Digging Deeper with Steps 1 and 2 North Marion School District: Facilitator Mini Session September 2016 http://www.online-stopwatch.com/candle-timer/full-screen/ Signal Word: Step 1 + A Solid Foundation

The L2 Matrix & Data Teams Lucky Leading Achievement of Results Losing Ground Learning Understanding Antecedents of Excellence

Objectives for the Day Dig deeper with Step 1 (Plan and Prepare) and Step 2 (Organize and Chart) of the data team process Reflect on current practices and next steps in your building/s

Proposed Norms Pull your own learning wagon Be mindful about time Listen for catch and release signals Technology has become one of our best assets & liabilities... Please set aside until prompted

Brainstorm: What do you do now when you have data (cause or effect)?

Step 1: Plan & Prepare Instruction What’s the order of this step? In your group, look at your card and find your place in the flow. Stand in order facing away from the other group when you are done!

The Flow of Step 1: Plan & Prepare Choose Priority standards Deconstruct to student friendly learning targets Select/revise a post assessment Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented Select additional strategies for Core Create pre-assessment Create scoring agreements Administer Pre-Assessment & score

Preview of Steps to Deconstructing Standards: First: Write down the FULL Standard. Second: What is the Type of Target? Third: What are the Nouns? Fourth: What are the Verbs? Fifth: What are the Knowledge Targets that underpin the reasoning? Sixth: What are the Reasoning Targets? Last: Write targets in student friendly language.

Types of Learning Targets: Record Key Words & Sketch to Remember

Five Types of Learning Targets Knowledge Targets Factual information, procedural knowledge, and conceptual understandings underpinning each discipline. Reasoning Targets Thought processes students are to learn to do well within a range of subjects. Skill Targets Demonstration or physical skill-based performance is at the heart of the learning. Product Targets Where creation of a product is the focus of the learning. Specifications for quality of the product itself are the focus of teaching and assessment. Disposition Targets Attitudes, motivations, and interests that affect students’ approach to learning.

Let’s Practice: Name that Target Type! I can identify reasons an author gives to support the main point. I can apply fix-up strategies in my reading. I can agree with an opinion verbally or in writing. I can recognize root words in text. I can create a visual aide to support my argument. I can persevere through challenging tasks. Reasoning Skill Reasoning Knowledge Product Disposition

What Does it Look Like to Deconstruct a Standard? First, write down the FULL Standard: 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. Second: What is the Type of Target? Reasoning Target Third: What are the Nouns? Addition, subtraction, place value, properties of operations Fourth: What are the Verbs? Explain (using place value and properties)

Fifth: What are the Knowledge Targets that underpin the reasoning? Know addition and subtraction strategies using place value and properties of operations related to addition and subtraction. Sixth: What are the Reasoning Targets? Explain why addition and subtraction strategies work based on place value and properties of operations.

Last: Write targets in student friendly language. I can name addition strategies. (pre-req) I can name subtraction strategies. (pre-req) I can explain why addition strategies work using place value and properties of operations. I can explain why subtraction strategies work using place value and properties of operations. I can use drawings or objects to support my explanations. Deconstructed standards http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/12/03/i-can-common-core-standards-k-5/ Flip books http://community.ksde.org/Default.aspx?tabid=5646 http://www.fsusd.org/Page/8774 http://www.nassauboces.org/Page/1940 http://www.qisd-nm.schoolloop.com/ccss http://salkeiz-cia.orvsd.org/math ELA: http://education.ky.gov/curriculum/docs/pages/ela-deconstructed-standards.aspx https://salkeiz-cia.orvsd.org/reading http://www.azed.gov/azccrs/elastandards/3-5/ http://www.azed.gov/azccrs/elastandards/k-2/

As you Deconstruct Standards, Remember If… Then… If a standard is knowledge… If a standard is reasoning then… If a standard is a skill then… If a standard is a product then… Note: Disposition can both stand alone or be paired with any other target type. K = K targets R = K + R targets S = K + R + S Targets P = K + R +S*+P targets (*Not always S)

Where did the majority of your brainstormed methods fall? Assessment Methods Performance Assessment Students complete a task that is evaluated by judging the level of quality using a rubric. Selected Response Students select the correct or best response from a list provided. Written Response Students construct an answer in response to a question or task rather than to select the answer from a list. Reflection: Where did the majority of your brainstormed methods fall? Personal Communication Students share what they have learned through structured and unstructured interactions with teachers.

