REACH Performance Tasks SY14-15 Library Science June 16, 2014

1. REACH Performance Tasks SY14-15 Library Science June 16, 2014 1

2. Agenda Introductions Part I : REACH Performance Task Overview Part II : Performance Task Components Part III: SY 14-15

3. Agenda Introductions Part I : REACH Performance Task Overview Part II : Performance Task Components Part III: SY 14-15

4. Performance Tasks as a Part of REACH Students REACH Performance Tasks are one of two student growth measures used in teacher evaluation.

5. Objectives

6. CPS Vision – Five Pillars

7. Overview • Definition: Performance Task • A written or hands-on demonstration of mastery, or progress towards mastery, of a particular skill or standard. • Beginning of year and end of year administration measures student mastery over the course of an academic year on a set of identified knowledge, skills, or understanding. • Why performance tasks? • Narrow but in-depth • Reflect long-term, key outcomes • Require higher-level and extended thinking 7

8. Administration Administration Guidelines of REACH Performance Tasks Time to Complete • Designed to be completed in one class period. Task Assignment • All students sharing a common subject/grade level/classroom receive the same task with the same directions. Proctoring Protocol • Teachers proctor own class and collect tasks at the end. Scoring Protocol • Teachers score the tasks of their students, in teacher teams if possible. 8

9. REACH PT Program Scope • Approximately 125 task sets (BOY & EOY) across 12 different content areas, grades PK – 12 • 250 CPS teachers participate in task-writing • 30 content specialists support task-writers • Over 275,000 students completed Performance Tasks across CPS in SY 13-14 • ~5,500 students completed Library Science PTs

10. Agenda Introductions Part I : REACH Performance Task Overview Part II : Performance Task Components Part III: SY 14-15

11. Part II Agenda - Performance Task Components Step 1 – Identify Standards and Desired Student Outcomes Step 2 – Create the Performance Task Step 3 – Create the Scoring Rubric

12. Step 1a: Familiarize yourself with the standard • Content leads selected standard(s) using three criteria Measurable within REACH Performance Tasks • Foundational to the course or grade level • Highly likely to be part of scope and sequence of instruction

13. Step 1b: Identify the skill(s)/content to be assessed from the standard • 1. Identify the skill(s)/content assessed in the standard. • 2. Identify the stretch level of measurable skill(s)/content • 3. Phrase skill(s)/content as measurable objectives for the performance task CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. What is the stretch level of skill(s)/content? Foundational Advanced Analysis of an individual source Comparison and analysis of two or more sources on the same subject Types of sources

14. Step 1b: Identify the skill(s)/content to be assessed from the standard Each objective identified will guide development of the task and rubric. These will be referred to as task objectives during rubric design.

15. Part II Agenda - Performance Task Components Step 1 – Identify Standards and Desired Student Outcomes Step 2 – Create the Performance Task Step 3 – Create the Scoring Rubric

16. Principles of Swagg

17. Step 2a: Create the Task Activity

18. Step 2a: Task Design Principle: Relevance

19. Step 2a: Create the Task Activity

20. Step 2a: Task Design Principle: Rigor

21. Step 2a: Task Design Principle: Rigor • Depth of Knowledge (DOK) Framework http://www.wcer.wisc.edu/news/coverStories/aligning_alternate_assessments.php

23. Step 2a: Create the Task Activity

24. Step 2a: Task Design Principle: Rigor vs. Stretch • Stretch in REACH Performance Tasks • The task activity should measure varying levels of skill/content within • a standard. • Provides a more precise baseline measure • More effectively captures student growth STRETCH (Skill/Content Levels) Foundational Advanced

25. Step 2a: Task Design Principle: Rigor vs. Stretch • Stretch in REACH Performance Tasks • The task activity should measure varying levels of skill/content within • a standard. • Provides a more precise baseline measure • More effectively captures student growth STRETCH (Skill/Content Levels) Foundational Advanced

26. Step 2a: Create the Task Activity

27. Step 2a: Create the Task Activity

28. Step 2a: Task Design Principle:Accessibility

29. Agenda Introductions Part I : REACH Performance Task Overview Part II : Performance Task Components Part III: SY 14-15

30. REACH Performance Tasks SY 14-15 • ALL CPS teachers must administer a BOY and EOY Performance Task to one of their classrooms in SY 14-15 • SY 14-15 BOY window: Sept. 15 - Oct. 17 • Beginning of year (BOY) tasks provide a baseline measure of student proficiency • Teachers can target areas of improvement for their students based on their analysis of student work • SY 14-15 EOY window: May 11 – June 12 • End of year (EOY) tasks capture whether or not students “grew” along the assessed standard

31. REACH PT Completion • Tasks are ordered from the Department of Student Assessment through a distributed Google Form (survey) • PTs are delivered to schools at the start of the window • Tasks are also downloadable on the Knowledge Center • Teachers enter their students’ BOY and EOY scores into CIM while the respective windows are open • Teachers use the Performance Task Verification process(in the Battelle for Kids system) to confirm which task they administered to which students

32. REACH PT BOY 14-15 Timeline • Teachers Order BOY Tasks Using Google Form • 8/25 – 8/29 Tasks Delivered to Schools 9/15 – 9/17 BOY WINDOW Administration, Scoring, and Data Entry 9/15 – 10/17 Tasks Uploaded to Knowledge Center 9/8 – 9/10

33. THANK YOU!