Welcome to KLA Session 4

1
Welcome to KLA Session 4

• Assessment Literacy
• Kentuckys Common Core Standards
• Characteristics of Highly Effective Teaching and
  Learning
• Leadership

2
Our Cumulative Learning Targets

• Knowledge
•   Know and explain  KCAS, learning targets,
  formative assessment, summative assessment
• Reasoning
•   I can interpret the learning intent of
  standards and classify the standard to begin the
  deconstruction process. My interpretation of the
  meaning and classification of the standard is
  consistent with others.

3
Our Cumlative Learning Targets

• Performance Skill
•   I can deconstruct standards into learning
  targets that students understand.  This means I
  can I can write them in language that is
  consistent with their developmental level and
  that they can use to self-assess their
  competency.
• Product
•   I can choose from aligned formative
  assessments and summative assessment options and
  match them to learning targets taught. This means
  I can support others as they create, select, and
  implement congruent items and experiences.

4
Group Norms RESPECT

• Return on time for each segment and rejoin the
  whole group when signaled.
• Everyone is engaged in the cadre session.
• Side conversations are limited. Stay for the
  entire cadre session.
• Participation by all attendees is expected.
• Present in the work as an equal partner.
• Cell phone and computer use limited to lunch and
  breaks.
• Two feet rule applies.

5
Segment Learning Target

• Members will participate in a quick review of KLA
  content to-date in order to clarify key concepts
  and to take content to a deeper level of
  understanding.

6
Quick Review

• Please share your reflection regarding your use
  of any of the following
• Vignettes
• Mindset articles
• Color deconstruction flowchart
• CHETL tools
• 3.2.1 processing tool
• Formative handouts
• Standards terminology/
• Defining our Terms handout

7
Quick Review

• Please share your reflection regarding your use
  of any of the following
• Competency Practice from your ABQ book
• DVD Emilys story
• Krissys story
• CD resources from either CASL or ABQ books
• Actions 1,2,3 self-reflections
• Material from either of the Stiggins books
• Concepts from Motion Leadership
• Seven Strategies book
• Lexiles/Quantiles information

8
Three Year Learning Progression

• Please review the progression timeline
  individually.
• Discuss with others from your school or district
  next steps based on the timeline.

9
Learning Targets(aka learning intentions,
objectives, learning goals)

• A learning target is simply a clear description
  of what is to be learned. It should provide a
  clear vision of the destination for student
  learning.
• It should focus on describing what is to be
  LEARNED vs what is to be DONE.
• A learning target can take from five seconds to
  five weeks depending on the complexity of the
  knowledge/reasoning/skill/product called for and
  its overall importance in the curriculum as
  well as the age/abilities (prior experience and
  cognitive development) of your students.

10
From Standards to Targets

• Learning Targets
• We learned to classify standards and took those
  standards from math and ELA into their supporting
  targets (knowledge, reasoning, performance skill,
  and/or product).
• We determined whether the targets match the
  learning intent of the standards and would
  provide the scaffolding needed for a student to
  master it.

11
Deconstruction Process

• KCAS 2 Solve word problems involving dollar
  bills, quarters, dimes, nickels, and pennies,
  using and symbols appropriately. Example
  If you have 2 dimes and 3 pennies, how many cents
  do you have? (pg. 12, grade 2 math)
• What knowledge will students need to demonstrate
  the intended learning?
• What patterns of reasoning will they need?
• What skills are required, if any?
• What product development capabilities must they
  acquire, if any?

12
STANDARD
ASSESSMENTS PLAN INSTRUCTION
FOR TEACHERS
LEARNING TARGETS
STUDENT FRIENDLY TARGETS
FOR STUDENTS
SELF-ASSESS
I CAN I AM LEARNING TO...
SUCCESS CRITERIA
13
(No Transcript)
14
Why is this especially difficult ?
Geometry- Graph points on the coordinate plane to
solve real-world and mathematical problems. 5.G
.1 Use a pair of perpendicular number lines,
called axes, to define a coordinate system, with
the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and
a given point in the plane located by using an
ordered pair of numbers, called its coordinates.
Understand that the first number indicates how
far to travel from the origin in the direction of
one axis, and the second number indicates how far
to travel in the direction of the second axis,
with the convention that the names of the two
axes and the coordinates correspond (e.g., x-axis
and x-coordinate, y-axis and y-coordinate).
15

• Number and Operations Fractions-Develop
  understanding of fractions as numbers.
• 3.NF.1 Understand a fraction 1/b as the quantity
  formed by 1 part when a whole is partitioned into
  b equal parts understand a fraction a/b as the
  quantity formed by a parts of size 1/b.

