History/Social Studies State

StandardsProfessional

Learning

Cycle 2

January 22 and 24

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

CelebrationsFUSD Teachers!

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Professional Learning Design for the 2014-2015 Year

Cycle 1: October/November 2014Classroom Teachers

Foundation Lead Teachers- December

Cycle 2:January/February 2015Classroom Teachers

Foundation Lead Teachers- February/March

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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.

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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.

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Layers of Support

Students Read, write, and speak grounded in evidence

TeachersCommit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence

CoachesSupport teachers to plan and implement new learning

Leaders Support teachers to take risks with new learning

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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

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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

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Setting the Context10

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

12CSTP 5: Assessing Students for Learning

FUSD Continuum of Standards

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Activator: 14

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.

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Assessment Literacy16

The Assessment Challenge

How do we get from here... ...to here?

All studentsleave high school

college and career ready

All studentsleave high school

college and career ready

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

...and what can an assessment system do

to help?

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Two Dimensions of Assessment

Formative and Summative

Embedded and Transfer of Learning

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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

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Embedded or Transfer of Learning?

Embedded Within the

unit/lessonA part of the

teaching/ learning

Transfer of learning Can students

transfer what is learned through teaching to a new context, without teaching support?

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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

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Common Assignments22

Quarterly DesignOne Example

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Quarterly Focus: ThemesProjects

Units

Common Assignment

Assignment

Assignment

AssignmentLessonsActivities

Assessments

LessonsActivities

Assessments

Assignment

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:

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A Balanced Assessment System- Smarter

Balanced

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

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

practicesto improve instruction

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SMARTER BALANCED Digital Library Resource

For Formative Assessment26

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

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Evidence-Centered Design

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Traditional Item Development

Traditional Item Development

versus Evidence-Centered Design

Evidence-Centered Design

Identify standard, create a multiple-choice question,

an answer, and three distractors

SMARTER Balanced Test Blueprints

Components include: Claim Content Category (Cluster) Assessment Target Item Type DOK level

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Understanding the SBAC BlueprintsOverarching Claims 3-8 and High

School Overarching Claims 3-8 and High

School

TargetsTargets

StandardsStandards

Assessment Claims

Assessment Claims

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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.”

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Claims for ELA & Literacy32

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.

The SBAC Blueprint- ELA33

The SBAC Blueprint- ELA34

The Common Core Standards Feed into the Targets

Getting to Know Task Models (Formats)

Selected Response Multiple Choice Multiple Answer Binary Options (T/F)

Constructed Response Short Response Extended Response

Performance Task

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Information Processing/Constructed Response Items•Short Answer•Increasing Rigor

Information Processing/Constructed Response Items•Short Answer•Increasing Rigor

SBAC-AlignedPerformance Task

Cognitive Ramp

Cognitive Ramp

PerformanceTask/Product•Analytic Essay Prompt•Quantitative Problem

•Scoring Rubric

PerformanceTask/Product•Analytic Essay Prompt•Quantitative Problem

•Scoring Rubric

Cognitive Demand

Student Performance Level

ItemItem

ItemItem

ItemItem

“Stimulus”•Text

•Data Set•Analytic Tools

“Stimulus”•Text

•Data Set•Analytic Tools

Low

Mid

High

Annotated Student

Work Exemplars

Annotated Student

Work Exemplars

Teacher Direction

s

Teacher Direction

s

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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

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Billy Sunday and Rev. Wasson

Item Written for C3 Framework and CA H/SS Standards Compared

to an Item Written for CCSS Literacy Standards

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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.

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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.

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Gallery Walk41

Walk around the room with your AC and take a look at the work of others

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.

Summarizer: Revisiting the Vocabulary

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60 Minutes

LUNCH

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Educational Technology44

Educational Technology45

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

Digital Literacy Instructional Technology

Prerequisite computer skills

Online Assessment Literacy

Common Core standards enhanced and supported by technology

Educational Technology: Areas of Focus

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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 Example47

Prerequisite Computer skills Scope & Sequence Modules

Digital Literacy48

Digital Literacy- Quick Survey

How are you embedding digital literacy skills into your instruction? Keyboarding Skills? Linked to writing? Using classroom tablets?

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Challenges

As a table write down some of your continued challenges.

Listen to the sorting categories.

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Technology Scope & Sequence

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Embedded in State Standards

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Technology Scope & Sequence Resources

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Coming Soon!

ABC-CLIO54

www.databases.abc-clio.com

Teachers: fresnostaffStudents: fresnousd

(Username and Password are the same)

Searching Databases55

World History: The Modern Era

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Topics57

The Reformation58

Martin Luther: Ninety-Five Thesis

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0

Quarter 3 Common Assessment

1. Choose a CA H/SS Standard 2. Choose a C3 Indicator3. Find text from ABC-CLIO to use4. Write a summative assessment item

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iACHIEVE Survey61

Closure

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

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