1. October 21, 2008 Barb Rowenhorst, ESA 7

2.  Debrief Achievement Series  View the final Assessment System information  Review the 7 assessment strategies  PCL: Stages of Responses to Change  Understand the five types of learning targets  Determine learning targets for content standards  Determine the underpinning learning targets for focus standards (using eMetrics)

3. Successes? Questions? Next Steps?

5.  Teaching … is never perfect.  Professional learning never ends…it’s a career-long endeavor. Charlotte Danielson, 2008

7. Change  to exchange, substitute, or replace something  Signifies the end/death of something which results in the beginning of a grieving process Transition  a process in which something undergoes a change and passes from one state, stage, form, or activity to another – implies there is not an end to something

8. The Way We See the Problem…Is the Problem The Way We See “Change” …. If you have a problem, the actual problem is that you are looking at it as a problem. It could be something else, such as an opportunity. When it rains lemons, make lemonade. Stephen Covey, Circle of Concern/Circle of Influence

9. Manning & Curtis, Art of Leadership, 2007

11. Negative responses to change can be avoided in favor of proceeding directly to effective responses to change when people:  Believe the change is the right thing to do.  Have influence on the nature and process of the change.  Respect the person who is championing the change.  Expect the change will result in personal gain.  Believe this is the right time for change.

12.  First (OK) and Second Order (Huge) Change (McREL)  Where are you on the continuum?  How can you help yourself?  How can you help others?

13. What we know today does not make yesterday wrong, it makes tomorrow better. Carol Commodore

14. Find a partner for each type of assessment on your handout. Sign each other’s assessment type. Then find another partner for each of the other assessment types.

15.  Find your “Report” assessment partner  Determine who is Partner A and who is Partner B  Partner A come and get the directions

16.  Partner B follows the directions that Partner A gives as best you can.  When all the directions have been completed, turn in the paper to Partner A for scoring.

17. “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Dr. Rick Stiggins

19. Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 1.Offer regular descriptive feedback. 2.Teach students to self-assess and set goals. How can I close the gap? 1.Design lessons to focus on one aspect of quality at a time. 2.Teach students focused revision. 3.Engage students in self-reflection and let them keep track of and share their learning.

20. Students can hit any target that they can see and that holds still for them.

21. In the pattern to the left locate and outline the five-pointed star. 1 minute

22.  If I provide additional information (block out part of the picture) does that help you identify the target? 45 seconds

23.  If I provide even more information (block out more of the picture) does it help you identify the target? 30 seconds

24. Teachers and students can hit any target they can see and will hold still.” Rick Stiggins points out that “Teachers and students can hit any target they can see and will hold still.” What is the relationship between this statement and the activity you just participated in?

25.  What happened to the number of correct responses when I provided more information?  What does this activity have to do with ‘clear targets’?  What happens when the targets is not shared (clarified)?  What are the implications for teachers?

26. 1. Provide a clear and understandable vision of the learning target. “Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.” W. James Popham

27.  A learning target defines success – it is any achievement expectation we have for students.  It states what we want the student to learn – in student-friendly language.  In order to build clear learning targets we need to understand that there are actually five kinds of learning targets.

28. 1. Knowledge 2. Reasoning 3. Skill 4. Product 5. Disposition

29.  Number off at your tables from 1-5  Each choose 1 type of Learning Target  Take notes  Share with your table group

30. Knowledge Reasoning Skill Product Disposition The facts and concepts we want students to know and understand Students use what they know to reason and solve problems The student uses knowledge and reasoning to act skillfully The student uses knowledge, reasoning, and skills to create a product. The student’s attitudes and feelings about school and learning. Learning Targets - Types

31. Standard Target Type Underpinning Learning Targets Knowledge ReasoningReasoning + K SkillSkill + R + K Product Product + S + R + K Knowledge

32.  Knowledge  Know the law  Read signs and understand what they mean  Reasoning  Analyze road conditions, vehicle performance, other driver’s actions, with knowledge of previous experiences  Evaluate ‘am I safe’ and synthesize information to take action if needed  Skill  Steering, shifting, parallel parking, signaling, automaticity of driving actions  Products  (not appropriate target)

33. Knowledge ◦ Know vocabulary: facts, opinions, stereotypes and how to identify them ◦ What it means to compare and contrast things ◦ The criteria on which to compare and contrast (events, people, conditions, consequences) Reasoning ◦ Distinguish facts from opinions in the context of news reporting ◦ Recognize novel stereotypes ◦ Find the correct information on which to compare and contrast ◦ Compare and contrast the historical information specified on the criteria.  Skill  Products

37. Assessment OF Learning (Core) Assessments FOR Learning (Diary) Learning Targets

38.  Work with standards you have at your table. highlight  Using Stiggins “Learning Target Key Words” handout, highlight the key vocabulary that identifies the standard as a knowledge, reasoning, skill, or product target.  Determine the type of learning target for 3 focus standards.

