Presidio ISD:Quality Teaching, Learning and Assessment Systems <br />District Professional Development Days<br />May 31 – ...
May 31 – June 1 Professional Development Days<br />Essential Questions<br />What are the critical components of a quality ...
May 31 – June 1 Professional Development Days<br />Assessment<br />Identification or development of shared vision for qual...
PD Schedule: May 31st – June 1<br />4<br />
Quality Teaching & Learning<br />Confirming a Shared Vision<br />5<br />
Quality Teaching & Learning<br />Silently observe the video Without any conversation in your group, answer the following q...
Survey says…..<br /> Having made your decision, now think about what criteria you used for the grading. Examine what evide...
PISD Teaching & Learning System<br />8<br />
Quality Assessment:	Critical Components<br />Constructing Shared Understanding of Assessment Best Practices<br />9<br />
Assessment: Points to Ponder<br />Teaching without learning is just talking….  <br />Quality assessments enable teachers t...
Reflective Reading Protocol<br />Read your assigned article<br />Highlight  three sentences that reflect the most essentia...
Reflective Reading Protocol<br />Read…Reflect<br />Select one person to share their FIRST idea. Listen to the sentence the...
Quality Assessment<br />Classroom & Benchmark Assessments<br />13<br />
14<br />
Benchmark Assessments<br />Purpose: to provide an overall view of student performance based on PISD C-Map expectations<br ...
Quality Benchmark Assessments<br />Each test item is directly linked (and labeled) to specific TEKS and teaching units <br...
Quality Benchmark Assessments<br />Timed within the curriculum so that students and teachers perceive the test as an exten...
Quality Classroom Assessment<br />Packing a Parachute: An Assessment Story<br />18<br />
Quality Classroom Assessment<br />Three Types of Assessment<br />Diagnostic<br />Formative<br />Summative<br />Assessment ...
Next Steps<br />Evaluate the current system<br />Elementary: Focus on Benchmarks<br />Secondary: Focus on Classroom<br />2...
Quality Classroom Assessment<br />Tools and Strategies for Strengthening Unit Based Assessments<br />
22<br />
Types of CATs (Classroom Assessment Techniques)<br />Diagnostic<br />Formative<br />Summative<br />23<br />Outputs of Asse...
Feedback</li></li></ul><li>Linking Instruction & Assessment<br />24<br />
Diagnostic Assessment<br />25<br />
Diagnostic CATs <br />Background Probes<br />Two or three open-ended questions to probe students’ existing knowledge of ke...
Diagnostic CATs <br />Misconception Checks<br />Use when you have identified common misconceptions related to your course....
Formative Assessment<br />28<br />
Formative CATs<br />Focused Listing<br />Used to quickly determine students’ ability to recall new information introduced<...
Formative CATs<br />Documented Solution<br />Effective approach for math and other problem-solving content<br />Provide 2-...
Formative CATs<br />Get the “GIST”<br />One sentence summary<br />Word Journal<br />Select one word to represent key idea ...
Summative Assessment<br />32<br />
Summative CATs <br />End of Unit Assessments<br />Tests (Selected and Constructed Response)<br />Products & Performances<b...
Types of Assessment<br />http://tinyurl.com/PISD61<br />34<br />
Professional Learning Communities<br />Characteristics, Structures, and Support for Engaging Learning at ALL Levels<br />
Seminar Overview<br />Essential Questions<br />What are the dimensions that define a “learning community?”<br />What actio...
What is a “Learning Community?”<br />A community of learners is one in which members continuously seek and share learning,...
Continuum of Organizational Learning<br />Collective learning of individuals results in:<br />Random refinements and impro...
Multiple Level Systems<br />Multiple Levels of Learning Communities<br />District<br />Communities of schools and departme...
Dimensions of Learning Communities<br />Three Levels of Analysis<br />Characteristics<br />What attributes are evident at ...
Characteristics of PLCs<br />Shared values and norms<br />Collaborative work<br />Deprivatiziation of practice<br />Collec...
Structures and conditions for PLCs<br />Time for collaborative work<br />Physical barriers neutralized<br />Understanding ...
