Leominster+Assessment+Workshop

** Dr. Deborah Brady ** The workshop PowerPoint: The workshop handout: NOTE Required Due Dates At least 2 per educator, one MCAS when available (4-8) ** First Steps ** 1) Assign a note taker 2) Look at the assessment schedule and begin to consider the steps needed for this year 3) Look at the assessments and the CCOs under the ARTS at [] Further Research recommendation: Connecticut Student Performance Task Database [] Connecticut has developed a tool, located at [|www.CTcurriculum.org], that allows users to search a database of student performance tasks by grade level and content area. Teachers create and upload student performance tasks that arealigned to state standards along with accompanying scoring rubrics and exemplars. 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful. 1) Assign a note taker 2) Look at the assessment schedule and begin to consider the steps needed for this year For further research if you need it, try Connecticut Student Performance Task Database [] Connecticut has developed a tool, located at [|www.CTcurriculum.org], that allows users to search a database of student performance tasks by grade level and content area. Teachers create and upload student performance tasks that arealigned to state standards along with accompanying scoring rubrics and exemplars. 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful. 1) Assign a note taker 2) Look at the assessment schedule and begin to consider the steps needed for this year 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful.
 * Leominster Web Page for Assessment Development **
 * General Resources: **
 * Considerations for developing a To Do List for This School Year and the Summer **
 * December: ** Application for waivers for a year if a course is very difficult to assess
 * June 1, 2014: ** District Plan for Assessing All Educators with 2 assessments is Due
 * 1) Explain DDMs and Growth to all educators
 * 2) Assess the quality of potential assessment(s)
 * 3) Develop pre- and post-tests as grade-levels, departments, schools, teams
 * 4) Continue to develop pilot components as needed
 * 5) Pre-test to give time to support student’s success before post-test
 * 6) Post test
 * 7) Score assessments collaboratively by teams, departments, etc.
 * 8) Assess low, average, and high growth of students
 * 9) Develop DDMs for every educator to be implemented in SY2015
 * 1) Continue refining DDM components based on Quality Tool components
 * 2) Plan for 2015 administration for all sections or a course (unlike pilots)
 * Music: **
 * Art **
 * 3)Look at the assessments and the CCOs under the ARTS **[]
 * Library/Media **
 * 3) Look at the assessments and the CCOs under ** “**other Subjects”** []

1) Assign a note taker 2) Look at the assessment schedule and begin to consider the steps needed for this year 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful. 1) Assign a note taker 2) Look at the assessment schedule and begin to consider the steps needed for this year 3) See Comprehensive Health on [] Plus read below: 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment if you can 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful.
 * Social Studies 6-12 **
 * 3) Look at the assessments and the CCOs under History & Social Studies ** []
 * Nurses **
 * ** Specialized Instructional Support Personnel ****

// Assess students in the school, department, or other group based on whether the educator supports the entire school, a department, a grade, or a specific group of students // || * School nurses *These are examples appropriate for one or more of the four categories. Each can be used to measure growth (progress). **These positions are sometimes called “caseload educators.” See Footnote 14.** Guidance/Psychologists: Read below: ** 1) Assign a note taker 2) Look at the assessment schedule and begin to consider the steps needed for this year 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment if this makes sense for you. 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful.
 * School social workers and adjustment counselors
 * Guidance counselors
 * School psychologists
 * Library/media and technology specialists
 * Case managers
 * Others
 * Direct measures of learning specific to subjects and grades
 * Direct measures of learning specific to social, emotional, behavioral, or skill development
 * Indirect measures of student learning such as promotion and graduation rates ||  ||
 * ||  || // Impact may be calculated at the district, school, department, or other group levels depending on whether they serve multiple schools, the entire school, a department, a grade, or a specific group of students // ||
 * ** Specialized Instructional Support Personnel ****

// Assess students in the school, department, or other group based on whether the educator supports the entire school, a department, a grade, or a specific group of students // || * School nurses *These are examples appropriate for one or more of the four categories. Each can be used to measure growth (progress). **These positions are sometimes called “caseload educators.” See Footnote 14.**
 * School social workers and adjustment counselors
 * Guidance counselors
 * School psychologists
 * Library/media and technology specialists
 * Case managers
 * Others
 * Direct measures of learning specific to subjects and grades
 * Direct measures of learning specific to social, emotional, behavioral, or skill development
 * Indirect measures of student learning such as promotion and graduation rates ||  ||
 * ||  || // Impact may be calculated at the district, school, department, or other group levels depending on whether they serve multiple schools, the entire school, a department, a grade, or a specific group of students // ||

Phys. Ed **. ** 3) Look at the assessments and the CCOs under ** [] **
 * 1) Assign a note taker **
 * 2) Look at the assessment schedule and begin to consider the steps needed for this year **
 * 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment **
 * 5) Look at the Evaluator Alignment Tool if you have time **
 * 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful. **

