1. History/Social Studies State Standards Professional Learning Cycle 2 January 22 and 24

2. As you arrive …  Sign in at the back tables.  Sit as an AC.  Coaches and District Support Staff please join site teams where there is space available.  Pick up the handouts.  We will begin at 8:30 a.m. Welcome Teachers! 2

3. Celebrations FUSD Teachers! 3

4. Professional Learning Design for the 2014-2015 Year  Cycle 1: October/November 2014  Classroom Teachers Foundation Lead Teachers- December  Cycle 2: January/February 2015  Classroom Teachers Foundation Lead Teachers- February/March 4

5. Instructional Commitments  Engage students in complex talk, complex tasks and complex text to address reading, writing, listening and speaking standards.  Engage students in Common Core grade level standards.  Engage students in higher levels of thinking reaching levels 2, 3, and 4 using Webb’s Depth of Knowledge (DOK).  Engage students in assessments that are standards- based and SBAC aligned. 5

6. Outcomes for Cycle #2 By the end of the session, participants will…  Build common vocabulary on assessment and create an assessment for use in the next instructional unit in alignment with Smarter Balanced Assessment claims.  Identify technology embedded within the State Standards and design classroom opportunities to teach digital literacy. 6

7. Layers of Support Students Read, write, and speak grounded in evidence Teachers Commit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence Coaches Support teachers to plan and implement new learning Leaders Support teachers to take risks with new learning 7

8. Our Norms for Learning and Working Together  Be Present  Arrive On Time  Active Listener  Active Participant—Smile! Enjoy our learning.  Minimize Distractions  Technology at Break  Focus on Topics  Be Aware of the Larger Group’s Needs  Noise Levels  Site Specific Issues 8

9. Today’s Agenda  Welcome/Introduction  Setting Context/Building Background  Assessment Literacy  SBAC Common Vocabulary  Evidence Based Design  H/SS Assessments  Educational Technology  Digital Literacy  Resource Exploration  ABC-CLIO  Create AC Common Assessment for Quarter 3  Closure and iACHIEVE Survey 9

10. Setting the Context 10

12. 1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments 2. Collecting and analyzing assessment data from a variety of sources to inform instruction 3. Reviewing data, both individually and with colleagues, to monitor student learning 4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5. Involving all students in self-assessment, goal setting, and monitoring progress 6. Using available technologies to assist in assessment, analysis, and communication of student learning 7. Using assessment information to share timely and comprehensible feedback with students and their families 12 CSTP 5: Assessing Students for Learning

13. FUSD Continuum of Standards 13

14. Activator: 14

15. Activator- Assessment Terms  Assessment literacy is a broader topic than what we are focusing on today. 1. From the list of assessment terms, use the scale to rate your familiarity. 2. Use the notes column to write down definitions or examples of the terms you know 3. Fill any blank spaces in the notes column as you hear the presentation. 15

16. Assessment Literacy 16

17. The Assessment Challenge How do we get from here......to here? All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness...and what can an assessment system do to help? 17

18. Two Dimensions of Assessment  Formative and Summative Formative and Summative  Embedded and Transfer of Learning 18

19. Formative or Summative?  Formative  Intention – inform next steps for teaching / learning  During an instructional sequence (lesson, module, unit)  Feedback is descriptive  Not for grading/ accountability  Summative  Intention - determines status of learning  After instructional sequence  Evaluative feedback  Ok for grading / accountability 19

20. Embedded or Transfer of Learning?  Embedded Within the unit/lesson A part of the teaching/ learning  Transfer of learning Can students transfer what is learned through teaching to a new context, without teaching support? 20

21. Scope and Sequence Vocabulary  District Common Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT, AND A RUBRIC  an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)  Previously known as the Culminating Task  AC created using district provided frame 21

22. Common Assignments 22

23. Quarterly Design One Example 23 Quarterly Focus: Themes Projects Units Common Assignment Assignment Lessons Activities Assessments Lessons Activities Assessments Assignment

24. Shifts in Summative Assessment  Each state procured their own assessments  Measured proficiency against state, not agreed upon standards  Results often delivered months after the test  Most administered on paper  Common, comparable scores across states measuring college and career readiness  Providing achievement and growth information for educational decisions and professional development  Administered online, with timely results From: To: 24

25. A Balanced Assessment System- Smarter Balanced Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction 25

26. SMARTER BALANCED Digital Library Resource For Formative Assessment 26

27. Taught Curriculum The Aligned Instructional System Written Curriculum Assessed Curriculum CCSS Content Standards ELA Anchor Standards Mathematical Practices Instructional Shifts Materials/resources Depth of Knowledge In Addition to classroom formative and summative assessments: SMARTER Balanced Assessment Blueprints 27

28. Evidence-Centered Design 28 Traditional Item Development versus Evidence-Centered Design Task Models Claims Assessment Targets Evidence Identify standard, create a multiple-choice question, an answer, and three distractors

