Teacher’s InstituteSeptember 14, 2012

MES Mission Statement

“Dedicated to the education, support, and encouragement necessary for lifelong learning

in our Multicultural society”

“Quality Producers”

Independence

Strong Content Knowledge

Task, Purpose,

Audience

Comprehend and Critique Evidence

TechnologyCultural Perspectives

Presentation TargetsContent Objectivesa. Deconstruct content targets and identify student and

teacher progressionsb. Introduce the targeted assessment processc. Create performance descriptions and performance

rubricsd. Introduce the concept of student self reflection and goal

setting

Language Objectivesa. Desconstruct (Unwrap) content targetsb. Create a performance rubricc. Discuss the targeted assessment process

Norms Active listening to presenters and to

other staff members Please do not complete other work

during the presentation Participate in collaborative group

activities

Why Develop Comprehensive Units of

Study? Curriculum alignment is the most powerful

strategy for improving student performance NCLB-RTI State Standards and Measurement System Accountability for student performance –

Danielson model Curriculum articulation for teachers,

students, and parents Improve feedback and communication

What Feedback Did You Receive on Your Learning Today? John Hattie – 800+ Meta Analysis –A

synthesis of research studies on effective instructional practices

Effect Size 1.0 = an increase of one standard deviation on the outcome (improving student achievement)

One Standard Deviation = Two-Three Years Advancement of Student Learning, improving the learning rate by 50%

Effect Sizes When implementing a new program an

effect size of 1.0 would mean (on average) students receiving the treatment would exceed 84% of students not receiving the treatment

Highlights the magnitude of differences Visible Difference 5’3” to 6’0” d=1.0 Less Visible Difference 5’11” to 6’0

d=.29

Danielson Model Communicating with Students Engaging Students in Learning Using Assessment in Instruction

Research Based Teaching Practices with “Visible” Impact - Hattie Providing Formative Assessments .90 Teacher Clarity of Lessons .75 Comprehensive Interventions for IEP Students .77 Feedback .73 Meta-Cognitive Strategies .69 Vocabulary Programs .67 Problem Solving Teaching .61 Questioning .46

Curriculum-Assessment-Instruction1. What do we want each student to

learn?

2. How will we know when each student has learned?

3. How will we respond when a student has difficulty learning?

Interdisciplinary and Content TargetsOur goal is to begin the integration of the

CCSS literacy (reading and writing) targets into our non-English Language Arts courses.

Content Area Targets – Staff will reference their current curriculum maps and the targets that were established last year

Unwrapping (Deconstruction) of the Targets/Standards

Unwrapping the Targets/Standards Bloom’s Taxonomy

Student Progressions Teacher Progressions

Targeted Assessment Process

Creating Targeted Unit Assessments

Objective and Performance Based Assessments Formative based assessment tasks with

rigorous scaffolding Rubrics Student friendly performance

descriptions written in line with the assessments

Student Self Reflection, Goalsetting, Feedback

What’s Next?