August 22nd PowerPoint Posted

Report
Welcome
Librarians
and
Tech Teachers!
Our District Values
Integrity
Students First
Collaboration
Equity
Accountability
Fun
Standards Institute
Educational Technology
and Library Services
August 2012
Colorado Standards 21st Century Skills: Transformative Teaching
•
AASL Standards for the 21st Century Learner
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
•
•
ISTE NETS http://www.iste.org/standards.aspx
Comparison Chart:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/bldnglvl/skills_comparison_chart.pdf
Content/Language
Objectives
Presented by
Helen Butts
English Language Acquisition/Literacy Curriculum
Coordinator
Outcomes
• Identify the evolution of the DPS
content/language objective
• Identify the components of the DPS
content/language objective
• Write content/language objectives with
differentiated supports
English Language Development
(ELD) Standards (also known as “WIDA”)
ELD Standards
Abbreviation
1-English language learners communicate for Social
and Instructional purposes within the school setting
Social and Instructional language
2-English language learners communicate
information, ideas, and concepts necessary for
academic success in the content area of Language
Arts
The language of Language Arts
3-English language learners communicate
information, ideas, and concepts necessary for
academic success in the content area of
Mathematics
The language of Mathematics
4-English language learners communicate
information, ideas, and concepts necessary for
academic success in the content area of Science
5-English language learners communicate
information, ideas, and concepts necessary for
academic success in the content area of Social
Studies
The language of Science
The language of Social Studies
Let’s Talk About The ELD Standards
• What drives the content of the ELD
standards? In other words, what will
teachers teach English language
learners?
SAMPLE Planning for Common Core Standards for Writing #5 and ELD Standard #2
Content (what students will learn)
Supports
Domain (that is targeted)
(differentiated by
language proficiency
levels)
Function (what students are
doing with the language)
How can we ensure language (specifically
academic language) is a part of the content
teachers are teaching?
Remember the ELD Standard:
• #2• English language learners communicate information, ideas,
and concepts necessary for academic success in the content
area of Language Arts
• The language of Language Arts
Sentence
frames, stems
or cues..
Forms (what
the language
looks like)
Conventions
(Grammar, Usage,
Mechanics)
Academic
vocabulary or
language
Where to Find the Sample Planning for CCSS and ELD Standards (Amplified Strands)
http://www.wida.us/downloadLibrary.aspx
The resources only provide SAMPLES of the kind of planning teachers should
engage in to make the content accessible to English learners.
What other subjects do you see embedded in the samples?
How do all teachers become teachers of language?
Rationale for DPS Content/Language
Objective:
In planning for all students to be able to
access ambitious new core content, we
recognized that teachers needed a
structure to be deliberate about student
access to content.
Teacher Effectiveness Framework
LE.1
LE.2
LE.3
LE.4
I.1
I.2
I.3
I.4
I.5
I.6
I.7
I.8
Demonstrates knowledge of, interest in, and respect for diverse students’
communities and cultures in a manner that increases equity
Fosters a motivational and respectful classroom environment
Implements high, clear expectations for student behavior and routines
Classroom resources and physical environment support students and their
learning
Clearly communicates the standards-based content/language objective(s)
for the lesson, connecting to larger rationale(s)
Provides rigorous tasks that require critical thinking with appropriate digital
and other supports to ensure student success
Intentionally uses instructional methods and pacing to teach the
content/language objective(s)
Ensures all students’ active and appropriate use of academic language
Checks for understanding of content/language objective(s)
Provides differentiation that addresses students’ instructional needs and
supports mastery of content/language objective(s)
Provides students with academically-focused descriptive feedback aligned
to content/language objective(s)
Promotes student communication and collaboration
Components of DPS
Content/Language Objective
• Content
What are students learning?
• Targeted Domain
What domain will I specifically target in
this lesson?
• Language Function
How will students use language in the lesson?
• Language Form
What grammatical structures of the language, syntax, and
academic vocabulary will be used?
• Supports
1) What graphic organizer will help all of my students
complete the function and what forms (language) will help
them communicate their ideas?
2) How can I differentiate supports so that my…
a) 1-2 language proficiency level students understand
the content?
b) 3-4 language proficiency level students understand
the content?
c) 5-6 language proficiency level students understand
the content?
Activity: Domains
•
•
•
•
#1 Strong Listening = Strong Speaking?
