Timeline for LLC Implementation

1. Timeline for LLC Implementation • 2009-10 Expectations: • Use of Power Standards in all courses quarters 2-4. (After December 1) • Use of at least one ECA sequence in every classroom during second semester • 2010-11Expectations: • Use of Power Standards in all courses • Use of ECA sequences in all classrooms at least twice per quarter (three times per trimester) • Use of nonfiction writing across curriculu

2. Review of the Process

3. Building the Foundation: Steps 1-5 • Step 1: Select Assessment Topic • Step 2: Identify Matching Priority and Supporting Standards • Step 3: “Unwrap” Matching Standards and Create Graphic Organizer • Step 4: Determine Big Ideas • Step 5: Write Essential Questions

4. Designing the Assessment:Steps 6-9 • Step 6: Design Performance Tasks • Step 7: Develop Performance Tasks • Step 8: Identify Interdisciplinary Standards • Step 9: Create Engaging Scenario

5. Creating Scoring Guides: Step 10 and beyond… • Step 10: Develop Scoring Guides (Rubrics) ON-GOING…. • gather data, • analyze, • evaluate • and redesign

7. Engaging Classroom Scenario (ECS) • The “Hook” for the students. • Can happen at any point during the Performance Assessment Process. • Can be the big picture umbrella or a small activity • Relevance in “real world opportunities” (Enter in Description space on BYOC)

8. Key Points to Remember When Designing Performance Tasks Spectrum of Tasks Expectation Is Proficiency for All Tasks Central Purpose Consider Needs Of All Learners

9. Designing Performance Tasks (continued)

10. Designing Performance Tasks (continued)

11. Designing Performance Tasks (continued)

12. PLANNING TOOLS FOR DEVELOPING PERFORMANCE ASSESSMENTS

13. S Q U A R E D S Which standard(s) (Priority/Supporting) will this task address? Q What Essential Question(s) and corresponding Big Idea(s) will this task target? U Which specific concepts and skills will this task target? AApplication—How will the students apply the concepts and skills? What will they do and/or produce? R Resources/instruction/information for students—What do students need in order to complete the task? E Evidence of learning—How will I know all of my students have conceptually learned the concepts and skills—the standard(s)? •Meet “Proficient” level or higher on Task 1 rubric •Students respond to Essential Question(s) with Big Idea(s) in written or oral format •Other evidence D Differentiation

14. S C R A P How Will You Engage Students in a Real Life Challenge That Conveys the Relevancy of the Targeted Content and Skills and Acknowledges an Audience? S What is the situation? C What is the challenge? R What role(s) does the student assume? A Who is the audience (preferably an external audience)? P What is the product or performance the student will demonstrate and/or create?

15. Specifications for Developing an Engaging Classroom Assessment (ECA) • Aligns with part, or all of, one or more of the SPPS power standards in your content area • Clearly identifies and aligns with the learning target(s)=Authentic Assessment • Assessment product is the result of a richly described student-centered learning activity