Culture/Support for PLCs<br />Everyone is open to improvement<br />Levels of trust and respect are high<br />Leadership su...
Analyzing the Learning Community<br />Identifying Indicators<br />Review the definition for your assigned characteristic.<...
Google Docs- <br />PHS<br />http://tinyurl.com/PHS61<br />LRFMS<br />http://tinyurl.com/LRFMS61<br />PES<br />http://tinyu...
Wrapping Up<br />Professional Development focus for 2010-2011 is Assessment<br />Approach will be to utilize PLCs<br />For...
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PISD Assessment and PLC Presentation

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PPT from May 31- June 1 PD Days in Presidio, Texas

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  • PISD benchmark assessments (interim 6-9 week cycles) provide an overall view of student performance based on expectations of learning aligned to the PISD curriculum maps. Benchmark assessments should be designed to complement the classroom assessment system. The PISD benchmark assessment system is designed as a series of predictive assessments to determine each student’s likelihood of meeting standards on end-of-year tests. Results from the benchmark (predictive) assessments can be used to identify students who are not on track to succeed on the end-of-year assessment and to plan for remedial instruction, extra support, and/or tutoring. With this end in mind, it is important to ensure that benchmark assessments have the characteristics indicated below.
  • PISD benchmark assessments (interim 6-9 week cycles) provide an overall view of student performance based on expectations of learning aligned to the PISD curriculum maps. Benchmark assessments should be designed to complement the classroom assessment system. The PISD benchmark assessment system is designed as a series of predictive assessments to determine each student’s likelihood of meeting standards on end-of-year tests. Results from the benchmark (predictive) assessments can be used to identify students who are not on track to succeed on the end-of-year assessment and to plan for remedial instruction, extra support, and/or tutoring. With this end in mind, it is important to ensure that benchmark assessments have the characteristics indicated below.
  • PISD benchmark assessments (interim 6-9 week cycles) provide an overall view of student performance based on expectations of learning aligned to the PISD curriculum maps. Benchmark assessments should be designed to complement the classroom assessment system. The PISD benchmark assessment system is designed as a series of predictive assessments to determine each student’s likelihood of meeting standards on end-of-year tests. Results from the benchmark (predictive) assessments can be used to identify students who are not on track to succeed on the end-of-year assessment and to plan for remedial instruction, extra support, and/or tutoring. With this end in mind, it is important to ensure that benchmark assessments have the characteristics indicated below.
  • PISD Assessment and PLC Presentation

    1. 1. Presidio ISD:Quality Teaching, Learning and Assessment Systems <br />District Professional Development Days<br />May 31 – June 1, 2010<br />
    2. 2. May 31 – June 1 Professional Development Days<br />Essential Questions<br />What are the critical components of a quality teaching, learning and assessment system?<br />What characteristics, structures and processes are essential for effective professional learning communities?<br />2<br />
    3. 3. May 31 – June 1 Professional Development Days<br />Assessment<br />Identification or development of shared vision for quality teaching and learning.<br />Review of existing classroom and benchmark assessment systems. <br />Refined or newly developed assessments for first 6 weeks units.<br />Professional Learning Communities<br />Grade level/department review and identification of strengths and opportunities<br />3<br />
    4. 4. PD Schedule: May 31st – June 1<br />4<br />
    5. 5. Quality Teaching & Learning<br />Confirming a Shared Vision<br />5<br />
    6. 6. Quality Teaching & Learning<br />Silently observe the video Without any conversation in your group, answer the following question: <br />If you had to grade the lesson (A+, A, B+, B, C+, C, D, F), what would that grade be? <br />http://tinyurl.com/PISD531<br />6<br />
    7. 7. Survey says…..<br /> Having made your decision, now think about what criteria you used for the grading. Examine what evidence led you to give the lesson the grade you did, whether high or low. Jot down a few thoughts that explain your thinking.<br />Having viewed the results, discuss your rationale for the grading with others at your table. <br />7<br />
