unit 3Unit 4Unit 5Unit 1Unit 2Unit 3Unit 4Unit 5Unit 1Unit 2Unit 3Unit 4Unit 5Unit 1Unit 2Unit 3Unit 4Unit 5
  • 42. Join Heidi Hayes Jacobs and Her Team at CMIJoin the CMI event and gain the following:a. Competencies for Mapping to the CCSSb. Understanding of a Practical Four Phase Model for Implementationc. Motivational Tools to Support a Mission-Driven Approachd. A Focus on Student Learning to Drive the Processe. Methods for Modernizing Curriculum for 21st Century LearningReserve your spot today! www.siis2013.com/cmiLearnMore
  • 43. To register for upcoming webinarsor to find the recordings frompast webinars hosted bySchool Improvement Network,please visit our website:http://www.schoolimprovement.com/resources/webinars/