Achieving the GoalProfessional Learning Communities What do students need to know? How will we know when each student has acquired the knowledge and skills? How will we respond if they haven’t learned? How will we extend and enrich if they already know it?
What have YOU accomplished 2-year Assessment Task Force Renewed conversation around assessment practices and reporting (WHY ASSESS) A new report card based on learning goals, (ASSESS WHAT phase) community conversation around changes in grading and reporting PLCs working on assessment
Standards from different groups # Grade 3 # Grade 3 Math Group Content Example Standards Strands Fluently add and subtract within 1000 using strategies and algorithms based on placeCommon Core 5 23 value, properties of operations, and/or the relationship between addition and subtraction. Use manipulatives, mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving theEveryday Math 6 15 addition and subtraction of whole numbers and decimals in a money context; describe the strategies used and explain how they work.
Everyday Mathematics Grade 3Measurement and Reference Frames Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements
Process for Unwrapping• Circle the words that depict the skills students Identify who the Pilgrims were should be able to do. and explain why they left Europe to seek religious• Underline the words that freedom; describe their journey and their early years represent knowledge [in the Plymouth colony.] students should know. See Table 3.2 from Stiggins• Bracket the context
Yes I Can• What actions does your team currently take to engage students in assessment of their own learning? • What barriers have you faced in making student assessment of learning practical in your classroom?
Elements of a Standard• Concepts students must know. ★ Declarative Knowledge• Skills that students should be able to perform ★ Procedural Knowledge
Five Steps to Unwrap Standards Step 1: Focus on Key Words Step 2: Map standard into goals Step 3: Analyze the Goals Step 4: Determine the Big Idea Step 5: Establish Guiding Questions Bailey and Jakicic, 2011
What are the outcomes? • Review your learning goals. • Align learning goals to a set of standards. • Analyze learning goals with Bloom’s taxonomy-balance. • Translate learning goals into student- friendly language
Congruence• Key Ideas and Details (4th Grade Standard from CCS, Reading Informational Text) • RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. • RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on speciﬁc details in the text (e.g., a character’s thoughts, words, or actions).• Westminster Grade 4 Learning Goals (Language Arts, Reading and Writing) • Brainstorms and generates writing from life experiences • Uses details to effectively support settings and characters • Focuses a story around a main idea or theme • Uses effective leads and endings • Uses lively verbs, precise nouns, and descriptive adjectives • Follows the conventions and grammar of the English language at a level appropriate for fourth grade