    8. 8. PISD Teaching & Learning System<br />8<br />
    9. 9. Quality Assessment: Critical Components<br />Constructing Shared Understanding of Assessment Best Practices<br />9<br />
    10. 10. Assessment: Points to Ponder<br />Teaching without learning is just talking…. <br />Quality assessments enable teachers to obtain useful feedback on what, how much and how well students are learning…<br />Teachers need a continuous flow of accurate information on student learning…<br />Central purpose of assessment is to empower teachers AND their students to improve the quality of learning…<br />-Angelo & Cross<br />10<br />
    11. 11. Reflective Reading Protocol<br />Read your assigned article<br />Highlight three sentences that reflect the most essential ideas developed. Be prepared to share each sentence along with a rationale for why you think it is essential.<br />11<br />
    12. 12. Reflective Reading Protocol<br />Read…Reflect<br />Select one person to share their FIRST idea. Listen to the sentence they selected and WHY. Next person shares… repeat the cycle<br />Refine<br />Discuss the ideas shared by each member<br />Develop a summary of key insights based on your discussions (mhooper.westga@gmail.com)<br />Report<br />Two minute summary…<br />12<br />
    13. 13. Quality Assessment<br />Classroom & Benchmark Assessments<br />13<br />
    14. 14. 14<br />
    15. 15. Benchmark Assessments<br />Purpose: to provide an overall view of student performance based on PISD C-Map expectations<br />Designed to complement classroom assessment<br />6 –week Cycles<br />Predictive for end of year<br />Cumulative<br />Used to identify and plan for intervention<br />15<br />
    16. 16. Quality Benchmark Assessments<br />Each test item is directly linked (and labeled) to specific TEKS and teaching units <br />Assessment must include multiple types of items<br />TAKS formatted multiple choice (selected response) items<br />Open-ended/constructed response items<br />Representation of the content standards students are expected to have mastered<br />Aligned with curriculum pacing so students are not tested on content not yet taught<br />16<br />
    17. 17. Quality Benchmark Assessments<br />Timed within the curriculum so that students and teachers perceive the test as an extension of learning rather than an interruption of learning<br />Clear reporting that provides insights into areas of strengths, misconceptions, and weaknesses<br />Requires reporting on distribution of responses selected for each selected response item<br />Efficient administration and results reporting<br />Results within a day or two<br />17<br />
    18. 18. Quality Classroom Assessment<br />Packing a Parachute: An Assessment Story<br />18<br />
    19. 19. Quality Classroom Assessment<br />Three Types of Assessment<br />Diagnostic<br />Formative<br />Summative<br />Assessment Outputs<br />Use of data<br />Feedback/Grading Approaches<br />19<br />
    20. 20. Next Steps<br />Evaluate the current system<br />Elementary: Focus on Benchmarks<br />Secondary: Focus on Classroom<br />20<br />
    21. 21. Quality Classroom Assessment<br />Tools and Strategies for Strengthening Unit Based Assessments<br />
    22. 22. 22<br />
    23. 23. Types of CATs (Classroom Assessment Techniques)<br />Diagnostic<br />Formative<br />Summative<br />23<br />Outputs of Assessment<br /><ul><li>Use of Data
    24. 24. Feedback</li></li></ul><li>Linking Instruction & Assessment<br />24<br />
    25. 25. Diagnostic Assessment<br />25<br />
    26. 26. Diagnostic CATs <br />Background Probes<br />Two or three open-ended questions to probe students’ existing knowledge of key concepts and/or vocabulary are assigned.<br />Students jot down their responses.<br />Working in groups, students can review and summarize responses.<br />Teacher sorts responses by monitoring group reviews (Misconceptions – No background - Significant background)<br />26<br />
    27. 27. Diagnostic CATs <br />Misconception Checks<br />Use when you have identified common misconceptions related to your course.<br />Create a short survey of prompts that describe misconceptions as a multiple choice with the following prompts (I am certain this is true; I think it is true; I have no clue; I think it is false; I am certain this is false).<br />Collect data anonymously….<br />Poll daddy, survey monkey, etc….<br />27<br />
    28. 28. Formative Assessment<br />28<br />
