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PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
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PISD Assessment and PLC Presentation

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

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.
  • Transcript

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

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