Model of PracticeFrench I : Tout pour la Rentree                        May 11 & 25, 2011                          Erica S...
Competency/Standards Based Learning Environment
Unit Design - Stage 1
Stage 1 - Guiding Questions1. What will students understand (about what big  ideas) as a result of the unit? “Students wil...
Stage 1 (cont’d)3. What are the performance indicators at the  course level that should be incorporated into the  unit des...
Stage 2: Assessment
Assessment Plan•Summative assessmentrepresent application ofcontent and skills: relearnand redo to meet mastery[Engaging S...
Summative Assessment For summative assessment to be valid it must be aligned to   competencies and performance indicators...
Formative Assessment Formative assessment INFORMS both the teacher and student  relative to the building of content and s...
 Formative assessment is informing teachers and students  of progress. Not all formative assessments require a grade  in ...
Stage 3: Instruction Elements of Differentiation Every  Unit should have:    Opportunities to learn in whole     class, ...
Stage 4: Grading1. Rubrics for Performance Indicators (PI) are   designed to A,B,C,NYC.2. Project based learning is guided...
What we have already…• Defined Competencies & Performance Indicators• Course Materials   • Teacher Resources   • Test Gene...
Where we should be heading…• Develop or modify Formative and  Summative Tests, Projects, &  Performance Assessments• Teach...
Where we should be heading…Re-learning Requirements, Procedures & PlansDesigning Re-Assessments
Model of PracticeSTEP 1 : Define competencies, performance indicators, & topics
Model of PracticeFrench I : Course Syllabus  SPAULDING HIGH  SCHOOLFRENCHFrancais  ISyllabus_FrenchI_10-11.doc
International Language      Communication is the basis ofstandards for all levels of modern and    classical languages. Ev...
CompetenciesC1 - Oral Communication: On a regular basis students are  expected to apply knowledge of grammar, recycle  voc...
CompetenciesC2 – Written Communication: On a regular basis students are  expected to apply knowledge of grammar and mechan...
CompetenciesC3- Listening Comprehension: Students will comprehend  oral communication of the target language. C3PI1. Stud...
CompetenciesC4 - Reading Comprehension: Students will comprehend  reading passages in familiar context. C4PI1. Students w...
CompetenciesC5 – Comprehension of the Workings of Grammar: Students  will comprehend the underlying grammatical rules and ...
Unit Planning Templates Define the Topics of the Course   FR1 Unit Plan 5 9 2011.doc
Model of PracticeSTEP 2 : Design assessments first – always  keep the end in mind, clearly define the  target to students....
Model of PracticeSTEP 3 : Instruction – check in with students along the way (formative assessment) Pause as needed – re-...
WHEN DO YOU  ASSESS?Traditionally, teachers haveassessed students at the end of aninstructional unit or sequence.However, ...
ASSESSMENT         PROCESS                           Pre –Summative                         AssessmentAssessment (Assessme...
PRE-ASSESSMENT The purpose of pre-assessment is to determine what students  know about a topic before it is taught. Pre-...
Pre-Assessment                Strategies Checklist                 Student Products Pre-test                  Student ...
FORMATIVE           ASSESSMENTAssessments FOR learning happens while learning is still underway.These are assessments that...
FORMATIVE         ASSESSMENTThis Type of Assessment            is NOT about     accountability…   it is about GETTING     ...
FORMATIVE       ASSESSMENT           Seven Strategies            Where am I going?1. Provide a clear and understandable vi...
What Can Be    Assessed?ACHIEVEMENT TARGETSKnowledge      Reasoning Mastery       ProficiencyPerformance      Ability to  ...
FORMATIVE       ASSESSMENT           Seven Strategies            Where am I going?1. Provide a clear and understandable vi...
FORMATIVE       ASSESSMENT           Seven Strategies             Where am I now?3. Offer regular descriptive feedback.4. ...
Formative AssessmentSPAULDING HIGH SCHOOLInternational Language  DeptCBADepartment RubricsOral Rubric.docSPAULDING HIGH SC...
