Using Learning Progressions and Quick Progress Checks with Common Formative Assessments

Transcription

1 Using Learning Progressions and Quick Progress Checks with Common Formative s Larry Ainsworth Plain Talk About Reading February 9-11, 2015 New Orleans

2 About the Presenter Larry Ainsworth Larry Ainsworth, M.S., is an independent education consultant. Previously, he served as the executive director of professional development at the Leadership and Learning Center. He travels nationally and internationally to assist school systems in implementing best practices related to standards, assessment, curriculum, and instruction across all grades and content areas. Throughout his career, Larry has delivered keynote addresses and breakout sessions across North America and in Latin America and regularly worked on-site in school systems to assist leaders and educators in understanding and implementing powerful standards-based practices such as prioritizing and unwrapping state standards and Common Core standards, developing common formative assessments, designing performance tasks, and creating rigorous units of study in all content areas, PreK 12. He is the author or coauthor of 15 published books, including Common Formative s 2.0 (2015), Unwrapping the Common Core (2014), Prioritizing the Common Core (2013), Getting Started With Rigorous Curriculum Design: How School Districts Are Successfully Redesigning Their Curricula for the Common Core (2013), Rigorous Curriculum Design (2010), and Common Formative s (2006). About CDL Founded in 1992, the Center for Development and Learning (CDL) is a results-driven 501(c)(3) nonprofit organization. CDL s mission is to improve the life chances of all children, especially those at high risk, by increasing school success. We believe that all children, regardless of how they look, where they come from, or how they learn, can and will achieve school success when provided with highly effective teachers and positive, supportive learning environments. CDL s services fall into three silos: 1. Evidence-based professional development for teachers, principals, teacher leaders, related specialists, paraprofessionals, parents and caregivers 2. Direct services to students 3. Public engagement of stakeholders at all levels CDL s professional learning services comprise approximately 85% of our work. For over 18 years, we have been a trusted source of specialized professional learning services for educators. CDL s professional learning is designed, facilitated, evaluated and adjusted to meet the needs of the learners. In collaboration with school and district leaders and teachers, we examine student and teacher data and build professional learning in response to student and teacher performance. We evaluate progress frequently and adjust accordingly. We have special expertise in literacy, building collaborative capacity, leadership and talent management, high-yield teaching strategies and tactics, differentiated instruction, and learner-specific instruction. Call us we are ready to serve you. One Galleria Blvd., Suite 903 Metairie, LA Phone: (504) Fax: (504) learn@cdl.org Web:

3 Using Learning Progressions and Quick Progress Checks with Common Formative s Presented by Larry Ainsworth Plain Talk About Reading and Learning February 10, 2015 Common Formative s Defined CFAs assess student understanding of the particular learning intentions (prioritized standards or outcomes) that the grade level or course level educators are currently focusing on in a curricular unit of study. Common Formative s Defined CFAs provide valuable feedback regarding what students currently know and what they yet need to learn with regard to the learning intentions for that unit. Common Formative s Defined Common formative assessments are aligned pre and post assessments within units of study that are collaboratively designed by a gradelevel or course level team and administered to students by each participating teacher throughout the year. The Center for Development and Learning 1

4 A Multiple-Format Selected- Response FA Teams Collaboratively Use Results To Big Idea Responses to Essential Directly Aligned to Priority Standards Extended- Response Short Constructed- Response 1. Accurately interpret student learning needs; 2. Set goals for student improvement (student, classroom, grade or course level); 3. Identify and share effective teaching strategies to accomplish goals; 4. Create appropriate lessons and activities for groups of learners or individual students; 5. Plan ways to differentiate instruction and correct student misconceptions; and 6. Inform students about their current progress so they can adjust their learning methods and strategies. Larry Ainsworth, Common Formative s 2.0, 2014, p. 34 What Happens In Between? Pre Assess Unit Learning Intentions UNIT INSTRUCTION FORMATIVE ASSESSMENTS Post Assess Unit Learning Intentions Identify the Unit Priority Standards and Supporting Standards Create the Post CFA The Original Design Steps Unwrap the Priority Standards and Create a Graphic Organizer Construct the Scoring Guides Common Formative s, Larry Ainsworth and Donald Viegut, 2006 Determine the Big Ideas and Essential Create the Pre and Scoring Guides How Can We Make An ACCURATE INFERENCE About What Students Understand? Inferences Are Only As Good As The EVIDENCE We Collect The Source of That Evidence Must Be of HIGH QUALITY The Center for Development and Learning 2

5 Identify the Unit Priority Standards and Supporting Standards CFA 2.0 The Ten Design Steps Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential The Revised Bloom s Taxonomy and Webb s Depth of Knowledge (DOK) Write the Unit Learning Intentions As Student Success Criteria Create the Post Construct the Scoring Guides Create the Pre and Scoring Guides Evaluate and Revise for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions Common Formative s 2.0, Larry Ainsworth, 2015 The All New 2015 Edition The Companion Workbook The Center for Development and Learning 3

