Rachel Cioni - SIP Day In-Service - 2014 - Living Up to the Standard

“Living Up to the Standard”
Richwoods High School
School Improvement Professional Development Day
In-service
2014
Presented by: Rachel Cioni
rachel.cioni@psd150.org

Creating Student-Friendly Learning Targets
aligned with the ICCSS
Step #1 – Look at the Illinois Common Core State
Standards (ICCSS) pertaining to the subject area and
grade level you teach
Step #2 – Choose standards that most closely address
skills you want to assess in a given time frame/unit
i.e. approximately 4-6 standards per quarter
approximately 1-3 standards per unit
Step #3 – Write student-friendly learning targets (“I can”
statements) in simple, straightforward language
*See Handout for sample student-friendly learning targets

Quarterly Self-Assessment, Reflection,
& Goal-Setting
*See handout

Self-Rating:
Academic Behavior
*See Handout

Topic: Effort/Participation (Academic Behavior)
Class: Speech
Score 4.0
100%
In addition to Score 3.0, advanced behaviors and extensions that go beyond what was expected such as:
 Student initiates a classroom discussion.
 Student does independent work beyond normal assignments.
 Student extends learning target beyond the scope of classroom discussion.
Score 3.5
95%
In addition to score 3.0 performance, advanced behaviors (i.e. asking higher-level questions, making real world connections to
materials, participating frequently) and extensions with partial success.
Score 3.0
90%
The student demonstrates behaviors associated with academic success in a classroom including:
 making a conscientious attempt at class activities/assignments
o Work reflects ability
o Using all class time available to start work or ask questions
o Asking questions when new topics are not understood
 bringing materials
 finishing activities on time and to the best of individual ability
 completing homework thoroughly and turning it in on time
 taking part in classroom discussions and activities
o Working cooperatively in groups
o Participating in classroom activities
o Demonstrating self-control & Refraining from socializing during class time
Score 2.5
80%
No major errors or omissions regarding 2.0 behaviors and partial demonstration of the 3.0 behaviors (3 of 5 standards minimum)
Score 2.0
70%
There are no major errors or omissions regarding behaviors associated with academic success; the student:
 attempts more than 80% of the activities/assignments
 brings materials 80% of the time
 finishes 90% of activities/assignments at some point
 takes part in classroom discussions and activities with prompting or encouragement
However, the student exhibits major errors or omissions regarding the more complex processes of academic success.
Score 1.5
65%
Partial demonstration of the 2.0 behaviors (2 of 4 standards minimum), but major errors or omissions regarding the 3.0 behaviors.
Score 1.0
60%
With help, a partial demonstration of some of the simpler major errors or omissions regarding behaviors associated with academic
success.
Score 0.5
50%
With help, a partial demonstration of the 2.0 behaviors, but not the 3.0 behaviors.
Score 0.0 Even with help, no effort or positive behavior demonstrated.

Student Responsibility Targets September 2013 October 2013 November 2013 December 2013 January 2014
Brings materials to class and is ready at beginning of class
Comes to class on time
Homework is completed on time
Classroom Behavior:
Listens and follows directions
Demonstrates respect for others
Respect for the teacher
Observes classroom rules
Starts work on time
Works well independently
Works cooperatively in groups
Participates in class activities
Demonstrates self-control
Refrains from socializing
Academic Behavior:
Work reflects ability
Shows responsibility for learning
Uses all class time wisely
Asks questions
I have rated myself at a: _________ _________ _________ _________ _________
September Explanation:______________________________________________________________________________________________
October Explanation:________________________________________________________________________________________________
November Explanation:_______________________________________________________________________________________________
December Explanation: ____________________________________________________________________________________________
January Explanation: ________________________________________________________________________________________________

Progress-Tracking:
Learning Targets
*See Handout

English Comp. Name: ___________________________________
Track Your Progress - Learning Target Line Graph
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Learning Target: I can use context clues to determine and clarify the meaning of unknown words.
Assessment: ________________ Assessment: ______________ Assessment: _______________ Assessment: ____________
Date: __________ _______% Date: __________ _______% Date: __________ _______% Date: ________ _______%

Reflection on Learning Target
Learning Target: I can use context clues to determine and clarify the meaning of unknown words.
Assessment: _____________________________________
Date: ___________________ ________%
Reflection – Was this the score you had hoped to earn? Explain. _______________________________________________________
____________________________________________________________________________________________________________
What will you do to improve your score on the next assessment? ______________________________________________________
____________________________________________________________________________________________________________
Assessment: _____________________________________
Date: ___________________ ________%
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Assessment: _____________________________________
Date: ___________________ ________%
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Assessment: _____________________________________
Date: ___________________ ________%
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

ICCSS: Looking through a standards-based lens
**Simply stated: “If you can allow the standards to determine
the skills, and use the skills to continually drive your
instruction, then your instruction will eventually become
standards-based and skill-based.” -Rachel Forbes
• Standards-based grading:
o Provides students with opportunities to demonstrate their
learning through skill-based lessons, activities, and assessments
that are aligned with the Illinois Common Core State Standards
(ICCSS)
• Students’ learning can be assessed using formal and/or informal:
o formative (check-point) assessments
ohomework, projects, short writing assignments, quizzes, etc.
o summative assessments
oprojects, essays, tests, final products, etc.