#2 Strong Reading = Strong Writing?
#3 Strong Speaking = Strong Reading?
#4 Strong Writing = Strong Speaking?
Strong Reading=Strong Speaking?
Mrs. W is a 75-year-old female who first presented to
Presbyterian/St. Luke's 3/12/10 with altered mental
status and supraventricular tachycardia. She was easily
converted with adenosine, but her workup revealed
hypoxemia and pulmonary hypertension (PH). Since that
time she has had a thorough evaluation to delineate the
etiology of her PH. She had a CTA 3/12/10 showing no
evidence of PE; a lower extremity US 3/14/10 showing
no DVT; and normal labs including CBC, CMP, ANA
profile, UA, T3, T4, and coagulation studies.
DPS Content/Language Objective
Structure
A language function articulated to a
language domain, a language form, content,
and language supports that are
differentiated according to language
proficiency levels to support flexible groups:
a) levels 1 and 2;
b) levels 3 and 4; and
c) levels 5 and 6
Tools for Writing Content/Language
Objectives
Functions by Language Domain
Listening
Speaking
Reading
Writing
act, arrange,
distinguish, duplicate,
categorize, choose,
copy, follow directions,
identify, indicate, label,
listen, match, order,
point, recognize, role
play, show, sort, tell
agree/disagree, answer,
ask, converse, debate,
define, describe, discuss,
explain, express, give
instructions, identify,
name, practice, predict,
pronounce, rehearse,
repeat, rephrase,
respond, restate, say
steps in a process, share,
state, summarize, tell, use
vocabulary
discover, distinguish,
explore, find, find
specific information,
identify, infer,
interpret, locate,
make connections,
preview, predict,
read, read aloud,
skim
ask and answer
questions, brainstorm,
classify, collect,
compare, contrast,
create, describe, edit,
evaluate, explain,
illustrate, journal, label,
list, order, organize,
record, revise, state and
justify, opine,
summarize, support,
take notes, write
5 High Yield Functions
1) Describe, Explain, Classify
2) Compare and Contrast
3) Sequence
4) Cause & Effect
5) Defend/Propose/Justify
Function(
Possible(Graphic(Organizers(
Describe
· How$are$you$describing$this$thing?$
· Which$adjectives$would$best$describe$
this$thing?$
Explain
· How$are$you$explaining$this$
concept/idea?$
· What$are$some$examples$of$this$
concept/idea?$
$
Compare(and(Contrast
· What$are$the$similar$and$different$
qualities$of$these$things?$
o What$are$the$similarities$
between…?$
o How$are$___and$___$alike?$
o Compare$___$and$___?$
o How$are$___and$___different?$
o In$what$ways$do$___$and$___$
differ?$
· As$I$compare$and$contrast,$what$
issues$or$obstacles$do$I$find?$
· What$did$I$learn?$Discover?$Observe?
Possible(Forms(
“Seasons” on a Bubble Map
How could this
graphic organizer
have more supports
for a younger child
or a student with
less English
proficiency?
How could this be
built up for students
with more advanced
language?
Venn Diagram, Level 2 & 3
Venn Diagram, Levels 3 & 4
Flow Map
for Sequencing
When do you ask
students to
sequence in your
class? Is this
language
appropriate?
Too easy? Are
pictures needed?
Flow Map, Levels 3/4; Levels 5/6
Venn Diagram, Level 2 & 3
Sample Language Forms
Language Function
Expressing needs and likes
Possible Language FORMS
Indirect/ direct object, subject/ verb agreement,
pronouns
I like/don’t like—(object)—. I need a/some—(object)—.
Describing people, places,
and things
Nouns, pronouns, adjectives
The (my, her) ____is/are____. A (it) has/have ____.
Prepositional phrases
Describing spatial and
temporal relations
next to, beside, between, in front of, in back of, behind, on the
left/right, in the middle of, above, below, under
Adverbs
Describing actions
telling how, where or when
Past tense verbs, past progressive
Retelling/relating past
events
Yesterday/Last___/On___day, (pronoun)___-ed.
(pronoun) ___was/were (have/has been) ____-ing.
Defend a Problem/Propose/Justify
Reason #1
What
structured
language
belongs on
this? I believe…
I think…
What language
do your
students need?
Reason #2
My opinion/claim
Reason #3
Reason #4
Activity: Bonjour!
• Listen to the lesson.