FORMATIVE       ASSESSMENT           Seven Strategies        How can I close the gap??5. Design lessons to focus on one as...
Formative AssessmentMoving Beyond Competency SPAULDING HIGH SCHOOLFRENCHFrancais I3. Tout pour la RentreeOut of Competency...
Formative Assessment          Strategies   Conference                           Learning Logs   Cooperative Learning Ac...
Model of PracticeSTEP 4 : Summative Assessment – may  be used during and/or at the end of a  lesson/unitSPAULDING HIGH SCH...
SUMMATIVEASSESSMENT      This type of    assessment is a     successful      end product       and/or the     fulfilling o...
SUMMATIVE                  ASSESSMENTA summative assessment/evaluation is designed to:           provide information     ...
SummativeAssessmentStrategies  Unit Test  Performance Task  Product/Exhibit  Demonstration  Portfolio Review
The Assessment–Instruction Process                            Pre –Summative                Assessment                    ...
What types ofAssessment Methods   Can Be Used? ASSESSMENT METHODS Selected     Extended Written Response         ResponseP...
What types ofAssessment Methods   Can Be Used? ASSESSMENT METHODS Selected Response                            Students se...
What types ofAssessment Methods   Can Be Used? ASSESSMENT METHODS                                   Extended Written      ...
What types ofAssessment Methods   Can Be Used? ASSESSMENT METHODS    Assessment is based on                    Performance...
What types ofAssessment Methods   Can Be Used? ASSESSMENT METHODS                            Determine what a student     ...
Matching AssessmentTargets and MethodsTargets           Selected                               Extended   Performance     ...
Classroom AssessmentsSome teachers             Some teachers talk about:                     talk about:LEARNING          ...
SOME FINAL THOUGHTS Formative Assessment:  Refers to what happens on a daily basis in the classroom  Provides teachers w...
Model of PracticeSTEP 4 : Summative Assessment (no surprises)Test Assessment Chart Activity Allen.doc
Model of PracticeSTEP 5 : Include re-learning procedures  for students who choose to take  advantage of this opportunitySP...
Model of PracticeSTEP 6 : Record Keeping & Infinite Campus
Infinite CampusDepartment Heads will be asked for the following for each course (duebefore we leave for break)    1. A lis...
What’s new for you in IC? (cont’d)• We will be recording our grades by Competency  Each competency will be broken down int...
Spaulding 5 11-25 presentation stofanak
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This is a presentation about the models of practice of competency education at Spaulding High School.

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  • How comp, assessments, and instruction all mesh together. Comp attached to assessments-drives instruction. 1. Comp 2. Assessment 3. instruction
  • Process Box 2- What is most important. Taken from frameworks. Must know, should know, nice to know
  • Power Standards-Tested on during NECAPS
  • Essential questions are optional
  • Student should be self assessing
  • Cake Story The cake is the Summative Assessment – but what did it take to get to this point? Formative Learning along the way
  • School Wide Rubrics allow for students to see standard grading. School wide rubrics can and should be altered to suit department/individual needs. Tests- Less DOK level 1 and 2 questions, more level 3 and 4-these have a rubric as well.
  • Spaulding 5 11-25 presentation stofanak

    1. 1. Model of PracticeFrench I : Tout pour la Rentree May 11 & 25, 2011 Erica Stofanak
    2. 2. Competency/Standards Based Learning Environment
    3. 3. Unit Design - Stage 1
    4. 4. Stage 1 - Guiding Questions1. What will students understand (about what big ideas) as a result of the unit? “Students will understand that… [competency/learning goal]2. What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? [Essential Question]
    5. 5. Stage 1 (cont’d)3. What are the performance indicators at the course level that should be incorporated into the unit design? (i.e. What should students know and be able to do?)
