1. Dodge City School District
August 2-4, 2009

2. Some Logistics
Breaks
Lunch
Workshop Ends

3. Guiding Questions What do we expect students to learn?
How will we know what students have learned?
How will we respond to students who aren’t learning?

4. Group Resume Professional Background Hobbies Some Things You Might
Guess About Us
Something That Might
Surprise You
Signatures

5. Module 1 Agenda Review series outcomes
What do standards-based systems look like?
What does research say about standards-based assessment systems?
Utilize Self-Scoring Rubric
Identify Essential Indicators
Establish an instructional calendar
Next Steps

6. Series Outcomes Essential Indicators for Reading and Math
Essential Indicators for Science and Social Studies 7 -12
Proficiency levels for each indicator
Common standards-based assessments
A scope and sequence for each grade level
A system of standards-based lesson
planning based upon data
The overall objective is for these four questions to be answered at all levels: district admin, site admin, classroom teacher,AND student!

7. Who is WestEd?
WestEd’s is a preeminent educational research, development, and service organization that has been a leader in moving research into practice by conducting research and development (R&D) programs, projects, and evaluations; by providing training and technical assistance; and by working with policymakers and practitioners at state and local levels to carry out large-scale school improvement and innovative change efforts. WestEd’s mission to work with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults—is addressed through a full range of projects.
The overall objective is for these four questions to be answered at all levels: district admin, site admin, classroom teacher,AND student!

8. Local Accountability Professional Development Series (LAPDS)?
What is WestEd’s
Local Accountability Professional Development Series (LAPDS)?
WestEd’s Local Accountability Professional Development Series (LAPDS) is a customized training service that helps districts and schools meet accountability goals. LAPDS staff work with school faculty, district curriculum committees, and district and school leadership teams.
The overall objective is for these four questions to be answered at all levels: district admin, site admin, classroom teacher,AND student!

9. What are our Goals?
Agreement on essential standards for all subjects and grades
Agreement on proficiency levels for each subject area, K-12, to align with the state definition of “proficient”
Agreement on district standards-based assessments to evaluate student progress toward proficiency
Development of a scope and sequence for each subject and grade level to ensure alignment with essential standards
Agreement on the pacing and performance levels of essential standards in an instructional calendar
The overall objective is for these four questions to be answered at all levels: district admin, site admin, classroom teacher,AND student!
Agreement on common formative assessments to place students in intervention classes

10. Local Accountability Read the overview on pages 1 and 2.
With your highlighter, highlight the six elements
which you think are very apparent in your
school? Which are not? How about your district
as a whole?

11. Elements of a Schoolwide Intervention System
Please read Element 1 - Standards.
I got it
Focused Reading
! This is really important or interesting
? I don’t understand this

12. Elements of a Schoolwide Intervention System
Please share with a partner in your group
I got it
Focused Reading
! This is really important or interesting
? I don’t understand this

13. Elements of a Schoolwide Intervention System
Decide upon one quote or idea that you’d like
to share with the whole group. Give a reason
why that quote resonates for your school.
Write your quote or idea on the Top half of
the chart paper provided.

14. Elements of a Schoolwide Intervention System
Please read Element 2 - Instruction.
I got it
! This is really important or interesting
? I don’t understand this

15. Elements of a Schoolwide Intervention System
Please share with a partner in your group
Focused Reading
Variation
I got it 3
! This is really important or interesting 2
? I don’t understand this 1

16. Elements of a Schoolwide Intervention System
Decide upon one quote or idea that you’d like
to share with the whole group. Give a reason
why that quote resonates for your school.
Write your quote or idea on the bottom half
of the chart paper provided.

17. Self-Scoring Guide Turn to page 22 Review instructions
Skim rubric on pages 23
Clarify vocabulary
(All=100%, Almost All<100%, Some<75%,Few<25%, Rarely<10%)

18. Self-Scoring Guide
After a team discussion, chart your rating and your evidence for each element for your school.
Whole group share out

19. Break

20. FLETCH

21. Essential Indicators Turn to page 34
Take six minutes to read the passage and
respond to the questions.
Share your responses with your partner.