• How do you feel?
• Do you know what you are asked
to do?
• Are you able to do it?
Sample Language Supports:
“The Magic Three”
Sensory Supports
• Manipulatives
• Pictures &
photographs
• Illustrations,
diagrams &
drawings
• Magazines &
newspapers
• Physical activities
• Videos & films
• Broadcasts
• Models & figures
• Real-life object
(realia)
•
•
•
•
•
•
•
•
Visual Supports
Graphic organizers
Maps
Tables
Graphs
Charts
Timelines
Diagrams
Number lines








Group Supports
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
With the Internet
(Websites) or software
programs
In the native language (L1)
With mentors
Heterogeneous or
homogenous groups by
proficiency in academics or
language
Sensory Supports
Visual Supports
Group Supports
CAN DO Descriptors to Help with Differentiated Supports
http://www.wida.us/downloadLibrary.aspx
Sample #1
Students will orally explain, using sequential
words (first, second, …), how to solve a
system of linear equations by graphing with
their partners:
a) using labeled cards
b) using discussion cards
(no common solutions, one common
solution, etc.)
c) using multiple pairs of linear
equations
Let’s Write a
Content/Language
Objective
Essential Question—Evaluation Task 14:
[Insert question] After reading _____________
(literature of informational texts) on
_____________ (content), write a/an (essay or
substitute) that describes _____________
(content) and addresses the question. Support
your discussion with evidence from the text.
Essential Question—Evaluation Task 14:
Why would a slave not feel a part of the Fourth
of July celebration? After reading “What to the
Slave Is the Fourth of July?” on the slave’s
perspective on independence from England,
write an essay that describes and addresses the
question. Support your discussion with
evidence from the text.
Structure of the DPS
Content/Language Objective(CLO)
A language function articulated to a language
domain, a language form, content, and
supports, including a whole group support
(graphic organizer with language) that are
differentiated according to proficiency levels to
support flexible groups:
a) levels 1 and 2;
b) levels 3 and 4; and
c) levels 5 and 6
Summative CLO
Explain in writing
a language form, content, and language
supports that are differentiated according to
language proficiency levels to support flexible
groups:
a) levels 1 and 2;
b) levels 3 and 4; and
c) levels 5 and 6
Summative CLO
Explain in writing,
why a slave would not feel a part of the Fourth of July
celebration
a language form
and language supports that are differentiated
according to language proficiency levels to support
flexible groups:
a) levels 1 and 2;
b) levels 3 and 4; and
c) levels 5 and 6
Summative CLO
Explain in writing, why a slave would not feel a
part of the Fourth of July celebration
using varied transitions and syntax (because, yet
due to, even though, there is little evidence, etc.)
and language supports that are differentiated
according to language proficiency levels to
support flexible groups:
a) levels 1 and 2;
b) levels 3 and 4; and
c) levels 5 and 6
Summative CLO
Explain in writing why a slave would not feel a part of
the Fourth of July celebration using varied transitions
and syntax (because, yet due to, even though, there
is little evidence, etc.)
after completing a tree map and with
a. labeled pictures clarifying language and
concepts from reading
b. student exemplars (teacher created for the
first year if necessary)
c. published essays with varied transitions
and syntax highlighted
Backwards Planning
Look at the reading on page 173. What will
students need to do first?
Would you agree that we need to…
• build background knowledge?
• define vocabulary and phrases?
Describe in writing daily experiences of slavery
using descriptive language (cotton burrs,
hoeing fields, etc.) after exploring a trunk of
artifacts (journal of a slave, clothing, cotton
plants, shackles) with a bubble map and
a. a video with closed captions and slowed
English
b. a Freyer model of “work” for slaves
c. informational texts describing work for
slaves
Orally explain phrases used in Douglass’
speech using synonymous phrases (not
wanting in= not lacking in, give frame to= to
develop, etc.) after working in small groups to
complete a bubble map and with
a. labeled pictures clarifying language and
concepts
b. a teacher-created dictionary of archaic
language
c. full sentences to paraphrase
Backwards Planning
After understanding the language in the reading,
what will students need to do next?
Would you agree that we need to support
students’…
• analysis of the text?
• skills in finding relevant details?