    6. 6. Stage 2: Assessment
    7. 7. Assessment Plan•Summative assessmentrepresent application ofcontent and skills: relearnand redo to meet mastery[Engaging Scenarios,Project-Based, ProblemBased Learning]•FormativeLearning along the way-assessment of the buildingblocks: relearn and redo tomaster
    8. 8. Summative Assessment For summative assessment to be valid it must be aligned to competencies and performance indicators. The measure of proficiency should be determined through use of rubrics for the performance indicators. For an assessment to be authentic, it must be relevant to the student’s interests, engaging through creation of products of learning where the student has the opportunity to use his/her voice/choice. Summative assessments should be designed to Webb’s Depth of Knowledge at Levels 3 and/or 4. These summative assessments are only valid if students have had learning tasks at Levels 3 and 4 leading up to the summative assessment.
    9. 9. Formative Assessment Formative assessment INFORMS both the teacher and student relative to the building of content and skill on a day to day basis. Student progress can be tracked informally through the use of checklists of skills and content associated with a competency. This informs the teacher’s response to the learning needs of the students on a day to day basis and GUIDES INSTRUCTION. Students should be able to see their progress leading to mastery along the way. Formative tasks and assessments should be used flexibly to develop skills and content mastery. Students who have demonstrated skill and content mastery may not be required to do additional formative tasks. Students who have demonstrated competency on these tasks are then presented with more complex activities.
    10. 10.  Formative assessment is informing teachers and students of progress. Not all formative assessments require a grade in Infinite Campus. Students should be provided with opportunities to self- assess their learning progress. When student learning is supported through effective formative assessment, relearning opportunities naturally occur as part of this process. Students receive timely, frequent, and descriptive feedback based on daily learning.
    11. 11. Stage 3: Instruction Elements of Differentiation Every Unit should have:  Opportunities to learn in whole class, group, and independently  Flexible grouping using readiness, student interest, and student learning profiles throughout unit  Respects entry point into the learning by using pre-assessment information  Student choice and voice guide learning and engagement
    12. 12. Stage 4: Grading1. Rubrics for Performance Indicators (PI) are designed to A,B,C,NYC.2. Project based learning is guided by rubrics.3. Grades are recorded by competency and weighted either formative or summative.4. Grading Philosophy statement should guide all grading practices. SPAULDING HIGH SCHOOLInternational Langu
    13. 13. What we have already…• Defined Competencies & Performance Indicators• Course Materials • Teacher Resources • Test Generators • Personal library of materials & experience • Colleagues • Online resources • Textbooks
    14. 14. Where we should be heading…• Develop or modify Formative and Summative Tests, Projects, & Performance Assessments• Teaching Strategies • Collaboration is key!• Student Self-Assessment
    15. 15. Where we should be heading…Re-learning Requirements, Procedures & PlansDesigning Re-Assessments
    16. 16. Model of PracticeSTEP 1 : Define competencies, performance indicators, & topics
    17. 17. Model of PracticeFrench I : Course Syllabus SPAULDING HIGH SCHOOLFRENCHFrancais ISyllabus_FrenchI_10-11.doc
    18. 18. International Language Communication is the basis ofstandards for all levels of modern and classical languages. Every level, enriched with cultural awareness, will stress the development of oral and written communication as well aslistening and reading comprehension.
    19. 19. CompetenciesC1 - Oral Communication: On a regular basis students are expected to apply knowledge of grammar, recycle vocabulary, and employ current material in order to express themselves. C1PI1. Students will respond orally on a variety of topics.
    20. 20. CompetenciesC2 – Written Communication: On a regular basis students are expected to apply knowledge of grammar and mechanics, recycle vocabulary, and employ current material in order to express themselves. C2PI1. Students will create compositions according to their level to communicate feelings, ideas, emotions and opinions.
    21. 21. CompetenciesC3- Listening Comprehension: Students will comprehend oral communication of the target language. C3PI1. Students will comprehend and recognize phrases, passages, and essential vocabulary and respond appropriately.