ICCSS: Looking through a standards-based lens
• Students’ level of proficiency/mastery with a
particular skill set is evaluated on a scale of 0-4.
Grading Scale:
0=0% 0.5=50% 1.0=60% 1.5=65%
2.0=70% 2.25=75% 2.5=80% 2.75=85%
3.0=90% (proficiency) 3.5=95% 4.0=100%
• Students can reassess on learning targets to
showcase their growth
ooption to complete a 4.0 challenge task for
learning targets after they have demonstrated
proficiency at the 3.0 level (on a scale of 0 to 4).

Sample Choice-Based Project
with Proficiency Scale
*See Summary/Theme Extension Project Handout
-Students have a choice as to how they would like to
showcase their mastery of the skill set being
assessed
-Look at the proficiency scale on the reverse side that is used
to evaluate the project

SAMPLE PROFICIENCY SCALE
ELA Common CORE Standards - Strand: Literature Standard 2
Student-Friendly Target: I can summarize a text in order to determine the theme and analyze its development.
Grade Level: 10th, Quarter 1
Score
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what is taught. For example, the student can:
 Compare and contrast the analysis of common themes among multiple literary works
 Evaluate the theme of a literary work and how it still applies to real world experiences
Score
3.5
In addition to the 3.0 performance, in-depth inferences and applications with partial success
Score
3.0
The student can:
 Summarize content completely and concisely
 Introduce and explain the topic and theme effectively
 Use specific details/events to support an analysis of the theme’s development throughout the text
 Explain the importance of the theme and its development clearly
The student makes no major errors or omissions
Score
2.5
No major errors or omissions regarding 2.0 content and partial knowledge (2 of 4 standards minimum) of the 3.0 content
Score
2.0
There are no major errors or omissions regarding the simpler details and processes as the student can:
 Identify and introduce the text and author to be summarized
 Include necessary plot details from the beginning, middle and end of the text
 Determine a theme or central idea of a text
 Analyze and support development of the theme; however, some examples/details are unclear and/or unnecessary
However, the student exhibits major errors or omissions
Score
1.5
While mainly exhibiting the Score 1.0 characteristics, the student exhibits some of the Score 2.0 criteria above.
Score
1.0
The student makes many errors and omissions regarding the concepts being taught, and can only demonstrate mastery of the concepts at the 2.0
level with help and guidance.
Score
0.5
Even with help, the student does not demonstrate any understanding of or mastery of skills associated with the concepts.
Score 0 There is no evidence of student learning due to absences, non-completion of assignments, or leaving answers blank on assessments.
Grading Scale: 0=0% 0.5=50% 1.0=60% 1.5=65% 2.0=70% 2.25=75% 2.5=80% 2.75=85% 3.0=90% 3.5=95% 4.0=100%

Sample Choice-Based Assessment
with ChecBric
*See “Let’s Go RAFTing with an Antigone RAFT!” Handout
-Look at the Antigone RAFT – ChecBric (Checklist & Rubric)
-another format you can use instead of a proficiency scale
*Student Checklist on one side
-student-friendly language
*Teacher Holistic Rubric on one side
-same language as proficiency scale