16
What is a student friendly learning target?
Subject
Topic

• MATH
• Decimals
• Page 152 in the book
• Going on a decimal hunt
• Read decimals and put them in order
• I can read decimals and put them in order. This
  means I can use the correct place value names and
  show the order of decimals based on their value.

Assignment
Activity
Learning Target
Learning Target
Learning Target With success criteria
17
Summarize text

• Word to be defined SUMMARIZE
• to give a brief statement of the main points,
  main events, or important ideas
• Student-friendly language
• I can summarize text.
• This means I can make a short statement of the
  main points or the big ideas of what I read.

18
Make predictions

• Word to be defined PREDICTION
• A statement saying something will happen in the
  future
• Student-friendly language
• I can make predictions.
• This means I can use information from what I read
  to guess at what will happen next.

19
Sample Rubric for Quality Control
Questions to Guide our
Thinking-Did deconstruction capture the intended
learning?-Has the target been classified
correctly?
Criteria Weak Strong
Language is intended for the teacher audience.     Language is unclear and it doesnt match the intended learning.  Language is written to make sure the intended learning is clear.  Targets can easily be converted to student and parent friendly language if necessary.
Learning targets are focused directly on the standard at hand   Learning targets include all knowledge/skills needed even ones that fit previous grades or other standards.  Learning targets stay within the scope of the standard (not previous skills needed).
Targets focus on what should be learned versus what is to be done.  Targets include activities that will help students reach the learning target.  Targets focus on what should be learned versus what is to be done. 
Vision of each learning target is clear.   Exact goal of targets is unclear.  Learning target goals are clearly stated so that the learning is defined. 
20
Dont Confuse These Two C Words

• Congruent
• An exact match

• Correlated
• Has some relationship

21
Congruent or Not?

• Students will describe and compare the processes,
  factors involved and consequences of slow changes
  (e.g., erosion and weathering) and fast changes
  (e.g., landslides, earthquakes, floods) to
  earths surface (Science 4th grade)
•  

• I can observe changes to earths surface over
  time and use evidence/data to infer the cause of
  the change.
• I can classify changes to earths surface as
  slow or fast.
• I can describe how the earths surface might be
  slowly (or quickly) changed.
• I can name a process that changes the earths
  surface slowly (or quickly) and compare how it
  affects different places on earth. 
• I can classify changes by how often they occur
  and whether they are predictable.

• I can create a model of a volcano to show a fast
  change to earths surface.
• I can name 3 places on earth where a fast change
  has occurred.
• I can name 3 places on earth where slow changes
  have occurred.
• I can identify different landforms.
• I can locate landforms on a topographic map.

22
Our Journey

• Session 1 overview/ why networks?, overview of
  KCAS, overview of CHETL, leadership activities
• Session 2 Action 1 and Action 2 (44-49,55-58)
  Competencies 1 and 2 in Action Guide for School
  Leaders ( Turn to page 100-101,106-119)
• Balance Assessment System
• Achievement Standards/learning targets
• Session 3- Assessment Literacy Action 3 and
  Competency 3 (124-126) CHETL, Standards
  deconstruction update
• Ensure Assessment Quality

23
Our Journey Continues

• Session 4- Assessment Literacy Action 4 (66-73)
  and Competency 4(133-140) CHETL Learning
  Climate and Student Engagement, Standards
  deconstruction review

24
Take Home Message

• Making targets clear to students at the outset of
  learning is the fundamental underpinning to any
  assessment for learning practices we will
  implement.
• I can statements are the statements of the
  intended learning.
• Success criteria describe how
• students will know if they have
• learned or achieved the target.

25
Session 4
Vision of Assessment Literacy
26
Leadership Network Vision

• Every school district in the commonwealth of
  Kentucky has a knowledgeable and cohesive
  leadership team that guides the professional
  learning and practice of all administrators,
  teachers, and staff so that every student
  experiences highly effective teaching, learning
  and assessment practices in every classroom,
  every day.

27
Content Leadership Network Goal

• Ensure that every participant has a clear
  understanding of how to
• translate Kentuckys Core Academic Standards
  into clear learning targets in order to design
  high quality formative and summative assessments
  and
• plan/select rigorous and congruent learning
  experiences.

28

• To be assessment literate means to be skilled
  both in gathering accurate information about
  students learning and in using it effectively to
  promote further learning.
• Classroom Assessment for Student Learning, p. 21

29
Take Home Message

• As leaders, we must make clear the expectations
  that we have for teachers concerning assessment
  literacy.

30
Segment Learning Target

• Attendees will be able to apply the work of Ron
  Ritchart, Doug Reeves and Jay McTighe to ensure a
  culture of work vs. an orientation to learning
  using connections to CHETL.

31
Educational Residuals

• What do our students carry with them out of our
  classrooms three to five years down the road?
• What dispositions do you want your students to
  develop that would be markers of a quality
  education?
• Everyone write down one marker. Pass your paper
  to the right. Read what has been written and add
  one. Continue the process.

