1. Instructional Leadership Supporting Common Assessments

2. © AZ Board of Regents, All rights reserved, 2012. Name of Superintendent –Welcome –Why Important Welcome

3. © AZ Board of Regents, All rights reserved, 2012. Name of Facilitator –Overview / Agenda –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions Overview & Introductions

4. Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

5. © AZ Board of Regents, All rights reserved, 2012. Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning Instructional Leadership Core Component is managed through Key Processes

6. © AZ Board of Regents, All rights reserved, 2012. There is ambitious academic content provided to all students in core academic subjects. Rigorous Curriculum

7. © AZ Board of Regents, All rights reserved, 2012. Creates rigorous sequences of learning experiences/courses. Implements a rigorous curriculum in all classes. Coordinates a rigorous curriculum across grade levels. Implements a rigorous curriculum in programs for students with special needs. Research-Based Critical Behaviors

8. © AZ Board of Regents, All rights reserved, 2012. By the end of the workshop you will develop an action plan focused on applying the Research- Based Critical Behaviors In the column labeled “Current Reality” –Rate yourself on a scale of 1-5 –5 = highly effective –3 = effective –1 = ineffective –Describe the evidence that supports your application of this concept Action Plan

9. © AZ Board of Regents, All rights reserved, 2012. How do instructional leaders ensure the development and implementation of common assessments across all grades and courses? How do instructional leaders communicate about the rigor of curriculum through common assessments? Implementing Rigor through Common Assessments Segment Guiding Question

10. © AZ Board of Regents, All rights reserved, 2012. Developing and analyzing common assessments in a Professional Learning Community is cited as the most effective way to monitor growth in student achievement DuFour, Richard (2006) Learning by Doing Consider the Following:

11. © AZ Board of Regents, All rights reserved, 2012. Definition: A Common Assessment is an assessment used collaboratively by a team of teachers responsible for the same grade level, course, or content area. Definition

12. © AZ Board of Regents, All rights reserved, 2012. Characteristics of Common Assessments: –Measure essential student learning –Clearly defined student performance outcomes –Includes both formative and summative uses –Include all students in same grade/course –Administered in a systematic and timely manner –Allow for analysis of results within PLC Item analysis is planned and occurs immediately following each assessment Clearly defined assessment criteria exist Results used to adjust instruction Characteristics

13. © AZ Board of Regents, All rights reserved, 2012. –Assessment Processes and Results Serve Clear and Appropriate Purposes –Assessments Reflect Clear and Valued Learning Targets –Learning Targets Are Translated into Assessments that yield Accurate Results –Assessment Results Are Managed Well and Communicated Effectively –Students Are Involved in Their Own Assessment R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment FOR Student Learning: Doing It Right – Using It Well (Portland, Ore.; ETS Assessment Training Institute, 2004), p.27 Indicators of Sound Assessment Practice

14. © AZ Board of Regents, All rights reserved, 2012. The results (data) of common assessments are used to drive decisions relevant to: –Instructional planning –Grouping of students –Re-teaching –Interventions Focus

15. © AZ Board of Regents, All rights reserved, 2012. Did assessments used in your classrooms… 1.Align with the stated objective? 2.Provide a valid measure of an objective? 3.Meet high expectations (rigorous curriculum)? 4.Encourage communication among teachers? 5.Engage students to reflect on their learning? How can YOUR school do these things better? Reflect on Your Past Assessments?

16. © AZ Board of Regents, All rights reserved, 2012. High Expectations (rigor)

17. © AZ Board of Regents, All rights reserved, 2012. Examine Hess’ Cognitive Rigor Matrix: –Type of Thinking –Depth of Knowledge (complexity) What percentage of classroom assessments in YOUR school are –Analyze or higher? …provide an example? –DOK #3 or higher? …provide an example? High Expectations (rigor)

18. © AZ Board of Regents, All rights reserved, 2012. Given: Math Standard x.x.x What is the level of cognitive rigor? What assessment(s) would provide an aligned and valid measurement? Reflection

19. © AZ Board of Regents, All rights reserved, 2012. Identify the BIG IDEAS Describe connections: –Alignment with your beliefs –Similarities to other readings –Application in your role Be prepared to share one key insight Read: Wake Up Call

20. © AZ Board of Regents, All rights reserved, 2012. –BIG IDEAS –Alignment with beliefs –Connects to other readings –In your role Sharing

21. © AZ Board of Regents, All rights reserved, 2012. Identify the BIG IDEAS Be prepared to share one key insight Read: Formative Assessment Workshop Ideas

22. © AZ Board of Regents, All rights reserved, 2012. Choose one issue in one content area –An area of significant need Describe the current reality (factual data) –What data will call your staff to action? –What data will inspire change? Describe your vision –What data would provide evidence? Describe your next steps –How do you move forward? Consider the following:

23. © AZ Board of Regents, All rights reserved, 2012. With that issue in mind and your notes Use the Wake-Up Call Worksheet –Consider your school’s implementation of the steps For Current Reality …rate & provide evidence –“5” Exemplary –“3” Proficient / Progressing –“1” None or getting started For Next Steps … Identify at least ONE strategy for improvement relevant to each step (row) –Describe WHO does WHAT by WHEN TASK: Evaluate & Plan

24. © AZ Board of Regents, All rights reserved, 2012. With that issue in mind and your notes Use the Formative Assessment Worksheet –Consider your school’s implementation of the ideas For Current Reality …rate & provide evidence –“ 5” Exemplary –“3” Proficient / Progressing –“1” None or getting started For Next Step … Identify at least ONE strategy for improvement relevant each idea (row) –Describe WHO does WHAT by WHEN TASK: Evaluate & Plan

25. © AZ Board of Regents, All rights reserved, 2012. Consider… –Wake-Up Call –Formative Assessment Workshop Ideas –Formative Assessment Packet for Teachers How might these tools be useful in developing a workshop for improving implementation of formative assessments? Implementing Formative Assessments

26. © AZ Board of Regents, All rights reserved, 2012. Create an agenda for a staff meeting: –What is the greatest need relevant to formative assessments in your school? –How will you assessing learning at the end of the workshop? –What data will you collect to “track” implementation in the classroom? –How will you use the information provided in this workshop and other resources Be prepared to share your plan & WHY Work Time

27. © AZ Board of Regents, All rights reserved, 2012. With a shoulder partner, share your story –My school’s greatest need is… –My agenda includes… –I chose ______, because ______ Whole group share –Share one idea you heard from a partner Sharing Your Story

28. © AZ Board of Regents, All rights reserved, 2012. Consider the guiding question Use column labeled “Strategies/Ideas” –Connect today’s work with the “Research- Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. Workshop Closure 28

29. © AZ Board of Regents, All rights reserved, 2012. Review the following… –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in process? –What resources do you need? Action Plan –Do what? –By when ? Workshop Closure

30. © AZ Board of Regents, All rights reserved, 2012. In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS! Workshop Closure

31. © AZ Board of Regents, All rights reserved, 2012. Please complete “Participant Feedback” form –Grant research –Improve future workshops Workshop Closure