    22. 22. CompetenciesC4 - Reading Comprehension: Students will comprehend reading passages in familiar context. C4PI1. Students will comprehend written passages from a variety of sources according to their level and respond appropriately.
    23. 23. CompetenciesC5 – Comprehension of the Workings of Grammar: Students will comprehend the underlying grammatical rules and workings of the target language. C5PI1. Students will master identified verb conjugations and tenses. C5PI2. Students will comprehend identified grammatical structures.
    24. 24. Unit Planning Templates Define the Topics of the Course  FR1 Unit Plan 5 9 2011.doc
    25. 25. Model of PracticeSTEP 2 : Design assessments first – always keep the end in mind, clearly define the target to students. By the end of the unit you will be able to …
    26. 26. Model of PracticeSTEP 3 : Instruction – check in with students along the way (formative assessment) Pause as needed – re-teaching may come into play Differentiation
    27. 27. WHEN DO YOU ASSESS?Traditionally, teachers haveassessed students at the end of aninstructional unit or sequence.However, when assessment andinstruction are interwoven, boththe students and the teacherbenefit.
    28. 28. ASSESSMENT PROCESS Pre –Summative AssessmentAssessment (Assessment OF Learning) Formative Assessment (Assessment FOR Learning)
    29. 29. PRE-ASSESSMENT The purpose of pre-assessment is to determine what students know about a topic before it is taught. Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.
    30. 30. Pre-Assessment Strategies Checklist  Student Products Pre-test  Student Work Samples KWL Charts  Show of hands/EPR (Every Pupil Graphic Organizers Response) Pre-test  Standardized Test Data Student Discussions  Teacher Observation Student Demonstrations  Writing Prompts  Writing Samples
    31. 31. FORMATIVE ASSESSMENTAssessments FOR learning happens while learning is still underway.These are assessments that:  are conducted throughout teaching and learning to diagnose student needs  plan the next steps in instruction  provide students with feedback they can use to improve the quality of their work  help students see and feel how they are in control of their journey to success
    32. 32. FORMATIVE ASSESSMENTThis Type of Assessment is NOT about accountability… it is about GETTING BETTER!!
    33. 33. FORMATIVE ASSESSMENT Seven Strategies Where am I going?1. Provide a clear and understandable vision of the learning target
    34. 34. What Can Be Assessed?ACHIEVEMENT TARGETSKnowledge Reasoning Mastery ProficiencyPerformance Ability to Skills Create Products
    35. 35. FORMATIVE ASSESSMENT Seven Strategies Where am I going?1. Provide a clear and understandable vision of the learning target2. Use examples and models of strong and weak work
    36. 36. FORMATIVE ASSESSMENT Seven Strategies Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.
    37. 37. Formative AssessmentSPAULDING HIGH SCHOOLInternational Language DeptCBADepartment RubricsOral Rubric.docSPAULDING HIGH SCHOOLInternational Language DeptCBADepartment RubricsWriting Rubric.docSPAULDING HIGH SCHOOLInternational Language DeptCBADepartment RubricsGrammar Rubrics_Drafts.doc
    38. 38. FORMATIVE ASSESSMENT Seven Strategies How can I close the gap??5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track of and share their learning.
    39. 39. Formative AssessmentMoving Beyond Competency SPAULDING HIGH SCHOOLFRENCHFrancais I3. Tout pour la RentreeOut of Competency Activity.doc
    40. 40. Formative Assessment Strategies Conference  Learning Logs Cooperative Learning Activities  Oral Attitude Surveys Demonstrations Exit Card  Oral Presentations Graphic Organizers  Peer Evaluations “I Learned” Statements  Problem Solving Activities Interviews Journal Entry  Products KWLs  Questioning  Quiz  Response Groups  Self-Evaluations
    41. 41. Model of PracticeSTEP 4 : Summative Assessment – may be used during and/or at the end of a lesson/unitSPAULDING HIGH SCHOOLInternational Language DeptCBADOK_Chart.pdf
    42. 42. SUMMATIVEASSESSMENT This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective.
