Presidio ISD:Quality Teaching,

Learning and Assessment Systems

District Professional Development DaysMay 31 – June 1, 2010

May 31 – June 1 Professional Development Days

Essential Questions• What are the critical components of a quality teaching, learning and assessment system?

• What characteristics, structures and processes are essential for effective professional learning communities? 2

May 31 – June 1 Professional Development Days

Assessment• Identification or development of shared

vision for quality teaching and learning.

• Review of existing classroom and benchmark assessment systems.

• Refined or newly developed assessments for first 6 weeks units.

• Professional Learning Communities• Grade level/department review and

identification of strengths and opportunities 3

PD Schedule: May 31st – June 1

May 31st June 1st

a.m. Whole FacultyQuality Teaching, Learning

and Assessment: Confirming a Shared

Vision

Elementary

Classroom Assessment

Systems

SecondaryBenchmark Assessment

s

p.m. SecondaryClassroom

Assessment Systems

Elementary

Benchmark Assessment

s

Whole FacultyStructures for Support: Professional Learning

Communities

4

QUALITY TEACHING & LEARNING

Confirming a Shared Vision

5

Quality Teaching & Learning

Silently observe the video Without any conversation in your group, answer the following question: If you had to grade the lesson (A+, A, B+, B, C+, C, D, F), what would that grade be?

http://tinyurl.com/PISD531

6

Survey says…..• Having made your decision, now

think about what criteria you used for the grading. Examine what evidence led you to give the lesson the grade you did, whether high or low. Jot down a few thoughts that explain your thinking.

• Having viewed the results, discuss your rationale for the grading with others at your table.

7

PISD Teaching & Learning System

Curriculum•TEKS•PISD Maps

•Unit Focus•6 Week Cycles

Instruction•Instructional

Expectations (SIOP Based)

•PDSA Lesson Plans

Student Engagement•Learners are most likely

to be engaged in their work when…

8

QUALITY ASSESSMENT:CRITICAL

COMPONENTSConstructing Shared

Understanding of Assessment Best Practices

9

Assessment: Points to Ponder• Teaching without learning is just

talking…. • Quality assessments enable teachers to

obtain useful feedback on what, how much and how well students are learning…

• Teachers need a continuous flow of accurate information on student learning…

• Central purpose of assessment is to empower teachers AND their students to improve the quality of learning…

-Angelo & Cross

10

Reflective Reading Protocol• Read your assigned article

• Highlight three sentences that reflect the most essential ideas developed. Be prepared to share each sentence along with a rationale for why you think it is essential.

11

Reflective Reading Protocol• Read…Reflect

• Select one person to share their FIRST idea. Listen to the sentence they selected and WHY. Next person shares… repeat the cycle

• Refine• Discuss the ideas shared by each member• Develop a summary of key insights based on

your discussions (mhooper.westga@gmail.com)

• Report• Two minute summary…

12

QUALITY ASSESSMENT

Classroom & Benchmark Assessments

13

14

Benchmark AssessmentsPurpose: to provide an overall view of student performance based on PISD C-Map expectations• Designed to complement classroom

assessment• 6 –week Cycles

• Predictive for end of year• Cumulative

• Used to identify and plan for intervention

15

Quality Benchmark Assessments• Each test item is directly linked (and

labeled) to specific TEKS and teaching units • Assessment must include multiple types of

items• TAKS formatted multiple choice (selected

response) items• Open-ended/constructed response items• Representation of the content standards

students are expected to have mastered• Aligned with curriculum pacing so students

are not tested on content not yet taught

16

Quality Benchmark Assessments• Timed within the curriculum so that

students and teachers perceive the test as an extension of learning rather than an interruption of learning

• Clear reporting that provides insights into areas of strengths, misconceptions, and weaknesses• Requires reporting on distribution of

responses selected for each selected response item

• Efficient administration and results reporting• Results within a day or two 17

Quality Classroom Assessment

Packing a Parachute: An Assessment Story

18

Quality Classroom Assessment

• Three Types of Assessment• Diagnostic• Formative• Summative

• Assessment Outputs• Use of data• Feedback/Grading Approaches

19

Next Steps

• Evaluate the current system• Elementary: Focus on Benchmarks

• Secondary: Focus on Classroom

20

Quality Classroom Assessment

Tools and Strategies for Strengthening Unit Based

Assessments

22

Types of CATs (Classroom Assessment Techniques)• Diagnostic

• Formative• Summative

23

Outputs of Assessment• Use of Data• Feedback

Linking Instruction & AssessmentInstructional

PracticesLink to Assessment

Content & Language Objectives

• Clearly articulated for each unit• Serves as learning target for assessment

Building Background Key vocabulary to be assessed; Especially useful for diagnostic

Comprehensible Input

Interaction Interaction with peers and teacher as a source of feedback

Practice /Application Reading, writing, listening & speaking activities are useful for assessment

Review/Assessment Feedback, feedback, feedback24

Diagnostic Assessment

25

Not Evident Developing Proficient ExemplaryThere is no evidence of diagnostic assessment aligned to the unit structure described in the PISD Curriculum Map. Individual and/or class strengths or weaknesses are not identified.

The teacher periodically uses diagnostic assessments to identify students’ prior knowledge and/or levels of performance to guide planning for instruction

The teacher uses a variety of diagnostic assessment strategies to identify individual and class strengths, misconceptions, and areas of weakness. Diagnostic assessment is part of most units.

The teacher makes diagnostic assessment a systematic component of each unit. The teacher uses a variety of formal and informal types of diagnostic assessments to inform teaching.

