1. Digging Deeper with Steps 1 and 2
North Marion
School District:
Facilitator Mini Session
September 2016
Signal Word: Step 1 + A Solid Foundation

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

3. 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

4. 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

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

6. 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!

7. 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

8. 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.

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

10. 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.

11. 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

12. 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)

13. 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.

14. 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
Flip books
ELA:

15. 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)

16. 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.

17. 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?

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

19. 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:
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!

20. 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

21. 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

22. 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

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

24. 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)

25. 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:
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.

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

27. 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

28. 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!

29. 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.

30. 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.

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

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

33. 12:15

34. Feedback and Reflection
Please complete a reflection and feedback form before you leave (last page).
Bus your own table.