Guiding Principles Assessment ModelsHEIDI MCGINLEY, MCLA AND BECKY BROWN, SOUTH PORTLANDAPRIL 6, 2015

Outcomes

1. Identify similarities and differences among existing lists of possible Guiding Principles.

2. Explore options for writing scoring guides.3. Explore ways to determine necessary and

sufficient evidence of proficiency.

Products and Process Products: 1. Identify criteria for choosing/revising your own Guiding Principles. 2. Identify next steps in your own Guiding Principles assessment process.

Process: The process mirrors the development process we each used.

Why do the Guiding Principles matter?

Most high schools have some version of the GP’s and so do most districts. Why? What matters to you about the GP’s (regardless of what the state requires)? What purposes do the GP’s serve?

What do stakeholders think? How do you think your stakeholders’ (internal and external) would respond to that question?

What Guiding Principles do you think they might list?

Guiding Principles Options MGP’s = The Maine Guiding Principles as listed in rule chapter 132.◦ Option 1. Find content standards and indicators that align

with MGP’s and track student proficiency of those. LGP’s = Your own version.

Option 2. Use existing lists to revise or write your own based on district goals, work already being done, beliefs.

Today’s web page -- Go to http://mainecla.org Click on the Professional Learning tab at the top of the page. Then on the Guiding Principles Assessment Models link. The password is GPs

Option 1

The very drafty sample!

Option 2 Evaluate other lists

Work and college readiness skills21st century skills Habits of MindHabits of work

Criteria for local GP’sBecky’s Criteria for Inclusion:Inclusive of initiatives already underway in the district ANDEssential for all students (common in both work readiness and college readiness definitions)Student-centered (can be developed in the student as opposed to school climate development)TeachableObservable/measurableCross-cutting academically Integral to the purpose/mission of school

Criteria for local GP’s Heidi’s Criteria for Inclusion:Identified by an authoritative sourceLean ANDEssential for all students (common in both work readiness and college readiness definitions)Student-centered (can be developed in the student as opposed to school climate development)TeachableObservable/measurableCross-cutting academically Integral to the purpose/mission of school

K-12 Continua

South Portland’s K-12 Draft 21st Century Skills

RSU #0 K-12 Draft Work and College Readiness Standards

The development process… Becky’s Process: - find a document to serve as the foundation and from which to build - compare the foundation document to other GP documents

◦ Identify missing things ◦ Identify areas for consolidation ◦ Identify areas for elaboration

- cross-walk with Maine’s GP - send to others for review and feedback throughout

Writing Scoring Guides and Documenting Proficiency

Evidence-centered design questions

1. Exactly what do students need to know and be able to do? (When we answer this question, we can draft scoring guides.)

2. What evidence will tell us if they can?3. How will we get that evidence?

Evaluating Student Evidence It’s only about the standard and its indicators.

It’s all about fairness to students.

Three Scoring Guide Options A. Aligning MLR’s/local graduation standards with the existing MGP’s B. When you write your own C. Using the K-12 continua as scoring guides

A. Aligning MLR’s/local graduation standards with the existing MGP’s Writing standards-based scoring guides: 1. Unpack the indicator.

Levels of demandTypes & kinds of knowledge required

2. Write the “meets the standard -- 3” level.3. Write the “partially meets the standard -- 2” level.4. Figure out “exceeds -- 4”.

Identify the main ideas or concepts and the supporting details in informational text. 1. Level of demand (verbs)

2. Types/kinds

Identify the main ideas or concepts and the supporting details in informational text. 1. Level of demand (verbs)

◦ Identify

2. Types/kinds ◦Main ideas/concepts◦Supporting details for each main idea

Write the “3” 1 2 3 4

The student identifies:1. the main

ideas/concepts2. the supporting

details for each main idea.

Include questions to answer about how good is good enough

1 2 3 4The student:Identifies:1. the main

ideas/concepts in informational text. (How many main ideas? What kind of text?)

2. the supporting details for each main idea. (How many supporting details?)

Write the “2”1 2 3 4

The student:Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified.ORIdentifies the required main ideas and provides few or inaccurate supporting details for some or all.

The student identifies:1. the main

ideas/concepts in informational text. (How many main ideas? What kind of text?)

2. the supporting details for each main idea. (How many supporting details?)

Write the “1” and “4”1 2 3 4

The student:Identifies fewer than _____ main ideas with few/no relevant details.

The student:Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified.ORIdentifies the required main ideas and provides few or inaccurate supporting details for some or all.

The student:Identifies:1. _____ main

ideas/concepts in informational text. (How many main ideas? What kind of text?)

2. the supporting details for each main idea. (How many supporting details?)

The student identifies all main ideas and all supporting details.

The development process… Becky’s Process: - find a document to serve as the foundation and from which to build - compare the foundation document to other GP documents

◦ Identify missing things ◦ Identify areas for consolidation ◦ Identify areas for elaboration

- cross-walk with Maine’s GP - send to others for review and feedback throughout

What’s different about GPish scoring guides? Rarely will proficiency be determined by a single moment-in-time event/demonstration. Behavioral/self-management indicators generally use some description of consistency over time. Cognitive/higher order indicators generally include evidence of application in a variety of settings/content areas.

B. Evidence & Opportunities - Needed something verifiable … “oh I do that …” - Borrowed a NEASC matrix approach - Scores are an aggregate across content areas over the grade span (K-2, 3-5, 6-8, or 9-12)

What are the benefits and challenges for you in using each approach?

What are the opportunities and challenges for you in documenting student proficiency

of the GP’s?