1. Guiding Principles Assessment Models HEIDI MCGINLEY, MCLA AND BECKY BROWN, SOUTH PORTLAND APRIL 6, 2015

2. Outcomes 1.Identify similarities and differences among existing lists of possible Guiding Principles. 2.Explore options for writing scoring guides. 3.Explore ways to determine necessary and sufficient evidence of proficiency.

3. Products and Process Products: 1. Identify criteria for choosing/revising your own Guiding Principles. 2. Identify next steps in your own Guiding Principles assessment process. Process: The process mirrors the development process we each used.

4. Why do the Guiding Principles matter? Most high schools have some version of the GP’s and so do most districts. Why? What matters to you about the GP’s (regardless of what the state requires)? What purposes do the GP’s serve?

5. What do stakeholders think? How do you think your stakeholders’ (internal and external) would respond to that question? What Guiding Principles do you think they might list?

6. Guiding Principles Options MGP’s = The Maine Guiding Principles as listed in rule chapter 132. ◦Option 1. Find content standards and indicators that align with MGP’s and track student proficiency of those. LGP’s = Your own version. Option 2. Use existing lists to revise or write your own based on district goals, work already being done, beliefs.

7. Today’s web page -- Go to http://mainecla.orghttp://mainecla.org Click on the Professional Learning tab at the top of the page. Then on the Guiding Principles Assessment Models link. The password is GPs

8. Option 1 The very drafty sample!

9. Option 2 Evaluate other lists  Work and college readiness skills  21 st century skills  Habits of Mind  Habits of work

10. Criteria for local GP’s Becky’s Criteria for Inclusion:  Inclusive of initiatives already underway in the district AND  Essential for all students (common in both work readiness and college readiness definitions)  Student-centered (can be developed in the student as opposed to school climate development)  Teachable  Observable/measurable  Cross-cutting academically  Integral to the purpose/mission of school

11. Criteria for local GP’s Heidi’s Criteria for Inclusion:  Identified by an authoritative source  Lean AND  Essential for all students (common in both work readiness and college readiness definitions)  Student-centered (can be developed in the student as opposed to school climate development)  Teachable  Observable/measurable  Cross-cutting academically  Integral to the purpose/mission of school

13. K-12 Continua South Portland’s K-12 Draft 21 st Century Skills

14. RSU #0 K-12 Draft Work and College Readiness Standards

15. The development process… Becky’s Process: - find a document to serve as the foundation and from which to build - compare the foundation document to other GP documents ◦Identify missing things ◦Identify areas for consolidation ◦Identify areas for elaboration - cross-walk with Maine’s GP - send to others for review and feedback throughout

16. Writing Scoring Guides and Documenting Proficiency

17. Evidence-centered design questions 1.Exactly what do students need to know and be able to do? (When we answer this question, we can draft scoring guides.) 2.What evidence will tell us if they can? 3.How will we get that evidence?

18. Evaluating Student Evidence It’s only about the standard and its indicators. It’s all about fairness to students.

19. Three Scoring Guide Options A. Aligning MLR’s/local graduation standards with the existing MGP’s B. When you write your own C. Using the K-12 continua as scoring guides

20. A. Aligning MLR’s/local graduation standards with the existing MGP’s Writing standards-based scoring guides: 1. Unpack the indicator.  Levels of demand  Types & kinds of knowledge required 2. Write the “meets the standard -- 3” level. 3. Write the “partially meets the standard -- 2” level. 4. Figure out “exceeds -- 4”.

21. Identify the main ideas or concepts and the supporting details in informational text. 1. Level of demand (verbs) 2. Types/kinds

22. Identify the main ideas or concepts and the supporting details in informational text. 1. Level of demand (verbs) ◦Identify 2. Types/kinds ◦Main ideas/concepts ◦Supporting details for each main idea

23. Write the “3” 1234 The student identifies: 1.the main ideas/concepts 2.the supporting details for each main idea.

24. Include questions to answer about how good is good enough 1234 The student: Identifies: 1.the main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?)

25. Write the “2” 1234 The student: Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified. OR Identifies the required main ideas and provides few or inaccurate supporting details for some or all. The student identifies: 1.the main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?)

26. Write the “1” and “4” 1234 The student: Identifies fewer than _____ main ideas with few/no relevant details. The student: Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified. OR Identifies the required main ideas and provides few or inaccurate supporting details for some or all. The student: Identifies: 1._____ main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?) The student identifies all main ideas and all supporting details.

27. The development process… Becky’s Process: - find a document to serve as the foundation and from which to build - compare the foundation document to other GP documents ◦Identify missing things ◦Identify areas for consolidation ◦Identify areas for elaboration - cross-walk with Maine’s GP - send to others for review and feedback throughout

28. What’s different about GPish scoring guides? Rarely will proficiency be determined by a single moment- in-time event/demonstration. Behavioral/self-management indicators generally use some description of consistency over time. Cognitive/higher order indicators generally include evidence of application in a variety of settings/content areas.

29. B. Evidence & Opportunities - Needed something verifiable … “oh I do that …” - Borrowed a NEASC matrix approach - Scores are an aggregate across content areas over the grade span (K-2, 3-5, 6-8, or 9-12)

31. What are the benefits and challenges for you in using each approach? What are the opportunities and challenges for you in documenting student proficiency of the GP’s?