22. What Works in Schools Say Something Please, turn to page 35
Partners read silently to a designated stopping point.
When both partners are ready, they each turn to ‘say something’ about what they just read. (question, summary, a key point, interesting idea, or a new connection)
Process continues to next stopping point.
Say Something
Please, turn to page 35

23. Consensus Circle Share your favorite quote or idea in a quadrant.
As a group come to consensus to share a big idea
Strategy

24. Essential Indicators What makes a standard essential?
It has Endurance.
It provides Leverage.
It ensures Readiness for the next level of learning.
Please turn to page 36

25. Essential Indicators Endurance
Will this provide students with knowledge and skills that will be of value beyond a single test date?

26. Essential Indicators Leverage
Will this provide knowledge and skills that will be of value in multiple disciplines?

27. Readiness for Next Level
Essential Indicators
Readiness for Next Level
Will this provide students with essential knowledge and skills that are necessary for success in the next grade or next level of instruction?

28. Choosing Essential Indicators
Filters
Endurance,Leverage, Readiness

29. Choosing Essential Indicators
Filters
STATE BLUE PRINT
Endurance,Leverage, Readiness

30. Choosing Essential Indicators
Filters
Meetings with Grade level above and below
STATE BLUE PRINT
Endurance,Leverage, Readiness

31. Choosing Essential Indicators
Filters
Vertical Alignment with K-8 Teachers
Meetings with Grade level above and below
STATE BLUE PRINT
Endurance,Leverage, Readiness

32. Essential Indicators Rubric
Categorizing Standards
Review the KS Indicators for your grade level.
Decide whether or not each standard has endurance, leverage, or readiness.
Rate the indicator on the ELR Rubric

33. Essential and Benchmark Indicators
Choosing Our List of
Essential and Benchmark Indicators
Which standards should be our essential at each grade level?
Which standards have endurance, leverage and readiness?
Which standards have our students failed to master on state or local assessments?

34. Grade level above and below articulation
Give a copy of your essential indicators to the grade level or course above yours.
Indicate to the grade level below yours the five most essential “readiness indicators” students should master before entering your grade/course.
Pages 27-30

35. Looking for the Vertical Flow
Post your grade level charts on the wall in order
Look for flow within and between the grade spans

36. Gaps, Overlaps, and Omissions
“Ensure that curriculum is not heavily repeated or inadvertently omitted from one grade to another.”
Jacobs 1997

37. Gaps, Overlaps, and Omissions
Is there a particular indicator needing to be taught to students in more than one grade that is missing from a particular grade’s list (Gap)
Is there a particular indicator that is redundantly taught in two or three grades that could be thoroughly taught in only one grade? (Overlap)
Is there a particular indicator likely to be state tested that is completely missing from one or more grades? (Omission)

38. Essential Indicators Grade Level/Course
Which indicators can you comfortably say are consistently being taught to mastery across the district?*
* Guaranteed and viable – opportunity to learn and time always provided.

39. Next Steps…
Look at final copy of ‘essential indicators’, sequence them in logical order for instruction throughout the year.
Sequence “essential indicators” into 6 week mini-assessments throughout the school year.
Create a “materials map” – where can teachers district-wide find materials for each indicator?
Pages 27-30

40. User or Student Friendly Language
Re-write standards in student-friendly language (also known as user-friendly language) – be sure to maintain cognitive level.
Algebra 4.0 Students simplify expressions prior to solving linear equations and inequalities in one variable, such as 3(2x-5)+4(x-2)=12
I can simplify linear statements prior to solving them.
The overall objective is for these four questions to be answered at all levels: district admin, site admin, classroom teacher,AND student!

41. Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

42. User or Student Friendly Language
Identify what students need to know (noun).
Identify what students need to do (verb)
Align the cognitive level with Blooms
Use “I can” or “I will” to begin sentence
The overall objective is for these four questions to be answered at all levels: district admin, site admin, classroom teacher,AND student!