Student Checklist
2.0 = 70%____On my own, I accomplished the following:
__I used, highlighted, and identified 1-3 specific types of
figurative language in my RAFT, such as: metaphor,
extended metaphor, simile, hyperbole, litotes
(understatement), oxymoron, or personification
__I attempted to use figurative language to create a specific
connotation in readers that is somewhat consistent with the
role, audience, format, and topic
__I performed basic processes in my RAFT, such as:
__demonstrating a basic understanding of
figurative language
__identifying the types of figurative language
that I used
__utilizing the appropriate tone for my chosen
RAFT (formal vs. informal)
__I completed the RAFT according to the basic
requirements, but I was not very specific and/or I could
have used stronger examples of figurative language and/or
I could have put forth more effort overall
2.5 = 80%____On my own, I successfully accomplished the four things
above, but I was unable to fully meet all four requirements listed
below.
3.0 = 90%____On my own, I accomplished the four things above as
well as the following:
__I successfully used, highlighted, and identified 4-5
specific types of figurative language in my RAFT, such as:
metaphor, extended metaphor, simile, hyperbole, litotes
(understatement), oxymoron, or personification
__ I clearly demonstrated my understanding of the meaning
behind my figurative language by:
__ using it in the appropriate context
__conveying it clearly so that it deepens the
reader’s understanding of the character’s point
of view (perspective)
__I consistently used specific words and types of figurative
language in order to create a particular impact and to
convey a specific tone to readers that is consistent with the
Antigone RAFT – ChecBric (Checklist & Rubric)
Figurative Language Check-Point Assessment
Teacher Holistic Rubric
2.0 = 70% The student can:
Use, highlight, and identify 1-3 specific types of figurative
language, such as: metaphor, extended metaphor, simile,
hyperbole, litotes (understatement), oxymoron, or
personification
Attempt to use figurative language to create a specific connotation in
readers that is somewhat consistent with the role, audience, format,
and topic
Perform basic processes, such as: demonstrating a basic
understanding of figurative language, recognizing and identifying
types of figurative language, and utilizing the appropriate tone (formal
vs. informal) for the chosen RAFT
Exhibit many Score 2.0 characteristics, but the student
demonstrates partial success at the level 3.0 criteria. For
example, the student successfully uses and identifies unique
examples of figurative language, but the examples are
minimal (1-3).
Use, highlight, and identify 4-5 specific types of figurative
language in my RAFT, such as: metaphor, extended metaphor,
simile, hyperbole, litotes (understatement), oxymoron, or
personification
Clearly demonstrate understanding of the meaning behind
my figurative language by using it in the appropriate context
and by conveying it clearly so that it deepens the reader’s
understanding of the character’s point of view (perspective)
Consistently use specific words and types of figurative language in
order to create a specific impact and to convey a specific tone to
readers that is consistent with the chosen RAFT
Figurative Language Check-Point Assessment
Score = ________

Transforming Existing Assignments into Skill-based Assessment Tools
OLD PROJECT - Brave New World Final Assessment Rubric
Introduction
You have been selected to apply to be one of the new World Controllers, but in order to secure
the job, you must:
**Design a utopian society that will meet the basic needs of its members while maintaining
order
You will need to determine:
the name and motto of your utopian society ____/6
the flag and symbol of your utopian society ____/6
what do with people who rebel ____/3
how information will be distributed ____/3
how you will keep citizens in their proper places ____/3
what occupation your citizens will have ____/3
whether or not (and how) you will control the size of the population ____/3
how you will meet citizens’ basic needs ____/5
(food, clothing, shelter, clean air/water, medical care)

OLD PROJECT - Brave New World Final Assessment Rubric
The Task
You will work with a committee of two other people on a proposal to create a utopian society. As a
committee, you must persuade the rest of the committees that your utopia will work so that your ideas
will be implemented and you will be selected for the job. You and your committee members will each
have a role:
Human Rights Advocate: You will determine human rights, natural laws, morals, and spirituality practices
for your society. Your job is to decide what rights and power should be given to whom in your utopia.
You must decide what is fair and appropriate for members of your society with regards to human rights.
_____/20
Political Scientist: You will determine politics, government, business, and other organized systems for your
society. In doing so, you will especially concentrate on and argue for the most effective form of
government system. Your job is to assure that the utopian government is productive, efficient, and
stable. _____/20
Economist: You will determine the economic growth and development for your society. Specifically, you will
focus on issues of money, distribution of wealth, occupations, and technology. Through the process, you
will develop a plan to ensure that your society maintains itself economically forever. Your job is to argue
for the economy as a key element of your utopia.
_____/20
Overall Presentation/Creativity _____/8
Total: ______/100
(this counts as a test score!)
*Project adapted from: “A Webquest for British Literature and Composition” designed by Dana Huff
dhuff at weberschool dot org

NEW PROJECT – Utopia/Dystopia
*See Handout for revised version
Learning Targets: 1. I can use technology to produce, publish, and update writing that is clear,
coherent and appropriate to task, purpose, and audience.
2. I can show my understanding of how language functions in different contexts by using varied
transitions and syntax (word order) to create cohesion and by making effective choices for
meaning or style.
3. I can use correct grammar, capitalization, punctuation, spelling, and usage when writing.
UTOPIA - any real or imaginary society, place, state, etc. considered to be perfect or
ideal; any visionary system of political or social perfection; an ideal place or state
DYSTOPIA – an imaginary place where everything is as bad as it can be; a society
characterized by human misery such as poverty, oppression, disease, overcrowding,
etc.
Your Task/Purpose
Design a utopian society that exceeds the basic needs of its members in order to
maintain stability and control.
OR
Design a dystopian society that denies the basic needs of its members in order to
maintain stability and control.

