1. Presentation to RISC IDD February 23, 2011 Copper Stoll

2.  The staff of D50 will identify any open source learning tasks and units that would align to D50 Learning Targets. If none exist, D50 staff will create learning tasks and units that would provide evidence for individual or multiple Learning Targets.

3.  A performance task is a contextual* assessment in which a learner demonstrates proficiency or above on learning target(s) based on interest, choice, and need. Learners use rubric(s) to meet success criteria and set goals. *Contextual is defined as in context; real life; authentic; is not a worksheet; preparing for real life and more.

4.  Develop project-based, real world, learning tasks /units that students can use as evidence to demonstrate multiple Learning Targets in order to accelerate student’s rate of learning.  Input into e-ducate to expedite this process for all teachers in the district.

5.  Learning Targets to be addressed  Written in kid-friendly language  Unpacked into what students need to know (Knowledge) and be able to do (Skills)  Enduring Understandings  Essential Questions  Template shown on the wiki from Advanced Teacher Symposium-June 2009

7.  Pre-Requisite Skills- Marzano Scoring Guide  Assessments  Pre-assessments  Skill-based assessments (score 2’s)  Performance tasks (score 3’s and 4’s) ▪ GRASP ▪ Goal, Role, Audience, Situation, Product, Standard ▪ RAFT ▪ Role, Audience, Form, Topic  Rubric- Standards for success  Exemplars of student work

8.  Scenario-Context of the problem  Learning Target(s)  Vocabulary and Prerequisite knowledge  Teacher directions  Student directions  Rubrics  Self  Peer  Teacher  Exemplars  Reflection  Notes for review and input?

11. Instructional strategies embedded into the UbD format Instructional strategies that differentiate and gradual release in the Teaching-Learning Cycle for:  I do, we do, you do together, you do alone  Groupings  Resources  Approaches Marzano and D50’s newly developed Learner-centered Art & Science Instructional Strategies: Setting up routines Segments that address content in specific ways  Learning New Knowledge  Practicing and Deepening Knowledge  Testing Hypotheses Segments enacted on the spot RISC’s Instructional Design and Delivery Model

14. Each learning task/unit should include the following five components:  Scenario context  Teacher directions for tasks  Student directions for tasks  Rubrics for the students to understand the proficiency expectations prior to the learning and to be used for self-, peer-, and teacher-assessment  Exemplars of student work to show student work comparisons  Feedback and input for the piloting process to ensure validity and reliability.

15.  Review possible databases to collect open source: (Do you know any others?)  (Key words to search: performance assessments; formative assessments; performance tasks)  DASC exemplars  PALS (Science) www.pals.sri.com and PALM (Math) www.palm.sri.comwww.pals.sri.com www.palm.sri.com  D50 SAMIS (on the D50 intranet)  D50 Performance Assessments written from Power standards ( on the D50 intranet)  Other interesting sites: ▪ Michigan Department of Education ▪ Illinois Department of Education

17. AdvancedProficientPartially Proficient Emerging Clear targets Measures more than one of the D50 Learning Targets in multiple content areas Measures the score 4 LT criteria Measures one or more of the D50 Learning Targets in one content area Measures the score 3 or 4 LT criteria Focused purpose Measures the Learning Target Open-ended solutions Actively involves the learner Learner- centered Engages and challenges the learner Provides for student interest, choice and need Assessment aligned to learning Aligns the type of learning with the learning task Valid and reliable Free from bias and distortion Effective use of time and resources Clear and anticipates error patterns Includes scenario, directions, rubrics and exemplars

18.  Intradisciplinary-Within the Content  Bundle learning targets within your level’s content  Interdisciplinary-Cross Curricular  Multiple levels addressed through one project that spans multiple contents  Students customize the project based on their interest and needs