Analyze by writing notes of Douglass’ view of
slaves’ feelings about emancipation from
Britain using descriptive phrases (no relief from
work, unjust experiences, etc.) after completing
a cause & effect map and with
a. labeled pictures clarifying language and
concepts
b. a teacher-created dictionary of archaic
language
c. informational texts describing slavery
Backwards Planning
What else do they need to know how to do?
Would you agree that more objectives need to
be developed to support…
• transitions and syntax?
• textual support (evidence from text)?
• commentary?
• structure of the essay, mechanics?
Expectations Meeting Student Expertise
If you are planning for your own classroom, use the CCSS
student exemplars to backwards plan the
content/language objectives to build up to the language
that your students need to access content and language
based on where they are.
If you are planning for the district or a localized team, use
the CCSS student exemplars and backwards plan the
content/language objectives after careful examination of
the population’s mastery and gaps of the scope and
sequence before making assumptions about which
language needs to be built up.
Assessment Development for Libraries and
Technology Courses
8/22/2012
Standards
Assessments
Teacher
Effectiveness
59
Goals
• The goals of this presentation are to:
– Provide an overview and context for non-tested subjects assessment
development work
– Give updates on progress to date
– Provide tentative plan for libraries and technology in the 2012-13
school year and beyond
– Highlight ways that teachers can engage in the development process
60
Overview
• The purpose of this work is to develop common district
assessments in traditionally non-tested subjects, including:
–
–
–
–
–
–
–
–
–
The Arts (Dance, Drama/Theater Arts, Music, Visual Arts)
Physical Education
Science
Social Studies
World Languages
Career and Technical Education
Technology
Library
Some literacy courses
• Teachers in non-tested subjects account for 70 percent of DPS
teachers
A new opportunity…
New assessments in non-tested subjects will:
– Highlight instruction taking place in ALL content areas
– Highlight learning and concept and skill mastery taking place in ALL
content areas
– Create greater course consistency across the district as curriculum
and instruction transition to new standards
– Provide valuable data to teachers on student learning and the
effectiveness of their instructional practices
Overview – continued
• Results from these assessments will be used to calculate
measures of student academic growth (the change in student
achievement for an individual student between two or more
points in time)
– Assessments will have a pretest (given towards the beginning of
instruction in a course) and a posttest (given towards the end of
instruction in a course)
– How student growth will be calculated is still being determined
• The results will contribute to teacher evaluations in the
student outcomes component of LEAP
What is Driving this Work?
Standards Implementation
Educator
Effectiveness
Act
S.B. 10-191
Standards Implementation
• Transitioning to the Common Core State Standards (CCSS) and
the Colorado Academic Standards (CAS)
• DPS will spend the 2012-13 school year aligning curriculum,
instruction, and assessments to new standards
• Full implementation to begin in the 2013-14 school year
• New assessments will align to the new standards
– gauge student progress towards new expectations for students found in
the standards
– What does this mean for libraries and technology?
Non-Tested Subjects Standards Alignment
Content Area
DPS will use
The Arts (Dance, Drama/Theatre, Music, Visual Arts)
CAS
Physical Education and Comprehensive Health
CAS
Science
CAS/Next Generation Science
Standards (TBD by CDE)
Social Studies
CAS
World Languages
CAS
Career and Technical Education
State CTE Standards
(Governed by Colorado
Community College System)
Library/Technology
No Standards
LEAP
* Principal observation, peer observation, professionalism, and student perception
survey components are not shown to scale
Student Outcomes Components
Category 1:
Category 2:
Category 3:
Category 4:
Category 5:
Statemandated
common
assessment
Districtapproved
common
assessments
English
language
acquisition
Teacher/team
developed
assessment
School-wide
measure
Purpose:
Purpose:
Purpose:
Purpose:
Purpose:
- Accountability
to state
- Capture
longitudinal
growth
Example:
TCAP
- Capture
incremental
growth
- Inform
instruction
Example:
Interim
assessments
- Account for
high number of
ELLs
- Allow for
flexibility in the
demonstration
of student
achievement
Example:
Example:
CELA
Core curriculum
- Account for
collective
responsibility
- Capture
multiple areas of
growth
Example:
SPF
* Categories are a result of SB191 and Student Outcomes Design Team
68
Student Outcomes Breakdown
Principal
Observation
Teacher Effectiveness
Peer
Student
Observation
Perception Survey Professionalism
Student Outcomes
District
Teacher/Team
Assessments
ELA
Created
State
Assessments
State Assessments
Pre
Post
Growth
TCAP - 1
X
Y
N
TCAP - 2
X
Y
N
District Assessments
Pre Post
Growth
STAR
4th Grade
Visual Arts
Assessment
Dist. Writing
Student
Outcomes
School
ELA
CELA/ACCESS
Pre
Post
Growth
X
Y
N
Teacher/Team - Created
Pre
Post
Growth
Test A
X
Y
Y-X
Test B
X
Y
Y-X
School
SPF
A*
B*
%
Change
in
rubric
69
State legislation – SB10-191
• Defines teacher and principal effectiveness
• At least 50 percent of teacher and principal evaluation must be
based on student growth
• Requires three consecutive years of effectiveness to acquire
non-probationary status
• Allows for loss of non-probationary status after two years of less
than effective ratings
• For additional information:
http://www.cde.state.co.us/EducatorEffectiveness/index.asp
NTS Philosophy
• Develop assessments in non-tested subjects that:
– Provide teachers with valuable information about students, in addition
to their use in teacher evaluations
• Inform instructional practices
– Are AUTHENTIC to each course and content area
• Use appropriate items types including multiple choice questions, open/short
response, product/performance, portfolios, etc.
