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Module 7B for Secondary Teachers

Module 7B for Secondary Teachers. Florida Standards for ELA & Literacy: Focus on Assessment and Data Use. Professional Development Session Alignment Set 1. Data Use. Governing Board. Data Use. ELA Math. School Leaders. Module 3 PARCC. Data Use. ELA. Math. Teachers.

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Module 7B for Secondary Teachers

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  1. Module 7B for Secondary Teachers Florida Standards for ELA & Literacy: Focus on Assessment and Data Use

  2. Professional Development Session Alignment Set 1 Data Use Governing Board Data Use ELA Math School Leaders Module 3 PARCC Data Use ELA Math Teachers Leadership Teams Session 1 Session 2 Module 6 Florida Standards Math Module 7 ELA & Data Use

  3. Professional Development Session AlignmentSet 2 Governing Board Florida Standards Assessments Data Analysis VAM School Leaders Data Use ELA Math Data & ELA Data & Math Teachers Leadership Teams Session 3 Session 4 Session 5 Session 6 Module 6 Florida Standards Math Module 7 ELA & Data Use Module 8 Math & Data Use Module 5 Florida Standards ELA

  4. You Are Here Module 2 ELA Module 2 FL CCRS ELA Module 1 Data Use Module 4 Data Use Module 3 Math Module 5 ELA Module 5 FL CCRS ELA Module 8 Math & Data Use Module 7 ELA & Data Use Module 6 Math

  5. Module 7B Outcomes • Understand the contributions that annual summative, ongoing interim, classroom performance tasks, and formative assessments make to a comprehensive assessment framework. • Incorporate principles of backward lesson design to create units that align with the Florida Standards for ELA & Literacy, essential questions, and assessments. • Use the EQuIP rubric and review process to assess the quality of Florida Standards for ELA & Literacy aligned units and lessons. • Use the instructional data cycle to analyze student work to make decisions regarding progress toward proficiency on the Florida Standards for ELA & Literacy and to inform instructional practice.

  6. 8 Components of Full Florida Standards Implementation

  7. Today’s Agenda • Welcome and introductions • Pre-assessment • Purpose and use of annual summative assessments • Interim assessments to inform instruction • Lunch • Designing units of instruction • Classroom performance task assessments • Classroom formative assessments • Instructional data-use cycle: Looking at student work • Post-assessment

  8. Introductory Activity Pre-Assessment Guide Page 5

  9. Section 1 Sharing Lesson Plans

  10. Activity 1: Sharing Aligned Lessons Guide Pages 7-8

  11. Section 2 Annual Summative Assessment

  12. Essential Question of the Day • How are annual summative, interim, classroom performance tasks, and classroom formative assessments changing in response to the demands of the new Florida Standards?

  13. A Comprehensive Assessment System Includes: Annual Summative Assessment Alignment Interim Assessments Classroom Summative Assessments Classroom Formative Assessment

  14. Assessment Systems • Summative --- Annual student performance on a defined set of standards; for accountability or to inform policy. • Interim --- Ongoing, three to four times per year to predict student performance on the annual standards-based assessment. • Classroom Performance Tasks --- End of unit, quarter, or semester summative performance tasks or tests using rubrics that align with the Florida Standards for ELA & Literacy; also used formatively to inform instruction across classrooms within grades or courses. • Classroom Formative --- Everyday assessment embedded in current lessons; used to diagnose student learning gaps and help teachers improve teaching and student learning.

  15. Fundamental Purpose of the Florida Standards for ELA & Literacy Annual Summative Assessment • The annual summative assessment is designed to assess proficiency on the Florida Standards for ELA & Literacy. • It affirms quality instruction aligned to the Standards, so the assessment will be worthy of preparation rather than a distraction from good work.

  16. Purposes of the Annual Summative Assessment • Determine if students are college and career ready or on track • Assess the full range of the Florida Standards for ELA & Literacy and student performance • Provide data for accountability, including measures of growth

  17. Transition from FCAT to FL Standards Assessments

  18. English Language Arts Instructional Shifts Toward College and Career Readiness

  19. Implications of the Florida Standards for ELA & Literacy for Instruction and Assessment • Texts worth reading • Questions worth answering • Tasks worthy of engagement • Fidelity to Florida Standards for ELA & Literacy • Integration, integration, integration • reading, writing, language conventions, speaking, listening from both literary and informational text