32
Ron Ritchart, Harvard professor calls this
process Enculturalization

• Ron Ritchart, Harvard University, has
  investigated Intellectual Character.  His work
  has identified specific dispositions that
  constitute Intellectual Character. Individuals
  who are open-minded, curious, strategic,
  skeptical, seek truth and understanding and think
  before acting have the qualities associated with
  Intellectual Character
• Students grow into the intellectual life around
  them.
• There is a process of gradually internalizing
  messages and values that we repeatedly experience
  through our interactions with the educational
  environment.
• Make connections to our work with mindset from
  last meeting.

33
Doug Reeves in Finding your Focus

• Lone innovations will not produce the results we
  seek. ( a few teachers providing descriptive
  feedback on formative assessments)
• Contagious positivity and consistency make a
  difference.
• Energy comes from doing. (We sometimes must act
  our way into a new way of thinking.)
• Reeves Culture of Learning
• Precision/clarity
• High-yield big pay-off action components
• Non-negotiables/relentless consistency
• Innovation

34
According to Ron Ritchart

• Students view class work as work done for someone
  else. The larger purpose isnt clear.
• He says a large part of this comes from the
  language that is prevalent in our schools.
• It is the language of work.
• Give examples the word work used on a daily
  basis in our classrooms.

35
The Language48 to 1 Work to Learning

• Teachers who hold expectations around the work
  rather than the learning hear the following
  comments and questions.
• How long does this have to be?
• Is this going to be on the test?
• When is this due?
• How many points will this count?
• We get work avoidance. We have to intentionally
  develop a learning climate orientation.

36
Mindset/Attitude Illustrated by our Language

• When our classrooms are focused on work rather
  than learning
• Students dont see the point and try to get it
  done with minimal effort.
• Students view our classrooms as work oriented
  rather than learning focused.
• How does this relate to the information from the
  articles (Dweck and Clark) we read on KLA Day 3?
• School people must be aware of the use of
  pronouns I want you to do
• to we are going to be learning in our class
• to tell me if this only feels like work

37
CHETL Learning Climate

• Listen for dialog that connects and extends
  learning.
• What still puzzles you?
• I was wondering
• I never realized
• I never thought about that.
• Do you have other ideas?
• At first I thought, now
• I can explain why I thought
• Why do you think so? Why would that be true?
  Tell me more about itExpand on that answer.
• Small group, whole group discussions( Reeves says
  we learn best laterally. We should draw on the
  wisdom of the crowd.

38
Classroom Orientation

• Language is important as are our grading policies
  and practices.
• Even if a student gets an A on the test, the
  grade is determined by turning in work.
• This reflects a focus on the work rather than on
  the learning.
• What are students learning about the learning
  from our grading practices?

39
CHETL Activity

• Read CHETL component Section 1, Learning Climate
  teacher and student indicators.
• At your table discuss your professional role in
  actual observation of this component in the
  classroom. (i.e., daily learning walks, district
  learning walks, drop-in classroom visits)

40
Learning is a Product of Thinking

• What are we asking students to think about?
• We should observe as many collective endeavors as
  individual.
• Learning should involve uncovering complexity and
  delving deeply.
• Teachers should make complex things accessible.
• Richness draws us in.
• Learning should be dynamic.
• Which math practices are embedded here?

41
The Richart Charge

• Build positive interactions and relationships
  (language and grading practices that show respect
  for student learning)
• Model make the thinking process visible.
  Teachers as thinkers do students see us as
  curious and reflective?
• Use time based on what we value for thinking.
• Make learning active rather than passive.
• Provide teacher training on engaging
  instructional strategies

42
Action Research/PLC Inquiry

• Lets look at Jay McTighe's suggested action
  research projects.
• Shadow a student. What data could be uncovered
  relative to achievement gaps?
• Chart questions posed in classes. Questions are
  the drivers of learning. Do the questions
  generate questions?
• Tie to Senate Bill 1. Are we called on to
  provide engaging, inquiry based learning?
• Which CHETL component is applicable?

43

• Lets watch video clips of two Kentucky teachers
  using inquiry instructional strategies. Attendees
  assume viewing roles to look for and record
  teacher and student characteristics of the CHETL
  components Student Engagement and Learning
  Climate

44
CHETL Learning Climate

• We are now going to view a Kentucky classroom
  instructional example
• Assign Film Viewing Roles to each person at your
  table
• Areas or agreement with CHETL Learning Climate
  Teacher Characteristics
• Areas of agreement with CHETL Learning Climate
  Student Characteristics
• Issues that raise questions
• How can this activity be used at your
  school/district?

