AGENDA

1. AGENDA • Review outcomes for the day • Workshop 1: CFAs – Quality Indicators • Workshop 2: Proficiency Level Descriptions • Next Steps: Implementation of Quality Indicators and PLDs at the building level 1

2. PRIORITY: DEVELOP & DEPLOY CFAS LEARNING TARGETS CRITERIA FOR SUCCESS Examine CFAs using a variety of lenses Articulate how PLDs can influence the quality of CFA development; articulate how PLDs can be valuable in PLC leadership work with teachers • I can recognize quality indicators for designing Common Formative Assessments (CFAs). • I understand the value and importance of using proficiency level descriptions (PLDs). 2

3. Essential Questions • What might be some effective ways to approach implementation of • Quality indicators of CFAs • Proficiency Level Descriptions at the building level? 3

4. Steps to Creating a Quality CFA 4

5. EXAMINING COMMON FORMATIVE ASSESSMENTS • Individually (or in your school teams) examine CFAs from your staff. • Based on what you see, what makes a quality assessment? • Be prepared to share. 5 minutes 5

6. How are we assessing? Norm-Referenced Criterion-Referenced Compares performance to pre-established standard Proficiency is determined before the assessment Proficiency is NOT arbitrary • Compares performance to peers • Proficiency is determined after the assessment • Proficiency is arbitrary 6

7. QUALITY INDICATORS: DESIGN OF CFAS • The assessment is collaboratively developed (to allow teachers in the same grades or departments to measure the same things in the same way). • The assessment is aligned with the power standards. • The assessment is tied tightly to clearly identified learning targets within the power standards. • The assessment is written around 1-3 of the most important learning targets. • The assessment adheres to sound method and design elements (see “Test-Item Quality Checklist,” which provides guidelines for gathering reliable information about student learning). 7

8. EXAMINING COMMON FORMATIVE ASSESSMENTS • Individually (or in your school teams) examine CFAs from your staff. • Based on the Quality Indicators, how does your assessment of your CFAs change? • Be prepared to share. 5 minutes 8

9. Workshop 1: Debrief • What is the value in knowing and using the Quality Indicators for Design of CFAs? 9

10. Example • Household Standard 1.1: The child will be able to get him/herself dressed in the morning to begin the school day. • LT 1: I can pick out appropriate clothing. • LT 2: I can put my clothes on. 10

11. QUALITY INDICATORS: DESIGN OF CFAS • The assessment is collaboratively developed (to allow teachers in the same grades or departments to measure the same things in the same way). • The assessment is aligned with the power standards. • The assessment is tied tightly to clearly identified learning targets within the power standards. • The assessment is written around 1-3 of the most important learning targets. • The assessment tasks are tied to the Proficiency Level Descriptions (PLDs). • The assessment adheres to sound method and design elements (see “Test-Item Quality Checklist,” which provides guidelines for gathering reliable information about student learning). 12

12. Proficiency Level Descriptions 4 (Advanced) – Level 3 performance, plus applications that go beyond what was explicitly taught. 3 (Proficient) – No major errors or omissions of explicitlytaught material (Webb’s DOK 3 & 4) 2 (Approaching) – No major errors or omissions of simpler material, but major errors involving complex material (Webb’s DOK 1 & 2) 1 (Emerging) – With help, partial knowledge of some of the simpler and complex details and processes 13

13. Steps to Creating a Quality CFA 14

14. H.H.1.1:The child will be able to get him/herself dressed in the morning to begin the school day. I can pick out appropriate clothing. I can put my clothes on. 4 – tucked in, pleated, wrinkle-free 3 – zipped up, buttoned, and/or tied 2 – clothes on, but unfastened 1 – missing one or more articles of clothing ON THEIR BODY 4 – Accessorized; BLING! 3 – clothes that are color- and pattern-coordinated and appropriate for school 2 – selected shirt, pants, and shoes 1 – missing one or more articles of clothing 15

15. EXAMINING COMMON FORMATIVE ASSESSMENTS • Individually (or in your school teams) examine CFAs from your staff. • Based on the PLDs for the Quality Indicators, how does your assessment change? • Be prepared to share. 5 minutes 17

16. Workshop 2: Debrief • How can creating PLDs help in the creation of quality CFAs? • How can the use of PLDs impact student achievement? • How can PLDs help you in your PLC leadership work with teachers? 18

17. Next Steps • At your building, what might be some effective ways to approach implementation of • Quality indicators of CFAs • Proficiency Level Descriptions? • Because teams are in such different places, what might be some alternatives to a large group presentation? 19

18. Future Work Next Steps: • Next Principals’ Student Achievement Meeting—Bring examples of strong and weak CFAs. Be prepared to share ways you’ve worked with your staff to strengthen CFA design. Future Work: • Deploying (using) CFAs effectively • Displaying and using data to create a quality response to CFAs • Integrating an assessment plan into an instructional unit 20