Performance Assessment Personal Communication Target-Method Match Selected Response Written Response Performance Assessment Personal Communication Knowledge Reasoning Skill Product Strong, Good, Partial or Poor Match?

Performance Assessment Personal Communication Target-Method Match Selected Response Written Response Performance Assessment Personal Communication Knowledge Good Strong Partial Reasoning Skill Poor Product

Remember this is not the outcome, it is a scaffold! The Team Process Sheet The process sheet is a place to capture the conversation Have one person on your “team” enter this link: https://goo.gl/UP4lxj Click: make a copy Next, share the “sheet” with your two teammates Take a moment to click around and check it out Set aside until prompted Remember this is not the outcome, it is a scaffold!

The Flow of Step 1: Plan & Prepare Choose Priority standards Deconstruct to student friendly learning targets Select/revise a post assessment Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented Select additional strategies for Core Create pre-assessment Create scoring agreements Administer Pre-Assessment & score

Step 1: Plan & Prepare Instruction Considerations Have teachers taken the CFA to check for clarity and to better infer when students will struggle? Have clear criteria been identified (cut-off scores) for each group of students? Hint: 100% does not equal Exceeding How will CFA results be shared with students? How will students demonstrate their learning? Plan and prepare instruction  

The Flow of Step 1: Plan & Prepare Choose Priority standards Deconstruct to student friendly learning targets Select/revise a post assessment Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented Select additional strategies for Core Create pre-assessment Create scoring agreements Administer Pre-Assessment & score

Life is Busy & Agendas are Tight Don’t Forget That Step 1 is...

Roadmaps to Learning… Determine acceptable evidence. (Assessment) Common Core State Standards Identify desired results. (Targets) Determine acceptable evidence. (Assessment) Plan learning experiences and instruction. (Strategies and Lessons)

Step 1: Guided Practice Tips of the Trade: If your district does not have a resource for prioritized standards, Northwest Regional ESD has done this work: http://et.nwresd.org/node/281 Read the map from left to right and right to left. Make sure that all the parts link together. Follow the “FLOW” of Step 1.

Reflection: Where are we now? Use the Team Process Sheet and the Comprehensive Observation Rubric (COR) to reflect and set specific goals.

Step 2: Organize and Chart Data Score the assessment based on the rubric Chart data into categories: Exceeding/Meeting Close to Proficient Far To Go/Approaching Intervention POSSIBLE NAMES Select a group of students to focus your plan on NOTE: Teachers need time to think and reflect as they chart data. Therefore, it is NOT recommended that this happen during the meeting. Organize and chart data  

Scoring Agreements Review Work together to: Decide how to score the assessment to get the most actionable information Take the assessment to check for clarity and to better infer where students will struggle Identify clear criteria (cut-off scores) for each group of students that will best reveal their needs (What is meeting? close? etc.) Remember: 100% does not automatically equal exceeding!

Pre-Assessment Column Cut Score Review Proficient/Exceeding: Student has mastered the standard (not time dependant) Close to Proficient: Students who have the prerequisite skills needed and some portions of the current standard. Far To Go/Approaching: Students who have some prerequisite skills. May or may not have correct responses on the current standard of focus. Intervention: Students who lack most or all of the prerequisite skills. Remember the goal of the columns is to reveal student need. Try to avoid making column descriptors that a wide variety of students will fall into.

Step 2: Guided Practice! Tips of the Trade: Make sure your cut scores allow for students to be separated out into groups with like needs. If most of your students will end up in one group, change your cut scores BEFORE you chart. Sometimes it may be easier to use descriptors for cut scores, rather than numbers.

Reflection: Where are we now? Use the Team Process Sheet and the Comprehensive Observation Rubric (COR) to reflect and set specific goals.

Dear Facilitator … What are you still wondering about? Burning questions? Concerns? Confusion? What are you still wondering about?

12:15 www.educationalexcellence.org

Feedback and Reflection Please complete a reflection and feedback form before you leave (last page). Bus your own table. http://www.online-stopwatch.com/candle-timer/full-screen/