Diagnostic CATs • Background Probes

• Two or three open-ended questions to probe students’ existing knowledge of key concepts and/or vocabulary are assigned.

• Students jot down their responses.• Working in groups, students can review

and summarize responses.• Teacher sorts responses by monitoring

group reviews (Misconceptions – No background - Significant background)

26

Diagnostic CATs • Misconception Checks

• Use when you have identified common misconceptions related to your course.

• Create a short survey of prompts that describe misconceptions as a multiple choice with the following prompts (I am certain this is true; I think it is true; I have no clue; I think it is false; I am certain this is false).

• Collect data anonymously….• Poll daddy, survey monkey, etc….

27

Formative Assessment

28

Not Evident Developing Proficient Exemplary

There is no evidence of plans for formative assessment strategies either to monitor student progress or to adjust instruction to meet student needs within units.

The teacher uses someformative assessment tasks and tools to guide adjustments of whole-class instruction;Formative assessment is rarely used at the individual level or may be inconsistently implemented.

The teacher uses formative assessment tasks and tools to monitor student progress over the course of most units and to adjust instruction to meet students’ individual learning needs relative to TEKS identified on the PISD Curriculum Maps.

The teacher consistently uses a variety of formative assessment tasks and tools to monitor student progress and adjust instruction within each unit. The teacher involves students in decisions about adjustments to instruction to enhance their learning.

Formative CATs• Focused Listing• Used to quickly determine students’ ability to

recall new information introduced• Select a key concept introduced as part

of a unit. Students write the topic at the top of a sheet of paper and are challenged to list relevant ideas and related terms (given a target number or a time limit).

• Students can review in groups, turn in for a quick check or “pair-share” to self-assess

29

Formative CATs• Documented Solution

• Effective approach for math and other problem-solving content

• Provide 2-3 complex problems. Have students select one to solve and document.

• Students divide paper into two columns.• First column- document each step• Second column- explain what was done in

the step30

Formative CATs• Get the “GIST”• One sentence summary• Word Journal

• Select one word to represent key idea from a text selection

• Write a paragraph to explain the selection of the word.

• Problem Recognition Tasks• Provide 3-5 sample problems for students

to review and categorize into “types” of problems

31

Summative Assessment

32

Not Evident Developing Proficient ExemplaryThe teacher does not use summative assessment tasks or tools to evaluate students’ mastery of the required curriculum.

The teacher uses summative assessment tasks and tools to evaluate mastery of the required curriculum. The teacher aligns assessments with the curriculum, but does not always include a balance of assessment items that address higher order thinking.

The teacher uses a variety of summative assessment tasks and tools to evaluate student learning aligned to the PISD Curriculum Maps. There is evidence of higher order thinking in some end of unit assessments.

The teacher consistently uses a variety of summative assessment tasks and tools to evaluate learning relative to mastery of identified TEKS for each unit. Summative assessments require students to use higher-order thinking skills to demonstrate application and transfer of content.

Summative CATs • End of Unit Assessments

• Tests (Selected and Constructed Response)

• Products & Performances• Clearly defined expectations• Rubric shared upfront• Sample student work (Exemplars)

33

Types of Assessment

http://tinyurl.com/PISD61

34

Professional Learning Communities

Characteristics, Structures, and Support for Engaging Learning at

ALL Levels

Seminar Overview

Essential Questions• What are the dimensions that define

a “learning community?”• What actions strengthen the

development of effective learning communities within districts, schools, grade levels, and departments?

36

What is a “Learning Community?”

A community of learners is one in which members continuously seek and share learning, and ACT on their learning. The goal of these actions is to enhance their effectiveness as professionals for students’ benefit.

37

38Dr. Mary A. Hooper

Continuum of Organizational Learning

Random refinements and improvements within existing organizational boundaries

Synergetic transformation

of mental models that

make up organizational

culture

Collective learning of individuals results in:

Multiple Level SystemsMultiple Levels of Learning Communities• District

• Communities of schools and departments

• School• Administrators, Faculty, Staff, Students,

Parents

• Grade Level/Department• Teachers

• Classroom• Teacher(s) and students

39

Dimensions of Learning Communities

Three Levels of Analysis• Characteristics

• What attributes are evident at all levels of the system?

• Structural Conditions• What organizational structures and

processes are essential for effective learning?

• Support• What human dimensions are fundamental

for learning?40

Characteristics of PLCs• Shared values and norms• Collaborative work• Deprivatiziation of practice• Collective focus on student

learning• Reflective dialog

41

Structures and conditions for PLCs

• Time for collaborative work• Physical barriers neutralized• Understanding (and commitment

to) interdependence of teaching roles

• Teachers empowered to work in PLCs

• Communication supports collaboration

42

Culture/Support for PLCs

• Everyone is open to improvement• Levels of trust and respect are

high• Leadership support PLCs• Socialization of new teachers is

embedded• Cognitive/Skill base is strong

43

Analyzing the Learning Community

Identifying Indicators• Review the definition for your assigned

characteristic.• Discuss “visible indicators” for each stakeholder

group listed on the matrix (google docs).• Reach agreement on at least two no more than

three indicators to add to the matrix.• Be prepared to review and discuss with the whole

group.

• Repeat the process for your assigned structure and support dimensions.• Each team member must contribute to the report.

44

Google Docs- • PHS

• http://tinyurl.com/PHS61• LRFMS

• http://tinyurl.com/LRFMS61• PES

• http://tinyurl.com/PES61

45

Wrapping Up

• Professional Development focus for 2010-2011 is Assessment

• Approach will be to utilize PLCs• Formal and in-formal professional

development will be embedded throughout the year

46