Common Core State Standards- Based Assessment:

Common Core State Standards-Based Assessment:Toward RTI2 in K-4High Expectations For All StudentsStrategies For InterventionQuality Feedback From All LevelsIntroductionsWho are We?Holly CrossCurriculum GeneralistOak Ridge SchoolsRoger WardPrincipalLinden Elementary SchoolOak Ridge SchoolsWho are you?TeachersPrincipalsDistrict StaffSuperintendentStateOther3Oak Ridge SchoolsGeneral InformationSchools: 7 All Schools SafeGrades Served: PK-12Administrators: 22Students: 4,365Teachers: 307Linden Elementary SchoolGeneral InformationGrades Served: K-4 Safe SchoolStudents: 507

Linden Elementary TVAASLinden RLA Grades 3 & 4Linden Math Grades 3 and 4

5TVAAS (TCAP)Grades 3 and 42012-2013 Composite TrendsComposite TypeOne-Year Trend*Two-Year Trend*Three-Year Trend*IndexLevelIndexLevelIndexLevelOverall3.2655.8654.655Literacy1.8844.5854.315Numeracy5.7559.4258.065Literacy and Numeracy4.7658.7357.715TCAPSchool-Level DataScoring Proficient or Advanced

Subject201120122013Reading/Language Arts44%57%61%Math53%62%63%Science58%69%68%Social Studies81%87%93%TCAP Data 2011-2013What Do We Expect Students to Learn?How Will Our Instructional Practices EnsureGrowth for All?How Will We Know When Theyve Learned It?How Will We RespondIf They Do Not Learn It?High Quality Standards-Based CurriculumBalanced and Reliable MeasurementTargeted Response to LearningHighly Effective InstructionSuccess for Every Oak Ridge StudentPLCsPLCsPLCsPLCsResponse to InterventionBalanced Assessment SystemInstructional FrameworkBuilding Level LeadershipDistrict Level LeadershipOak Ridge Curriculum Framework9Regrouping SignalWe will interact and then regroup at times.This is the regrouping signal:

We will give you ~30 seconds notice, and then count backward from 3 a tune will play.

Plant Seeds :: Cultivate

11InteractTurn and TalkThree things I hope to get from this workshop:123Write it Down!Something I hope to contribute to this workshop:________________12Regrouping SignalWe will interact and then regroup at times.This is the regrouping signal:

We will give you ~30 seconds notice, and then count backward from 3 a tune will play.

Five BIG IdeasIts not Special ED, its not Regular ED, its just ED.-Mike Mattos

Focus on LearningBig Idea #1

15Guiding Questions

To what extent do we believe all students can learn at high levels?To what extent will we take responsibility to make this a reality?

Collaborative CultureBig Idea #2

17Guiding Questions

Do we have frequent (weekly) collaborative time embedded during our professional day?Does our teamwork support each members daily responsibilities?

Guiding Questions

Have we identified team norms?Do we hold each other accountable to follow our norms?Have we created SMART goals to focus our efforts?

Clearly Define What Every Student Needs to KnowBig Idea #3

Guiding Question

Have we clearly defined the essential learning outcomes that our students must master for success in the next course/grade level?

Constantly Measure Our EffectivenessBig Idea #4

Guiding Questions

Have we created common assessments that measure student mastery of each essential standard?Do we compare results to identify the most effective teaching strategies?Do we use this information to guide our interventions?

Systematically Respond When StudentsNeed More Time/SupportBig Idea #5

Guiding Questions

Are our interventions effective?Do we have frequent time (during the school day) to reteach and enrich students?Do we have a systematic process to ensure every student additional time and support?

Our Current RealityWhere are we now?

Next StepsHow do we get where we want to be?

Talk about it!What were the Big Ideas?Write them down.Regrouping SignalWe will interact and then regroup at times.This is the regrouping signal:

We will give you ~30 seconds notice, and then count backward from 3 a tune will play.

Our ProcessOak Ridge SchoolsStandards-Based Reporting in Grades K-429

Focus on LearningBig Idea #1

30Identify Essentials/PrioritiesUnwrap to identify Targets:What do students need toKnowUnderstand and be able toDo?

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32Stakeholder Communication

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Collaborative CultureBig Idea #2

34Interventions wont work if the Tier 1 instruction is poor.Our teachers are currently working collaboratively to create quality tools for Tier 1 instruction.

35Tiers 2 and 3After data is collected from Tier 1 assessments, support tools are identified that will enhance understanding for students who did not achieve mastery on standards.Items that prove to enhance student learning are shared district-wide on Oak Ridge Schools SharePoint for all teachers to use.Collaborative groups are called Professional Learning Communities (and often referred to as Data Teams).

