1. Buck Evans Assistant Superintendent for Operations

2. Based on Bloom’s Taxonomy

3. Higher Order Thinking Skills Evaluation Synthesis Analysis Application Comprehension Knowledge Lower Order Thinking Skills

4. 1.What knowledge and skills should every student acquire as a result of this class, course, or grade level and how deeply should they know and/or be able to do? Where is the learner going? power standards, unpacking, learning targets, essential questions Where is the learner now? 2.How will we know each student has acquired the essential knowledge and skills at the level of rigor standards require? rubrics, checklists, formative assessments, pre- & post-tests How to close the gap? 3.How will we respond when some students do not learn? 4.How will we respond when some students have clearly achieved the intended outcomes? teacher / team analysis of data + lesson/unit (re-)design Phases 1 & 2 Phase 4Phase 3

5. Recall & Reproduction Skills & Concepts Strategic Thinking/ Reasoning Extended Thinking DOK 1DOK 2DOK 3DOK 4

6. Learning Progression Behaviors Creating* Generating new ideas, products, or ways of viewing things, designing, constructing, inventing. Evaluation Synthesis Justifying a decision or course of action, checking, hypothesizing, critiquing, experimenting, judging. Analysis Breaking information into parts to explore understandings and relationships, comparing. Application U sing information in a familiar situation, implementing, carrying out. Comprehension Explaining ideas or concepts classifying, summarizing, paraphrasing. Knowledge Remembering, recalling information, recognizing, listing, selecting. * Updated by Lorin Anderson in 2001

7. Frequency RubricCognitive Demand Progression Rubric The learner rarely demonstrates the ability to understand characterization by describing the character’s actions. 1 The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

8. Frequency RubricCognitive Demand Progression Rubric The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions. 2 The learner demonstrates the ability to comprehend characterization by describing the character’s actions. The learner rarely demonstrates the ability to understand characterization by describing the character’s actions. 1 The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

9. Frequency RubricCognitive Demand Progression Rubric The learner frequently demonstrates the ability to understand characterization by describing the character’s actions. 3 The learner applies understanding of characterization by determining how a character may behave in a new situation, based on his/her actions. The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions. 2 The learner demonstrates the ability to comprehend characterization by describing the character’s actions. The learner rarely demonstrates the ability to understand characterization by describing the character’s actions. 1 The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

10. Frequency RubricCognitive Demand Progression Rubric The learner always demonstrates the ability to understand characterization by describing the character’s actions. 4 The learner demonstrates the ability to evaluate characterization by critiquing the character’s actions, based on his personality. The learner frequently demonstrates the ability to understand characterization by describing the character’s actions. 3 The learner applies understanding of characterization by determining how a character may behave in a new situation, based on his/her actions. The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions. 2 The learner demonstrates the ability to comprehend characterization by describing the character’s actions. The learner rarely demonstrates the ability to understand characterization by describing the character’s actions. 1 The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

11.  Discuss the fundamental difference between a frequency rubric and a cognitive demand rubric.  What are the implications to you when moving from a frequency rubric to a cognitive demand rubric?

12.  Quintessential knowledge and skills students need to learn at each grade level  Common Core Standards

13. Aim of the Organization Goals & Measures Aim of the Organization Goals & Measures With Power Standards With Power Standards Without Power Standards Without Power Standards Aligned Acts of Improvement Random Acts of Improvement

14. Grade 3 Reading Standards  Literature – 10  Informational text – 10  Foundational skills – 3 Grade 3 Writing Standards  1 – has 4 sub-parts  4 – 10 Grade 3 Speaking and Listening Standards  6

15. Grade 3 Reading Standards  Conventions -- #1 has 9 sub-parts, #2 has 7 sub- parts, and #3 has 2  Vocabulary Acquisition -- #4 has 4 sub-parts, #5 has 3 Grade 3 Math Standards  25 with numerous sub-components

16. Webb’s Depth-of-Knowledge Levels LEVEL 1Recall & ReproductionRecall of a fact, term principle, concept, or perform a routine procedure LEVEL 2 Basic Application of Skills/Concepts Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs LEVEL 3Strategic Thinking Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer LEVEL 4Extended Thinking An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources.

17. Why DOK? OSPI uses Depth-of-Knowledge levels to ensure that MSP & HSPE questions include a range of cognitive complexity. Federal government requires that states include Depth-of-Knowledge as a component in assessment design. Research tells us that students learn skills and acquire knowledge more readily when they understand concepts more deeply, recognize their relevance, and transfer learning to new or more complex situations. * * National Research Council. (2001). Pelegrino,J., Chudowsky,N., & Glaser,R.(Eds.) Knowing what students know: The science and design of educational assessment.