45
SB 1 Engaging, Inquiry Based Learning

• We are now going to view examples of active
  learning in a Kentucky classroom
• Assign Film Viewing Roles to each person at your
  table
• Areas or agreement with CHETL Engaging
  Instruction Teacher Characteristics
• Areas of agreement with CHETL Engaging
  Instruction Student Characteristics
• Issues that raise questions
• How can this activity be used at your
  school/district?

46
CHETL Activity

• CHETL components Student Engagement
• At your table discuss your professional role in
  actual observation of this component in the
  classroom. (i.e., daily observations, district
  learning walks)
• As a table group, discuss and complete the chart
  describing what the teacher and student
  characteristics look like in practice.

47
Culture of Thinking, aka. Math Practices

• Schools should be places where a groups
  collective as well as individual thinking is
  valued, visible, and actively promoted as part of
  the regular day-to-day experience of all where
  learning is actively promoted.
• Rather than rewarding quick right answers the
  thinking is valued.

48
8 keys to a Culture of Thinking/ CHETL
component?

• Routines and structures (e.g., schedules, grading
  practices) show respect for learning
• Language is recognized for its impact
• Expectations are built around learning
• Opportunities are created for thinking/problem
  solving
• Interactions and relationships are positive
• Physical Environment evaluate what the walls
  tell us
• Modeling the thinking process/teachers as
  learners
• Time use is based on what we value

49
Take Home Message

• nothing will be more powerful than our ability
  to create a learning culture, model the
  strategies we promote, and support with
  monitoring the work that teachers must do to
  implement new practices.
• Cassandra Erkens, Paving the Way for an
  Assessment-Rich Culture, pg. 11

50
Segment Learning Target

• Members will use information from Actions 4 5,
  the 7 Strategies as well as Competency 4 5 to
  clarify what student involvement in assessment
  looks like.

51
Action 4 page 66

• Help learners become assessors by using
  assessment for learning strategies in the
  classroom.
• Please read page 66 to Strategy 1 on page 69
• Complete the self assessment on page 68.

52
Seven Strategies

• Count off from three to seven.
• Jigsaw the strategies 3 to 7 at your table.
• Assemble in groups 3 to 7.
• Prepare a chart of key points to share with the
  whole group.
• Be sure to tell us which of Jan Chappuis
  paraphrased questions your section falls within.

53
Strategy 1Providing Students with a Clear
Statement of the Learning Target

• Convert complex or unfamiliar targets to
  student-friendly language
• Post them
• Have students keep them
• Connect learning targets to activities

54
Strategy 2 Offer Regular Descriptive Feedback

• Helps students answer the question, Where am I
  now?
• Models the self-reflection process
• Answers for students, What did I do right,
  What do I need to work on, Where did I go
  wrong and what can I do about it
• Should identify for students areas of strength
  and areas for improvement with respect to the
  specific learning targets.

55
Descriptive Feedback

• To be effective, feedback needs to cause
  thinking. Grades don't do that. Scores don't do
  that. And comments like Good job don't do that
  either.
• What does cause thinking is a comment that
  addresses what the student needs to do to
  improve, linked to specific learning targets,
  rubrics or success indicators, where appropriate.

56
Action 5

• Read page 73 to bottom of page 76
• Complete the self-assessment on page 75
• Table discussions
• Where is your school/district regarding
  communication systems that both support and
  report learning?
• What actions are called for to promote more
  proficient communication systems?

57
Competency 4

• Read page 133 to the top of page 134.
• Complete the practice with Competency 4 with a
  partner at your table.
• Review Activity 14 on pages 138-139 for
  appropriateness in your school/district.

58
Competency 5

• The leader knows assessment for learning
  practices and works with staff to integrate them
  into classroom instruction.
• Read pages 133 to top of 134

59
Hoberman Sphere

• Form groups of 3-4.
• Be creative. Use the sphere on your table to
  represent the connections between Assessment
  Literacy, KCAS, Leadership and CHETL.
• Be ready to share.

60
Segment Learning Target

• Members will participate in a quick review of KLA
  content to-date in order to clarify key concepts
  and to take content to a deeper level of
  understanding.

61
Segment Learning Target

• Attendees will be able to apply the work of Ron
  Ritchart, Doug Reeves and Jay McTighe to ensure a
  culture of work vs. an orientation to learning
  using connections to CHETL.

62
Segment Learning Target

• Members will use information from Actions 4 5,
  the 7 Strategies as well as Competency 4 5 to
  clarify what student involvement in assessment
  looks like.

63
National Speaker Events

• KLA
• Dec. 2 Fullan
• Feb. 28 Commodore
• March 29 30 - DuFours
• Summer Conference, June 20 and 21
• Heritage Hall in Lexington

64

• Please turn in your feedback form before leaving
  and collect your EILA certificate.