1 reach performance tasks sy14-15 library science june 16, 2014
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REACH Performance Tasks SY14-15Library Science June 16, 2014
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Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
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Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
Performance Tasks as a Part of REACH Students
REACH Performance Tasks are one of two student growth measures used in teacher evaluation.
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REACH Performance Task
Objectives
Measure of Student Growth
For teachers, by teachers
Aligned to curriculum
Communicate expectations
Opportunity for collaboration
Instructional Tool
Build assessment creation skills
Provide data on student
performance
Objectives
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CPS Vision – Five Pillars
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
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Overview
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Administration
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Administration Guidelines of REACH Performance Tasks
Designed to be completed in one class period.
All students sharing a common subject/grade level/classroom receive the same task with the same directions.
Teachers proctor own class and collect tasks at the end.
Teachers score the tasks of their students, in teacher teams if possible.
Time to Complete
Task Assignment
Proctoring Protocol
Scoring Protocol
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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
REACH PT Program Scope
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Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
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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
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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
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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
Step 1b: Identify the skill(s)/content to be assessed from the standard
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?
AdvancedFoundational
Types of sources
Analysis of an individual
source
Comparison and analysis of two or more sources on the
same subject
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Scoring RubricTask Objectives Insufficient Response Below Mastery Emerging Mastery Mastery
Student distinguishes between types of sources
0 Points ? Points ? Points ? Points
Student analyzes an individual source concerning a specific topic
Student compares and analyzes the relationship between two or more sources about the same subject
0 Points ? Points ? Points ? Points
Summative Score
Standards0
Insufficient Response1
Below Mastery2
Emerging Mastery3
MasteryCCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
?-? Points
?-? Points ?-? Points ?-? Points
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.
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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
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Principles of Swagg
Step 2a: Create the Task Activity
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Design Principles Key Considerations
Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline
Rigor • Maintains high cognitive demand throughout the task
Stretch • Includes items that address foundational and advanced skills/content within the standard
Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)
Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners
Step 2a: Task Design Principle: Relevance
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Relevance to: Key Considerations
Teachers
Task Type
• Choice reflects course instruction • Text-based: Students must respond to or analyze
text or data• Action-based: Students physically demonstrate
understanding • Hybrid: Includes both text and activity
Materials • Brainstorm content resources that ALL teachers have access to
StudentsActivity
• Activity given in engaging context• Students apply situation or challenge to a
relatable audience
Age Appropriate • Utilizes vocabulary and content appropriate for students’ level of understanding
Step 2a: Create the Task Activity
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Design Principles Key Considerations
Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline
Rigor • Maintains high cognitive demand throughout the task
Stretch • Includes items that address foundational and advanced skills/content within the standard
Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)
Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners
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Step 2a: Task Design Principle: Rigor
RIGOR
What is it? Refers to the complexity of cognitive demand and/or skill demonstration.
Why incorporate higher levels of rigor?
• Encourages higher-order thinking• More in-depth assessment of student learning
How do you incorporate higher levels of rigor?
Use Webb’s Depth of Knowledge (DOK) Framework to craft task activity.
• Similar to Bloom’s Taxonomy• 4 levels measure increasing complexity• Concise approach to measuring the level of cognitive
demand of a task, question, assignment, etc.
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Step 2a: Task Design Principle: Rigor
Depth of Knowledge (DOK) Framework
Level 1 Recall requires simple remembrance or identification of such information as a fact, definition, term, or simple procedure.
Level 2Skill/Concept involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity.
Level 3 Strategic Thinking requires reasoning, planning, using evidence, and thinking at a higher level.
Level 4Extended Thinking requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains.
http://www.wcer.wisc.edu/news/coverStories/aligning_alternate_assessments.php
Step 2a: Create the Task Activity
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Design Principles Key Considerations
Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline
Rigor • Maintains high cognitive demand throughout the task
Stretch • Includes items that address foundational and advanced skills/content within the standard
Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)
Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners
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Step 2a: Task Design Principle: Rigor vs. Stretch
Stretch in REACH Performance TasksThe task activity should measure varying levels of skill/content within
a standard.
1. Provides a more precise baseline measure2. More effectively captures student growth
Foundational Advanced
STRETCH (Skill/Content Levels)
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Step 2a: Task Design Principle: Rigor vs. Stretch
Stretch in REACH Performance TasksThe task activity should measure varying levels of skill/content within
a standard.
1. Provides a more precise baseline measure2. More effectively captures student growth
Foundational Advanced
STRETCH (Skill/Content Levels)
Step 2a: Create the Task Activity
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Design Principles Key Considerations
Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline
Rigor • Maintains high cognitive demand throughout the task
Stretch • Includes items that address foundational and advanced skills/content within the standard
Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)
Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners
Step 2a: Create the Task Activity
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Design Principles Key Considerations
Relevance • Incorporates materials and activities that are authentic to instruction and student experience in a given discipline
Rigor • Maintains high cognitive demand throughout the task
Stretch • Includes items that address foundational and advanced skills/content within the standard
Alignment • Measures identified objectives (skills/content) that are aligned with the standard(s)
Accessibility • Incorporates text and/or activities that all students can engage with, or that can be easily adapted for diverse learners
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Step 2a: Task Design Principle:Accessibility
Accessibility Key Considerations
Text-Based Tasks
• Select shorter text (10-15 minutes max to read)• Define complex or unfamiliar vocabulary within text • Avoid cultural, class and linguistic bias• Age and grade level appropriate • Provide embedded text supports (pictures, headings, etc)
Action-Based Tasks• Design activity so that all student can engage• Add accommodations, if necessary, for physical challenges • Incorporate varying means of task delivery and
demonstration of mastery
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Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
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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
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REACH PT Completion
1. 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
2. Teachers enter their students’ BOY and EOY scores into CIM while the respective windows are open
3. Teachers use the Performance Task Verification process (in the Battelle for Kids system) to confirm which task they administered to which students
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REACH PT BOY 14-15 Timeline
Teachers Order BOY Tasks Using
Google Form8/25 – 8/29
BOY WINDOWAdministration,
Scoring, and Data Entry
9/15 – 10/17
Tasks Delivered to Schools
9/15 – 9/17
Tasks Uploaded to Knowledge
Center 9/8 – 9/10
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THANK YOU!
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