  20. English Language Arts & Literacy Assessment Shifts

  21. Grades 6-8 FSA ELA Writing Prompt

  22. Grades 9-11 FSA ELA Writing Prompt

  23. Activity 2: Annual Summative Assessment Guide Pages 10-16

  24. Let’s Take A Break Be back in 15 minutes….

  25. Section 3 Interim Assessments (FAIR-FS)

  26. A Comprehensive Assessment System Includes: Annual Summative Assessment Alignment Interim Assessments Classroom Summative Assessments Classroom Formative Assessment

  27. Interim assessments are given over specified time intervals • Universal screeners • Predictive assessments including predicting likely performance on the annual summative assessment • Snapshot (3-4 times per year) • Scale scores for growth • Provide formative information to target instruction to student needs

  28. What is the FAIR-FS for ELA? • A screening and diagnostic assessmentto monitor student progress 3 times per year • FAIR-FS tasks aligned with the strands of the ELA Florida Standards • K – 2 FAIR-FS: A computer-adaptive system that is administered one-on-one • 3 – 10 FAIR-FS: A computer-adaptive system; provides information about individual standards as well as probability of literary success (PLS) on summative assessment • Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

  29. 2014-15 FAIR for ELA Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

  30. Questions Assessed by FAIR • Which reading skills are strengths and weaknesses for each student? • What skills should be targeted in order to improve reading comprehension? • What is the likelihood that the student will be proficient on the end of year assessment? • Has the student made progress since the last administration? (if FAIR-CC was taken previously) Resource: FAIR Aligned to CCSS ELA Presentation FCRR, 2013

  31. Florida Interim Assessment Item Bank

  32. Activity 3: FAIR/Florida Interim Assessments Guide Page 18

  33. Section 4 Classroom Assessments and Backward Design

  34. A Comprehensive Assessment System Includes: Annual Summative Assessment Alignment Interim Assessments Classroom Summative Assessments Classroom Formative Assessment

  35. Take a DOT Place your DOT on the chart paper under the heading that best describes your level of comfort with the following: • Aligning Florida Standards to objectives, creating aligned ‘I can’ statements, essential questions, formative assessments, performance-based summative assessments, and rubrics and scales in order to determine proficiency on the Florida Standards.

  36. Aligning Assessments to Standards Florida’s ‘New Way to Work’: Process for developing an assessment that aligns with the Florida Standards • Choose one or more standards to address • Chunk the course content standards and identify the “big ideas” that each standard requires, including what students will know and what students will be able to do • Develop learning goals and describe learning progressions or scales that align to the standard(s) and the big ideas • Design an assessment that will enable students to demonstrate mastery of the learning goals • Check to ensure the assessment aligns to all sections of the standard and learning goals • Plan how to evaluate, provide feedback for growth, and score student work Guide Page 20

  37. BACKWARD DESIGN Identify desired result Determine acceptable evidence Plan learning experiences and instruction (Wiggins & McTighe, 2005)

  38. Backward Design of Units and Lessons (Wiggins & McTighe, 2011)

  39. Unit Backward Design Questions • Stage 1: What should my students know and be able to do by the end of this unit? • Stage 2: How will I know and how will they know if they have learned it? • Stage 3: What do I need to do to get them there? What do I do if they need more? (accelerate or remediate)

  40. Bon Appétit

  41. Stage 1: What should my students know and be able to do by the end of this unit?

  42. Stage 1: Determine Desired Results • Text sets • Standards • Objectives • ‘I Can’ statements • ‘BIG IDEAS’ • Essential Questions (up to 2)

  43. Standard LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. Objectives What do you want your students to know and be able to do? • Understand and recognize point of view. • Discuss and write how point of view is developed by an author through a narrator or speaker.

  44. Your Turn LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Objectives What do you want your students to know and be able to do? 1. 2. 3. Guide Page 21

  45. ‘I Can’ Statements ‘I Can’ statements clarify expectations for students and teachers. • Create ‘I can’ statements for each standard assessed in the unit. • Create the statements from the standard using student-friendly terms.

  46. LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. Objectives What do you want your students to know and be able to do? • Understand and recognize point of view. • Explain how point of view is developed by an author through a narrator or speaker. Create ‘I can’ Statements 1. I can recognize different points of view. 2. I can understand how the point of view of a story is developed by an author through a narrator or speaker.

  47. Your Turn LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Objectives What do you want your students to know and be able to do? 1. 2. 3. Create ‘I can’ Statements from Objectives Guide Page 21

  48. Stage 1: Effective Essential Questions for a UnitEssential Questions • Set the focus of the unit • Raise other questions • Require support and justification • Identify what students will be able to do and know • Assist in determining proficiency • Lead to deep and critical discussions, debate, and writing • (Wiggins & McTighe, 2013)

  49. Essential Questions and Guiding Questions (Wiggins & McTighe, 2013)

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