January 2010 PASS Training

To reconnect with colleagues. To extend knowledge of weak and strong student work. To extend knowledge of descriptive feedback. To increase knowledge of technology implementation.

Histogram Results Each building has strengths and weaknesses Student involvement was the lowest overall Learning Targets was the strongest Technology Survey Monkey Results

Building Specific: Elementary: Standards-Based Report Cards Middle School: Differentiated Instruction High School: Project-Based Learning

Let’s get to know our PASS members better... Building Thursday, Jan. 11, 2010 Happy New Year

60 Second Life Story

Make a chain. Introduce the person with something the group might not know. AWARDS

Protocol – Students November 2006 Protocol – Classroom March 2007

In what ways are you currently looking at student work? How often do you look at student work in a formalized manner? How are you using the information received from looking at student work? How might you get started if you haven’t begun the process?

How might you introduce the concepts of quality to students? How will you make sure that students know which learning target(s) are addressed? How will you engage students in analyzing samples?

Performance Assessments Tasks & Criteria

Stiggins refers to performance tasks and performance criteria. What are these? How are they different? How do they relate to performance assessments? What are some examples of each?

Pair (someone not in your school) Define (in your own words) Tasks Criteria Give 2 examples (preferably not from the book) Pages 192 – 194

Combine partners to make a team of 4 Share each partner’s definitions & examples Come to “team” consensus on a definition and examples for each term

Combine the team of 4 to make a group of 8 Share each team’s definitions & examples Come to “group” consensus on a definition & examples for each term Put your definitions on chart paper and post Task DefinitionExamples Criteria DefinitionExamples

C Revised curriculum, instruction and assessment aligned to standards Data drives your decisions Curriculum data aligned to standards Assessment data aligned to standards Curriculum mappingAnalysis of results Written curriculum Taught curriculum State and National Local Performance Pathways An Integrated Data Solution for Student Achievement Performance Assessment Learning Target Tasks Page 244 Criteria Rubrics Checklists Exercises Scoring Guides Activities 5 Dimensions of Quality Content Clarity Feasibility Fairness & Accuracy Sampling 4 Dimensions of Quality Content Clarity Practicality Technical Quality & Fairness

Making clear decisions about your “criteria” before you begin will help make the scoring process quick, fair, and accurate. By doing this, your students won’t feel like Sally…

PIECE OF SCULPTURE ITSELF? MY TALENT? MY EFFORT?

LEARNED ABOUT THIS PROJECT?

QUALITY OF THE COAT HANGER

QUALITY OF THE COAT HANGERS

1. Checklists 2. Scoring Guides 3. Rubrics

What makes a good oral presentation?

Develop checklists on-line Writing, science, oral presentations, multi-media

A scoring guide is nothing more than assigning points to items Designed to rate papers on separate criteria Doesn’t talk about the quality of the items

What makes a good oral presentation? Assign points to the list of expectations.

Clear characteristics for each level of performance to be assessed. Students know what is expected, how well they have done, and what they need to accomplish in the future.

Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer toward the desired goal or ‘in closing the gap’. -Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis

What makes a good oral presentation? Focus on one quality at a time… Watch the videos and score the “Delivery” part of the rubric.

What rating did you give speech #1?

What rating did you give speech #2?

What rating did you give speech #3?

Pages 42-46

Page 46

1. What are some advantages/disadvantages of using checklists, scoring guides, rubrics? 2. When might you use checklists, scoring guides, rubrics?

Performance Assessments

How might you introduce the concepts of quality to students? (pp.30–40) How will you make sure that students know which learning target(s) are addressed? (pp.41–42) How will you engage students in analyzing samples? (pp.44–50)

Glance briefly through the two pieces of writing. As you read the 2 nd piece, think ‘What did this teacher do to enhance student motivation and learning?” Emily’s Story

What did this teacher do to enhance student motivation and learning? What can you do to improve student work? Focus particularly on the last two discussion points.

What key components are needed to be in place for a classroom such as Ms W’s? What conditions already exist for you? What can you change or add or add to your team’s vision of assessment FOR learning as a result of this story?

Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. 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.

All:55-56 #1:57-68 (Characteristic #1) #2:68-74 (Characteristic #2, 3, 4) #3:74-83 (Characteristic #5)

A Summary

Dr. Ed Porthan: Get serious about feedback. Make it:  Immediate  Specific  Cause/effect  Coaching for growth  Preserving dignity

Dr Robert Marzano: Powerful feedback is Corrective Timely Specific Self monitoring

The giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized. Always discuss what works and why and then give suggestions for fine-tuning and why. Feedback is most effective when it points out success and is designed to stimulate correction of errors relevant to the task.

Give it a try

Let’s Look at Descriptive Feedback Determine if statements are appropriate descriptive feedback. Select at least three statements. Change statements to meet descriptive feedback criteria.

Make notes – descriptive feedback: What they did well Coaching for growth

Pretend you are the students and are giving each speech student descriptive feedback on how to improve their speech Partner A gives descriptive feedback for the first speech. Discuss with partner Then Partner B gives descriptive feedback for the next speech. Discuss

Goals for teacher. Using peer feedback.

Verizon Thinkfinity’s Awareness Session

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Complete page 1 of the form, then skip to page 4 and click on “Complete Profile.” Be sure to return later to revise. If you need to create a profile… Roster into this Session

1.Once logged in to myThinkfinity, click on ‘Sign-in on Roster’ on the right-hand side of the screen. 2.Click on the hyperlinked location for this training Roster into this Session

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21st Century Skills How Do You Find Resources at Verizon Thinkfinity?

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do you find the resources? Three Main Ways: 1. Navigation through Content Partner sites 2. 3.

Educator Homepage

Three Main Ways: 1. Navigation through Content Partner sites 2. Search Engine 3. do you find the resources?

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Three Main Ways: 1. Navigation through Content Partner sites 2. Search Engine 3. Educator Homepage do you find the resources?

Educator Homepage

Who uses the resource - teacher? students? both? What strategies are going to be used - cooperative learning? discovery approach? What classroom configuration will work best to employ this activity? What does this activity look like for students? How will you know if the activity is successful? There are several critical decisions we will need to make regarding the use of the Verizon Thinkfinity resource we have selected, such as:

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Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. 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.

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PASS/Staff Survey