Part I ~ Name and Motto
For this part of the assignment, you will need to first identify the name of your society as well as
the motto by which the society acts within the constructs of your governmental system.
(Hint: you might want to consider some of the other aspects of your society before
developing your motto.) After you have decided on your name and motto, you will need to
write 8 to 10 sentences that focus on why you chose this name for your Utopia/Dystopia;
then, provide a description of the meaning behind your motto and how it relates to the
name of your society/the characteristics of your society.
Part II ~ Governmental System
You will determine politics, government, business and other organized systems for your society.
In doing so, you will especially concentrate on the most appropriate form of government for
your particular society. (Remember to consider some of the different types of government
that exist: democracy, monarchy, caste system, oligarchy, dictatorship, or you can try to
develop your own.) Write 4 to 6 sentences about what form of government is the ruling
power in your Utopia/Dystopia and provide your reasoning behind it.
Part III ~ Flag and Symbol
For this part of the assignment, you will be able to utilize your drawing and crafting skills in
order to create a flag for your society as well as a symbol that represents the ruling power
which controls your Utopia/Dystopia; these can be combined on the flag or they can remain
separate. After you have finished, please write two sentences, one about the flag and one
about the symbol, to explain what they represent. (Hint: Why do they look the way they
do?)

Part IV ~ Technology, Education and Occupation
Determine the time period in which your society exists, and then describe the degree of
technological advancement in your Utopia/Dystopia. (Hint: think about the types of
technology that your government would permit.) Write 3 to 4 sentences about the role of
technology in your society.
Establish the role of education in your society and the extent to which the government is
involved with the education system. Is education required for all citizens? Does the
government dictate what is taught? What types of educational opportunities are available to
the citizens? Write 3 to 4 sentences about how the education system functions in your
Utopia/Dystopia.
Describe the way in which people’s occupations are decided. Do they have a choice or are they
placed into an occupation? How do citizens attain the skills necessary to perform their jobs?
Write 3 to 4 sentences about the workforce of your Utopia/Dystopia.
Part V ~ Rebellion Control
Decide on the manner in which your society will keep its citizens in check (maintain order) by
identifying the ways that the ruling power will control its citizens. What will happen to
people who rebel? Is there a system of punishment? How are people motivated to comply
with the government? Is there a reward/benefit? In other words, how will you keep people
in their place?
*This part of the assignment will be very different for people creating a Utopia versus a
Dystopia. Consider the effects that different elements of control will have over your society
and the repercussions that could occur if you mismanage your society. Write 8 to 10
sentences about how your society will be controlled/maintained and the possible outcomes
of this type of control.

Part VI ~ Human Rights and Spirituality
Determine the human rights that exist in your society. Decide on the general freedoms, if any,
that are permitted to the citizens. In other words, how liberal or oppressive is your society?
Describe the spirituality practices of your society. Do citizens have the freedom to choose
religions, is there a specific religion or set of religions that are permitted, or is spirituality
forbidden altogether in your society? Write 6 to 8 sentences about the human rights and
spirituality practices in your Utopia/Dystopia.
Utopia-Dystopia Project: Part VII - Flash Fiction
Flash fiction often contains the classic story elements: protagonist, conflict, obstacles or
complications, and resolution. However, unlike a traditional short story, the limited word
length often forces some of these elements to remain unwritten - that is, hinted at or
implied in the written storyline. Different readers thus may have different interpretations.
**Flash fiction typically ranges from 300-1000 words; however, for the purposes of this class,
your piece of flash fiction needs to be 500-1500 words in length total. No more, no less.
Your Assignment: Write a piece of flash fiction (in 500-1500 words) that takes place in the
Utopia or Dystopia that you have created. *Although you are limited in your number of
words, you are not limited in your creativity and the extent to which you create a loose
storyline. Remember, you can hint at or imply things that you don’t actually write in your
story.
-Your flash fiction must have a title and it must take place in the Utopia or Dystopia you have
created.

*SEE UTOPIA-DYSTOPIA PROJECT:
CHECKLIST AND PROFICIENCY SCALE HANDOUT
-This is a hybridized rubric: a traditional rubric
combined with a checklist and a proficiency scale

NOW IT’S YOUR TURN!
CREATE AN ACTION PLAN:
TRANSFORM AN EXISTING ASSIGNMENT
INTO A SKILL-BASED ASSESSMENT TOOL
*Complete the bottom portion of your handout
and have your ‘action plan’ ready to share with
your department for the next PD session

Rachel Cioni - SIP Day In-Service - 2014 - Living Up to the Standard

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