– Align to new standards where possible
– Allow teachers to drive the process
• Opportunities to participate in assessment development design teams
• Provide ongoing opportunities to provide feedback
Short- and Long-Term NTS Goals
Short-term goal:
Measurements of
student growth for
all non-tested
subjects teachers
from districtcreated
assessments in at
least ONE course
they teach
Assessments for
approximately 85
courses
Ongoing
assessment
development
beginning in the
2012-13 school year
Long-term goal:
Measurements of
student growth for all
non-tested subjects
teachers from districtcreated assessments
in at least 50 percent
of the courses they
teach
Assessments for
over 100 courses
72
Current Work
• Since November, teacher groups have been working on
assessments in select courses the following content areas:
–
–
–
–
–
Music
Visual Arts
Physical Education
Social Studies
World Languages
• Teachers have explored curriculum, identified course learning
and assessment objectives, and developed sample assessment
items
• In the spring, teachers piloted sample assessment item types in
their classrooms to inform summer development
• Groups continued their assessment development work this
summer, and will be piloting assessments during the 2012-13
school year in select courses and schools
Plans for Libraries and Technology
• Begin to identify different instructional practices across the
district
• Engage teachers to determine where assessment development
efforts should focus
• Begin thinking about barriers to assessments and what
messages need to be delivered and to whom
During the 2012-13 School Year…
• Assessment development work will continue in music, PE, social
studies, and visual arts
• We will begin assessment conversations with teachers in the
following content areas:
– Fall 2012*
•
•
•
Dance
Drama/Theater Arts
Technology/Library
– Spring 2013*
• Career and Technical Education
• Social Studies
– Summer 2013*
• Science
*subject to change
Proposed Timelines
Assessment
development
2012-13
2013-14
2014-15
Assessment
development in select
courses and content
areas.
Continued assessment
development, field
testing, and revising
Continued assessment
development, field
testing, and revising
Growth measures used
in teacher evaluations
Field testing and revising
existing assessments
Growth
measures/Included in
teacher evaluations?
Growth calculations
developed/No
Growth calculations
validated/Yes (pending
available assessment
and validated growth
measures)
Communications and
Trainings
Understanding student
outcomes measure of LEAP
Understanding student
growth used in teacher
evaluations
Understanding student
growth
Content area open houses
76
Talk to Us!
• We need your input to make these tests the best they can be
– Open Houses throughout the year
• Check out the tests & help us figure out how to make them better
– Work teams for assessments under development
– Email us at [email protected]
77
Contact
For any questions, please contact:
Kenny Smith
Program Manager, Non-Tested Subjects
720-423-3635
[email protected]
78
Appendix
79
2012-13 Assessment Pilot
Assessments will be administered in the following courses:
– Music
• 2nd Grade
• 6th Grade
• HS Concert Courses
– Visual Arts
• 4th Grade
• 7th Grade
• Level I High School
Courses
– Social Studies
• 8th Grade
– World Languages
• Spanish/French Level
1/2 (second version)
– PE
• 5th Grade
• 6th Grade
• Fitness/Cnd Weight
Training 1
These assessments WILL NOT be used in teacher evaluations during the
2012-13 school year

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