18. Initial Misconceptions…DOK is  NOT about difficulty: a difficult problem or task does not necessarily involve deep knowledge or complexity of content. o Adding 4,678,895 + 9,578,885 may be more difficult than 4+4, but both are DOK 1 o Restating an abstract theory may be more difficult than restating a simple fact, but both are DOK 1  NOT about prescribing according to ability or age: Some wrongly conclude DOK 1 is for the “low group” and DOK 4 is for the “highly capable” or DOK 1 is for elementary while DOK 3-4 is for high school.

19. Test Drive the Matrix for “INSTRUCTION TASKS” Place instructional tasks that scaffold learning & guide each student progressively toward deep proficiency of this standard on the Bloom/Webb Matrix. Example C: Construct and interpret line graphs. 3 1 Identify components of line graphs 2 Construct a line graph 3 Interpret a line graph

22.  90% - 100%   The student has completed proficient work in all learning objectives and advanced work on some of the learning targets.

23.  80% - 90%   A-3 means the student has completed proficient work on all the learning objectives.

24. A grading or performance level system should not be based on the inappropriate use of averages.   Using attendance   Effort   Being a good “kid”

25.   the Parents   the Teachers of later courses in sequence   the Student

26. Traditional Grade Book Name Homework Average Quiz 1Chapter 1 Test John906570 Bill507578 Susan1105062 Felicia109085 Amanda9510090

27. Standards-Based Grade Book Name Objective 1: Write an alternate ending for a story Objective 2: Identify the elements of a story Objective 3: Compare and contrast two stories JohnPartially proficientProficientPartially Proficient BillProficient Partially Proficient SusanPartially Proficient FeliciaAdvancedProficient AmandaPartially ProficientAdvancedProficient Traditional Grade Book Name Homework Average Quiz 1Chapter 1 Test John906570 Bill507578 Susan1105062 Felicia109085 Amanda9510090

28.   Assigned problems, assignments, and activities should be directly linked to learning targets.   Students should be able to ask and answer:   Do I know this?   Can I do this?   It is critical that homework have direct correlation to the learning target(s).

29.   Struggling students should have the opportunity to retest.   Assessment should take place when you are confident that a reasonable number of your students will score at the proficient level.

30.   Identify the concise set of standards for content/subject  Provide a precise definition of what meeting proficiency looks like   Define quality

31.   No teacher can use standards-based grading without clear standards.

32.  Motivate students so they will want to do better  Used to ensure compliance  Assign a letter or number to the amount of learning which has occurred  Show progress in relation to identified standards  Quantify what a student has learned and is able to complete  Provide feedback so students will know what they need to do next or do better to be proficient What is the purpose of the report card?

33.  Students who earn a 4 (A)  Students who earn a 3 (B)  Students who earn a 2 (C)  Students who earn a 1 (D)

36. 2 (C)MAMissing Assignment 2 (C)MAMissing Assignment 3 (B) 1 (D)4 (A) 2 (C) 3 (B) Final level/grade would be?

37.  The teacher’s grading/assessment policy

38.  Accuracy  Fairness  Effectiveness

39.  The use of Zero or no credit  On a 100 point scale  90-100= a 4 a an A  80- 89=a 3 or a B  70-79=a 2 or a C  60-69=a 1 or a D

40.  4 to 3A to B  3 to 2B to C  2 to 1C to D  10 points

41.  The interval is from a Level 1 or D to Zero  Equates to: A Six Fold Penalty  When compared to the other levels or grading intervals

42. A Level 1 or a D is considered sub-standard or unacceptable. The failure of not turning in work at all is considered egregious or appalling. We are then required to defend that egregious or appalling is six times as bad as unacceptable.

43.  Should students lose credit or not matriculate to the next grade level because of Zeros?  Using Zeros would be based on a misplaced mathematically inaccurate grading policy.

44.  Equating quiet compliance with proficiency  Being a “good kid”  I know she knows this even though the test results do not bear it out  The bless her heart syndrome

45. Do your grading and assessment practices improve student achievement? Or as Richard Stiggins would ask – do your assessment beliefs support “of learning or for learning”?

46. Were my students this year more engaged, responsive, responsible, and successful than in previous years? If so, then… Your grading and assessment policies are adequate

47. They were either victorious or failed (died) at the end of each game  One of the best ways to improve performance  Familiar to students who are growing up playing video games – They receive feedback that is: Immediate Specific And often brutal...

48. From the student’s perspective feedback is not calculating an average or a final score on an assessment. But to inform them on how they can improve on their next attempt to…rule the universe.

49.  Suspend the use of averages  Stop using Zero  Provide regular, relevant, just-in-time feedback

50. In essence educators can be… Accurate Fair Effective