29. SMARTER Balanced Test Blueprints Components include:  Claim  Content Category (Cluster)  Assessment Target  Item Type  DOK level 29

30. Understanding the SBAC Blueprints Overarching Claims 3-8 and High School Targets Standards Assessment Claims 30

31. Overarching Claims for English Language Arts/Literacy () Total English language arts / literacy (Grades 3-8) “Students can demonstrate progress toward college and career readiness in English language arts and literacy.” Total English language arts / literacy (High School) “Students can demonstrate college and career readiness in English language arts and literacy.” 31

32. Claims for ELA & Literacy 32 Claim #1 Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 Writing: Students can produce effective and well- grounded writing for a range of purposes and audiences. Claim #3 Speaking/Listening: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 Research: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

33. The SBAC Blueprint- ELA 33

34. The SBAC Blueprint- ELA 34 The Common Core Standards Feed into the Targets

35. Getting to Know Task Models (Formats)  Selected Response  Multiple Choice  Multiple Answer  Binary Options (T/F)  Constructed Response  Short Response  Extended Response  Performance Task 35

36. Information Processing/ Constructed Response Items Short Answer Increasing Rigor Information Processing/ Constructed Response Items Short Answer Increasing Rigor SBAC-Aligned Performance Task Cognitive Ramp Performance Task/Product Analytic Essay Prompt Quantitative Problem Scoring Rubric Performance Task/Product Analytic Essay Prompt Quantitative Problem Scoring Rubric Cognitive Demand Student Performance Level Item “Stimulus” Text Data Set Analytic Tools “Stimulus” Text Data Set Analytic Tools Low Mid High Annotated Student Work Exemplars Annotated Student Work Exemplars Teacher Directions 36

37. Creating a Grade Level Assessment  Determine whether this assessment is to be embedded or transfer of knowledge  Determine whether this assessment is to be formative or summative  Identify the Standards to be addressed  Identify the range of complexity (DOK)  Determine which item type(s) support the standard(s) to be assessed 37

38. Billy Sunday and Rev. Wasson Item Written for C3 Framework and CA H/SS Standards Compared to an Item Written for CCSS Literacy Standards 38

39. H/SS Summative Assessments Test a student’s ability to think historically within the context of the chosen H/SS CA standards and C3 indicators that are called out in the appendix of the Scope and Sequence. 39

40. Accountable Community Teamwork 1. Each grade level will be given a piece of text tied to a CA H/SS Standard from the Quarter 3 Scope and Sequence. 2. Choose a C3 Indicator from the Quarter 3 Scope and Sequence. 3. Write a summative assessment item. 40

41. Gallery Walk 41 Walk around the room with your AC and take a look at the work of others Discuss what you observe, take pictures, get contact information.

42. Summarizer: Revisiting the Vocabulary 42

43. 60 Minutes LUNCH 43

44. Educational Technology 44

45. Educational Technology 45  Technology, used effectively, can help all students meet and exceed the rigorous learning goals embedded in the Common Core State Standards  Focus on developing the necessary technology integration skills for mastery of content, development of College and Career Ready skills, and performing well on the Smarter Balanced Assessments  Will promote students who are engaged and empowered to be inquisitive, creative, and resourceful problem-solvers who discover, collaborate and interact in meaningful ways

46. Digital Literacy Instructional Technology  Prerequisite computer skills  Online Assessment Literacy  Common Core standards enhanced and supported by technology Educational Technology: Areas of Focus 46

47. Digital Literacy Instructional Technology  Students are explicitly taught the skill of how to input numbers and create a spreadsheet on the tablet  During a math lesson, students create a spreadsheet to demonstrate understanding of information from a data set pulled from math text Mathematics Example 47

48.  Prerequisite Computer skills  Scope & Sequence  Modules Digital Literacy 48

49. Digital Literacy- Quick Survey  How are you embedding digital literacy skills into your instruction?  Keyboarding Skills?  Linked to writing?  Using classroom tablets? 49

50. Challenges  As a table write down some of your continued challenges.  Listen to the sorting categories. 50

51. Technology Scope & Sequence 51

52. Embedded in State Standards 52

53. Technology Scope & Sequence Resources 53 Coming Soon!

54. ABC-CLIO 54 www.databases.abc-clio.com Teachers: fresnostaff Students: fresnousd (Username and Password are the same)

55. Searching Databases 55

56. World History: The Modern Era 56

57. Topics 57

58. The Reformation 58

59. Martin Luther: Ninety-Five Thesis 59 0

60. Quarter 3 Common Assessment 1. Choose a CA H/SS Standard 2. Choose a C3 Indicator 3. Find text from ABC-CLIO to use 4. Write a summative assessment item 60

61. iACHIEVE Survey 61

62. Closure  Report out any interesting resources or features of a resource that your grade level found. 62