    43. 43. SUMMATIVE ASSESSMENTA summative assessment/evaluation is designed to:  provide information  make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances) It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.
    44. 44. SummativeAssessmentStrategies  Unit Test  Performance Task  Product/Exhibit  Demonstration  Portfolio Review
    45. 45. The Assessment–Instruction Process Pre –Summative Assessment “finding out”Assessment “making sure” Formative Assessment “checking in” “feedback” “student involvement”
    46. 46. What types ofAssessment Methods Can Be Used? ASSESSMENT METHODS Selected Extended Written Response ResponsePerformance PersonalAssessments Communication
    47. 47. What types ofAssessment Methods Can Be Used? ASSESSMENT METHODS Selected Response Students select the correct/best response from a list provided Multiple choice, true/false, matching, short answer, fill-in questions
    48. 48. What types ofAssessment Methods Can Be Used? ASSESSMENT METHODS Extended Written Response Students construct a written answer in response to a question or task Compare …… Analyze…… Interpret…. Solve a problem and explain work… Describe in detail…
    49. 49. What types ofAssessment Methods Can Be Used? ASSESSMENT METHODS Assessment is based on Performances: *playing an instrument, observing a performance/product *carrying out steps in and making a judgment an experiment *speaking in a foreign language *working productively in a groupPerformance Products: *term paperAssessments *lab report *work of art
    50. 50. What types ofAssessment Methods Can Be Used? ASSESSMENT METHODS Determine what a student has learned through *Responding to personal interaction with them journals/logs *Asking questions during instruction *Interviewing students in conferences Personal *Giving examinations Communication orally
    51. 51. Matching AssessmentTargets and MethodsTargets Selected Extended Performance Personal Written Assessment Response Communication Response Knowledge Mastery Match the assessments at Reasoning your table with the target and Proficiency method Skills Ability toCreate Products
    52. 52. Classroom AssessmentsSome teachers Some teachers talk about: talk about:LEARNING GRADES VERSUS  Can these co-exist peacefully?  Should one receive emphasis over the other?
    53. 53. SOME FINAL THOUGHTS Formative Assessment:  Refers to what happens on a daily basis in the classroom  Provides teachers with information about specific next instructional steps for students: Assessment Drives Instruction.  Students know where they are at instructionally and where they need to go  On-going assessment provides continual feedback that helps students progress over time
    54. 54. Model of PracticeSTEP 4 : Summative Assessment (no surprises)Test Assessment Chart Activity Allen.doc
    55. 55. Model of PracticeSTEP 5 : Include re-learning procedures for students who choose to take advantage of this opportunitySPAULDING HIGH SCHOOLInternational Language DeptCBARe-assessment contract.docSPAULDING HIGH SCHOOLInternational Language DeptCBARe-assessment letter.doc
    56. 56. Model of PracticeSTEP 6 : Record Keeping & Infinite Campus
    57. 57. Infinite CampusDepartment Heads will be asked for the following for each course (duebefore we leave for break) 1. A list of all Course Competencies 2. The weight to be used for each Competency (if one is weighted heavier than another) 3. The weight to be used for Formative and Summative Assessment All weights need to be consistent for the COURSE and may not vary from instructor to instructor.•Plan to review the competencies and weights annually to update.Currently, we are not planning to update the weights midyear.•Remember there are no quarters – grades will be rolling and reportedout on a biweekly basis.•Final exams no longer exist – they become cumulative, summativeassignments.
    58. 58. What’s new for you in IC? (cont’d)• We will be recording our grades by Competency Each competency will be broken down into two scoring groups: • Formative (not to exceed 25%) • Summative (not to be less than 75%)• Assignment Creation: • Determine if the assignment is formative or summative • Teachers will have the option to select which competencies apply to an assignment by easily checking off a box.• Entering Grades: • We have a new option to enter grades by Assignment Assignment - Project #1 Student Competency 1 Competency 2 Competency 3 Name Fred A C NYC Ethel B C A

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