DISCOVERY EDUCATION (DE) FALL 2013. Professional Growth System Standards-Based Instruction Professional Learning MTSS: One Integrated Framework *CCSS.

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Presentation transcript:

DISCOVERY EDUCATION (DE) FALL 2013

Professional Growth System Standards-Based Instruction Professional Learning MTSS: One Integrated Framework *CCSS and NGSSS PLC Effective Instruction and Leadership PASCO’S INTEGRATED SYSTEM

PURPOSE Discovery Education provides a platform to let us know how students are doing on their mastery of the standards. Student Growth (Vision) Connection to Common Core (standards-based instruction) Guides planning of instruction (PLC) Allows for planning for next year (PLC) Allows for reflection on instruction (professional growth system)

ASSESSMENT AUDIENCES Classroom (Student, Teacher, Parent) Instructional Planning-spend more or less time on a skill Remedial Enrichment School or Program School strengths and weakness District curricular needs Institutional Accountability. Stiggins, R. (April 2008). Assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute. Portland: OR.

DIFFERENCES Classroom: serves the student (Am I able to be successful?) Program: faculty examines professional effectiveness of instructional interventions to master pre-determined standards Institutional: matters of leadership effectiveness, instructional policy, resource allocation. Stiggins, R. (April 2008). Assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute. Portland: OR.

ASSESSMENT PURPOSE: INSTITUTIONAL Answers the question Are our schools as effective as they need to be? Serves summative, accountability purposes Examples: FCAT 2.0, EOC, Unit Test Stiggins, R. (April 2008). Assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute. Portland: OR.

ASSESSMENT PURPOSE: SCHOOL OR PROGRAM Answers the questions Which standards are our students mastering or not mastering? How might our programs be improved to promote greater student success? Identify aspects of instructional program working or in need of improvement Interim, benchmark, short-cycle, common assessments every few weeks Focus: achievement standard Stiggins, R. (April 2008). Assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute. Portland: OR.

ASSESSMENT PURPOSE: CLASSROOM Answers the questions What comes next in the learning? How is each student doing on his or her journey up the scaffolding leading to each standard? Must provide information continuously Focus: Each individual student Stiggins, R. (April 2008). Assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute. Portland: OR.

THINK ABOUT IT… SUMMATIVE FCAT 2.0 End-of-Course Unit Test Chapter Test FORMATIVE DE Benchmark Assessment DE Mini Assessment (Probes created from Item Bank ) Fist to Five IRLA

EXPECTATIONS FOR DE

HOW WILL WE TEACH IT? This year the district has prioritized three of the six instructional shifts to increase the rigor of our work: Writing to sources Text Based Answers/Evidence Based Discussions Staircase of Complexity

CCSS MATHEMATICS

LOGISTICS Initial Training: Data analysis for BOY during planning Testing Time Line BOY Benchmark- Sept. 3- Sept. 27 Benchmark 2- Nov. 18- Dec.20 Benchmark 3- Feb. 10- March 13 EOY Benchmark May 1- May 23 (non EOC tested courses)

OVERVIEW OF NEXT STEPS RELATED TO TRAINING Student Logistics Student logins Assigning benchmark test to students K, 1 Practice Test Comparative Report Additional Reports Creation of Probes and mini assessments