6 Determine the Learning Progressions and Instructional Sequence Learning Progressions Identify the Unit Priority Standards and Supporting Standards Write the Unit Learning Intentions As Student Success Criteria Evaluate and Revise for Quality CFA 2.0 The Ten Design Steps Unwrap the Priority Standards and Create a Graphic Organizer Create the Post Determine the Learning Progressions and Instructional Sequence Construct the Scoring Guides Common Formative s 2.0, Larry Ainsworth, 2015 Determine the Big Ideas and Essential Create the Pre and Scoring Guides Plan Quick Progress Checks to Coincide With the Learning Progressions Learning Progressions Defined Learning progressions are the smaller, sequenced building blocks of instruction necessary for students to understand a learning intention. They help educators know where and when to adjust instruction. Margaret Heritage, Formative (2010), Chapter 4, The Drivers of Formative W. James Popham, Transformative (2008), Chapter 2, Learning Progressions The Center for Development and Learning 4

7 Learning Progressions Build To The Learning Intention LEARNING PROGRESSIONS LP 1 LP 2 LP 3 LP 4 LEARNING INTENTION Make Connections To Your Current Context 29 CFA 2.0 The Ten Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Practice Determining the Learning Progressions Write the Unit Learning Intentions As Student Success Criteria Create the Post Construct the Scoring Guides Create the Pre and Scoring Guides Evaluate and Revise for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions Common Formative s 2.0, Larry Ainsworth, 2015 The Center for Development and Learning 5

8 Plan Quick Progress Checks to Coincide With The Learning Progressions s of Different Grain Sizes For Different Purposes Learning Progressions and Quick Progress Checks Source: Margaret Heritage (2010, p. 27) Shorter formative assessments occur throughout the unit after learning progressions. These quick checks of student understanding provide immediate feedback that educators use to adjust instruction and that students use to selfregulate their learning. Learning Progressions and Quick Progress Checks LEARNING PROGRESSIONS LP 1 LP 2 LP 3 LP 4 LEARNING INTENTION Quick Progress Checks The Center for Development and Learning 6

9 A Multiple-Format Selected- Response FA Teams Collaboratively Use Results To Big Idea Responses to Essential Directly Aligned to Priority Standards Extended- Response Short Constructed- Response 1. Accurately interpret student learning needs; 2. Set goals for student improvement (student, classroom, grade or course level); 3. Identify and share effective teaching strategies to accomplish goals; 4. Create appropriate lessons and activities for groups of learners or individual students; 5. Plan ways to differentiate instruction and correct student misconceptions; and 6. Inform students about their current progress so they can adjust their learning methods and strategies. Larry Ainsworth, Common Formative s 2.0, 2014, p. 34 What Happens In Between? Pre Assess Unit Learning Intentions UNIT INSTRUCTION FORMATIVE ASSESSMENTS Post Assess Unit Learning Intentions Identify the Unit Priority Standards and Supporting Standards Create the Post CFA The Original Design Steps Unwrap the Priority Standards and Create a Graphic Organizer Construct the Scoring Guides Common Formative s, Larry Ainsworth and Donald Viegut, 2006 Determine the Big Ideas and Essential Create the Pre and Scoring Guides How Can We Make An ACCURATE INFERENCE About What Students Understand? Inferences Are Only As Good As The EVIDENCE We Collect The Source of That Evidence Must Be of HIGH QUALITY The Center for Development and Learning 7

10 Use CFAs To Know Your Impact Student responses to highquality CFA questions provide educators with credible evidence as to the degree of their instructional effectiveness and their impact on student learning and achievement. Copyright 2014, Larry Ainsworth Larry The Center for Development and Learning 8

11 CCSS.ELA-Literacy.RL.5.3 PRACTICE IN DETERMINING LEARNING PROGRESSIONS UNWRAPPED PRIORITY READING LITERATURE STANDARD COMPARE and CONTRAST two or more characters, settings, or events in a story or drama, DRAWING on specific details in the text (e.g., how characters interact). LEARNING PROGRESSIONS: 2015 Larry Ainsworth. Permission to copy for instruction only. larryainsworth13@gmail.com The Center for Development and Learning 9

12 CCSS.ELA-Literacy.RL.5.3 PRACTICE IN DETERMINING QUICK PROGRESS CHECKS UNWRAPPED PRIORITY READING LITERATURE STANDARD COMPARE and CONTRAST two or more characters, settings, or events in a story or drama, DRAWING on specific details in the text (e.g., how characters interact). Learning Progression: Quick Progress Check: Learning Progression: Quick Progress Check: Learning Progression: Quick Progress Check: 2015 Larry Ainsworth. Permission to copy for instruction only. larryainsworth13@gmail.com The Center for Development and Learning 10

13 Learning Progression: Quick Progress Check: Learning Progression: Quick Progress Check: 2015 Larry Ainsworth. Permission to copy for instruction only. The Center for Development and Learning 11