39.  Choose a subject and grade level.  Select 3 standards.  eMetrics data  DOE Standards (content & unpacked) http://doe.sd.gov  Determine the standard’s learning target.  Knowledge, reasoning, skill, or product  Brainstorm a unit you could teach for this standard.  Practice writing learning targets.  Identify its underpinning learning targets  Check the unpacked standard

40. Standard Target Type Underpinning Learning Targets Knowledge ReasoningReasoning + K SkillSkill + R + K Product Product + S + R + K Knowledge

41. Standard/Outcome: Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Product TargetsSkill TargetsReasoning TargetsKnowledge Targets DECONSTRUCTING STANDARDS/OUTCOME

42. Standard/Outcome: Produce writing to communicate with different audiences for a variety of purposes. (gr. 1) Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark ? Product Targets Write sentences with varied beginnings Skill Targets (see & hear) Hold a pencil correctly Print letters correctly according Space words Use lines and margins correctly Stretch out sounds in words to create a temporary spelling of a word… Reasoning Targets Distinguish the uses or meanings of a variety of words (word choice) Knowledge Targets Know what a sentence is Understand concept of word choice (vocabulary) Type:  Product  Skill  Reasoning  Knowledge

43. Math Product Correct payment of restaurant check including tax and tip Skill Computes percentage Reasoning The similarities and differences between percents, fractions and decimals and when to use each Knowledge Describes what percents are

44.  Determine a subject and grade level.  Select a standard within that grade level.  eMetrics data  DOE Standards (content & unpacked) http://doe.sd.gov  Determine the standard’s learning target  Knowledge, reasoning, skill, or product  Brainstorm a unit you could teach for this standard.  Practice writing a learning target for each category.  Identify its underpinning learning targets

45. “Do we really have to take the time to do this?”

46. Deconstructing allows teachers to…  Define mastery: What do students need to know and be able to do?  Identify the prerequisite skills and academic vocabulary needed to master the standard.  Differentiate learning experiences for diverse learners.  Select appropriate assessments to monitor and measure achievement.  Develop deeper understanding about standards as part of a continuous improvement culture.

47. “Once we know what our learning targets are and have defined how we will assess them, we are able to think clearly about what combination of instruction and experiences will prepare students both to know what they need to know and to demonstrate their learning.” Stiggins, Arter, Chappuis, and Chappuis: Classroom Assessment for Student Learning (2004)

48.  Specify clear expectation in your classroom.  Do so in writing and publish them for all to see.  Eliminate the mystery. If they can see it, they can hit it.  If they cannot see it, their challenge turns into pin the tail on the donkey – blindfolded Stiggins, 2008

50. Student Friendly Knowledge/ Understanding I can describe what a percent is and how to determine it. Reasoning I can evaluate an event and determine whether to use percents, fractions or decimals. Skills I can determine what the percent is for any number. Product I can make the correct payment on a restaurant check by calculating and adding the tax and tip.

51. When students are involved in the assessment process, they are required to think about their own learning, articulate what they understand and what they still need to learn—and achievement improves. Black & Wiliam, 1998; Sternberg, 1996; Young, 2000

52.  Learning targets are useful to our thinking about classroom assessment because they have clear links to different methods of assessment.  The quality of assessment rests on the clarity of the assessors understanding of the learning target to be assessed.

53.  Some people are missing yet!  Directions ◦ www.sdesa7.org ◦ browenhorst.tie.wikispaces.net

54.  Debrief Achievement Series  View the final Assessment System information  Review the 7 assessment strategies  PCL: Stages of Responses to Change  Understand the five types of learning targets  Determine learning targets for content standards  Determine the underpinning learning targets for focus standards (using eMetrics)