    29. 29. Formative CATs<br />Focused Listing<br />Used to quickly determine students’ ability to recall new information introduced<br />Select a key concept introduced as part of a unit. Students write the topic at the top of a sheet of paper and are challenged to list relevant ideas and related terms (given a target number or a time limit).<br />Students can review in groups, turn in for a quick check or “pair-share” to self-assess<br />29<br />
    30. 30. Formative CATs<br />Documented Solution<br />Effective approach for math and other problem-solving content<br />Provide 2-3 complex problems. Have students select one to solve and document.<br />Students divide paper into two columns.<br />First column- document each step<br />Second column- explain what was done in the step<br />30<br />
    31. 31. Formative CATs<br />Get the “GIST”<br />One sentence summary<br />Word Journal<br />Select one word to represent key idea from a text selection<br />Write a paragraph to explain the selection of the word.<br />Problem Recognition Tasks<br />Provide 3-5 sample problems for students to review and categorize into “types” of problems<br />31<br />
    32. 32. Summative Assessment<br />32<br />
    33. 33. Summative CATs <br />End of Unit Assessments<br />Tests (Selected and Constructed Response)<br />Products & Performances<br />Clearly defined expectations<br />Rubric shared upfront<br />Sample student work (Exemplars)<br />33<br />
    34. 34. Types of Assessment<br />http://tinyurl.com/PISD61<br />34<br />
    35. 35. Professional Learning Communities<br />Characteristics, Structures, and Support for Engaging Learning at ALL Levels<br />
    36. 36. Seminar Overview<br />Essential Questions<br />What are the dimensions that define a “learning community?”<br />What actions strengthen the development of effective learning communities within districts, schools, grade levels, and departments?<br />36<br />
    37. 37. What is a “Learning Community?”<br />A community of learners is one in which members continuously seek and share learning, and ACT on their learning. The goal of these actions is to enhance their effectiveness as professionals for students’ benefit.<br />37<br />
    38. 38. Continuum of Organizational Learning<br />Collective learning of individuals results in:<br />Random refinements and improvements within existing organizational boundaries<br />Synergetic transformation of mental models that make up organizational culture<br />38<br />Dr. Mary A. Hooper<br />
    39. 39. Multiple Level Systems<br />Multiple Levels of Learning Communities<br />District<br />Communities of schools and departments<br />School<br />Administrators, Faculty, Staff, Students, Parents<br />Grade Level/Department<br />Teachers<br />Classroom<br />Teacher(s) and students<br />39<br />
    40. 40. Dimensions of Learning Communities<br />Three Levels of Analysis<br />Characteristics<br />What attributes are evident at all levels of the system?<br />Structural Conditions<br />What organizational structures and processes are essential for effective learning?<br />Support<br />What human dimensions are fundamental for learning?<br />40<br />
    41. 41. Characteristics of PLCs<br />Shared values and norms<br />Collaborative work<br />Deprivatiziation of practice<br />Collective focus on student learning<br />Reflective dialog<br />41<br />
    42. 42. Structures and conditions for PLCs<br />Time for collaborative work<br />Physical barriers neutralized<br />Understanding (and commitment to) interdependence of teaching roles<br />Teachers empowered to work in PLCs<br />Communication supports collaboration<br />42<br />
    43. 43. Culture/Support for PLCs<br />Everyone is open to improvement<br />Levels of trust and respect are high<br />Leadership support PLCs<br />Socialization of new teachers is embedded<br />Cognitive/Skill base is strong <br />43<br />
    44. 44. Analyzing the Learning Community<br />Identifying Indicators<br />Review the definition for your assigned characteristic.<br />Discuss “visible indicators” for each stakeholder group listed on the matrix (google docs).<br />Reach agreement on at least two no more than three indicators to add to the matrix.<br />Be prepared to review and discuss with the whole group.<br />Repeat the process for your assigned structure and support dimensions.<br />Each team member must contribute to the report.<br />44<br />
    45. 45. Google Docs- <br />PHS<br />http://tinyurl.com/PHS61<br />LRFMS<br />http://tinyurl.com/LRFMS61<br />PES<br />http://tinyurl.com/PES61<br />45<br />
    46. 46. Wrapping Up<br />Professional Development focus for 2010-2011 is Assessment<br />Approach will be to utilize PLCs<br />Formal and in-formal professional development will be embedded throughout the year<br />46<br />
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