Clearly Define What Every Student Needs to KnowBig Idea #3

Pacing Guides

This is an example of a Grade 2 Pacing Guide that we created focused on CCSS. We identified the Priority/Essential standards, paced them by term, and then highlighted the terms in which they need to be guaranteed to be assessed. (Shaded). Once a standard has been assessed, students have the remainder of the year to improve their scale scores on the standards. We are using the Marzano Approach 4 that looks at the CCSS language, By the end of the year, and scales student progress accordingly. Thus, students who have not mastered RI 2.2, for instance, by the end of T3 will still have the opportunity to show improvement in T4. This is especially important for students who require more time or transferred in from another school or state.38Report Cards Match

Our report cards reflect the pacing guides exactly. There are 4 Priority Standards identified for the Reading: Informational Text domain, and that is what is printed on the report card. Scale scores are entered by the teacher for these for each term. Although the RI.2.6 is not required for assessment, teachers requested it be available in T1 and T2, so this teacher opted to begin assessing for that standard.39ScalesScoreLearning GoalSample Activities4.0Complex Learning Goal3.5In addition to 3.0, partial success3.0Target Learning GoalThe descriptors for each2.5No major errors regarding 2.0, partial success at 3.0level do not changeOnly the Learning Goals2.0Simpler Learning Goal1.5Partial success at 2.0, major errors at 3.01.0With help, partial success at 2.0 or 3.0.5With help, partial success at 2.0 but not at 3.00Even with help, no success

40Unpack the Learning TargetRI.2.1 Ask and answer questions about a text including who, what, when, where, and why and how to demonstrate understanding about key details in a text.

Think about what you read. Create your own question about the text.What is the main idea of this text? What are the important ideas in this text? How do you know? How are these ideas are the same? How are they are different?

What would happen ifFigure out a wayHow would you overcome

Marzano Scale42

Think about what you read about the sun.

Create your own question about the sun._________________________________________________What is the main idea of the text? _________________________________________________Name two more important ideas in the text.__________________________________________________________________________________________________How do you know? __________________________________________________________________________________________________How is the sun different from the earth? __________________________________________________________________________________________________

What does the sun do for both animals and humans? _________________________________________________What would happen to living things if we did not have the sun?______________________________________________

What would happen ifCompareContrast, CategorizeSummarizeExplainDescribeWhat about TCAP Standards?

Constantly Measure Our EffectivenessBig Idea #4

Skyward Standards Grade Bookfor Tier 1 Grading

Common Formative Assessments (CFAs)We are in an ongoing process of developing Common Formative Assessments to align with the ScalesThese scales and assessments give us Evidence to record as Events in Skyward

Collaborative teacher teams identify essential/priority standards and unwrap them into learning targets.Standards have several component parts (targets) that provide underpinning.Individual targets need to be scaled for assessment.Begin with a few agreed-upon standards and really drill down. We cannot wait to teach until we have them all perfected;Nor can we do this all in year one;So each year, we will drill a little deeper into more essentials/priority standards until we have very detailed plans.

Identify the measurement topic to be assessed:Where do we want students to be at the end of the learning process in relation to this topic?Determine the assessment items for each level of the scale:Adequate number of items developed for each level to ensure the data are trustworthy;Consider the content to ensure a strong match between the assessment item and question type.

Systematically Respond When StudentsNeed More Time/SupportBig Idea #5

RTI Tool in Skyward forTier 2 and 3 Interventions

This is next. This tool is BRAND new to us.However, we are discovering some great features in this RTI program in Skyward.55Teachers enter gradesPLCs build scales and assessments PLCs post resources to Curriculum Maps in SkywardAll members of the PLC have access by grade levelAll Curriculum Maps are labeled: Domain and TermOnly Handle It Once

Only Handle it OnceTeachers enter information for student grades for Tier 1Teachers collaborate to build scales and assessments that are then posted to Curriculum Maps in SkywardEvery teacher who teaches the grade level and subject has access to those Curriculum MapsWhen teachers identify resources that will be helpful on a CCSS Domain and Standard, they post the resource to a Curriculum Map labeled by CCSS Domain (by Term according to the Pacing Guide)56RTI in Skyward:One teacher creates a referralAll teachers who teach that student can access the referral to create, track, and print/e-mail reports for interventionsShared resources on Curriculum Maps can be used for interventions

Only Handle It Once

RTI in Skyward allows one teacher to create a referral and all teachers who teach that student to access the referral to create, track, and print/e-mail reports for interventions

57Closing ThoughtsExpect the BestJust like at-risk students, there are at-risk staff members.Prepare for scaffolding and ongoing support.Confront the WorstGive compelling reasons and a doable plan.Give staff every opportunity to succeed.Leave them no professional, logical, or ethical justification to resist growth.Start!Most will become committed once they see the process works, and not before.Your Turn: Questions?

Thank You For Your Time!Parking LotWhat I learned today:Questions I still haveInclude e-mailSurveyPlease complete the survey for this workshop.

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Key ResourcesThese three experts from Solution Tree with which our district has done extensive work to help us in this process.Jan Hoegh, Chris Jakicic, and Mike Mattos61Holly Cross and Roger WardOak Ridge Schools