World Language 6-12 4) Try out the Assessment Quality Checklist and Tracking Tool with one possible assessment 5) Look at the Evaluator Alignment Tool if you have time 6) Send Beth Pratt your notes from today. Be sure to include what you have decided, what your next steps need to be, and what you need to be successful. DESE’s Assessment Resources, Location, and Purposes  A summary is attached in the resources below. MCU Summary  You can sign up and see all of them at [] || The units have the high standards and alignment required for good assessments. Understanding by Design templates were used. ||
 * 1) Assign a note taker **
 * 2) Look at the assessment schedule and begin to consider the steps needed for this year **
 * 3) **Look at the assessments and the CCOs under the World Languages http**://www.doe.mass.edu/edeval/ddm/example/
 * ** Title ** ||  ** Internet location or location on this web site **  ||  ** Purposes **  ||
 * ** Assessment Quality Checklist and Tracking Tool ** || [] || This excel tool will give you a score based on your evaluation of the assessment. It defines all of the criteria necessary for full implementation. ||
 * ** Draft DDM Educator Alignment Tool ** || [] || This Excel tool will help departments, schools, and districts to keep track of the DDMs for each educator. ||
 * ** Core Curriculum Objectives ** || [] || These objectives were developed to support you as you evaluate your assessments. ||
 * ** Assessments for Piloted Areas ** || [] || Many examples are provided; most are commercial; some are local. ||
 * ** Model Curriculum Units (MCU) ** || []
 * ** Rubric from MCU ** || Attached below: CEPA Rubric || Rubrics for Curriculum Embedded Performance Assessments developed with UbD Standards can be used to assess your students. ||
 * ** Technical Guides **
 * ** Technical Guide A: Considerations **
 * ** Technical Guide B: Measuring Growth and Piloting **
 * ** Part VII: Rating Educator Impact on Student Learning using DDMs ** || [] || If you want more specifics, the technical guides provide many more details ||
 * ** Portfolio Assessment that can be adapted to most areas ** || Example DDM: Hudson’s Portfolio Assessment [] || A well-documented assessment that can be adapted to most content areas ||

CEPA from Mass Model Curriculum Units
 * RUBRICS **

A video about the Depth of Knowledge and the Common Core

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Cognitive Complexity Matrix Reading and Writing co Cognitive Complexity Matrix: Science and Math

Cognitive Complexity Matrix: Art and Music

Cognitive Complexity Matrix Social Studies

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** Research Resources from States ** 1) **Connecticut Student Performance Task Database** [] Connecticut has developed a tool, located at [|www.CTcurriculum.org], that allows users to search a database of student performance tasks by grade level and content area. Teachers create and upload student performance tasks that arealigned to state standards along with accompanying scoring rubrics and exemplars.1) **Kansas Performance Teaching Student Portfolio: Biology Grade 9** [] 2) **Minneapolis (MN): Literacy and numeracy assessments Grades K-1** [] 3) **Illinois: Student growth portion of principal evaluation all grades** [] (pp. 5, 26)4) Districts may want to look at the performance assessment work underway in several Massachusetts districts through the [|Quality Performance Assessment Initiative]. 5) [] **New York State Resources: Engage New York** [] **PARENTS: Resources for Explaining Common Core to Parents:** [] **6) New York City Common Core Performance Tasks all content areas:** [|**http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/**] **7) Teaching Channel - Great source of videos of lessons aligned with Common Core** [] **8) Georgia Department of Education: Math Common Core units** [] **9) Science: Interactive version of Next Generation Science Standards:** [] **10) Tri State Rubric for Quality Curriculum Units and Materials** []

** WRITING TO TEXT RESOURCES ** In order to duplicate the complexity of the PARCC literacy assessment, multiple texts need to be used and matched. 1) The **CSSCO** site has the most comprehensive resources that include many models at all grade levels as well as a template to use to assess the quality and rigor of the texts. [|http://www.ccsso.org/Navigating_Text_Complexity/Check_the_Specs.htm] lCSSCO provides a **SHOWROOM OF MODELS** of many excellent UNITS THAT INCLUDE MATCHED TEXTS AND writing to text models for k-12. [] From CSSCO,a helpful model and explanatory video that uses a short Kate Chopin text, "Ripe Figs." [] 2) **Achieve.org** provides MODELS of CC aligned units with text sets. It also provides tools for assessing text complexity.The list of documents is below under Achieve. [] Documents from the Achieve Site 3) Also **Odell Education** has curriculum units that support literacy development called "The Developing Core Proficiencies Curriculum," an integrated set of English Language Arts/Literacy units spanning grades 6-12. Funded by the USNY Regents Research Fund, the free curriculum is comprised of a series of four 3-4 week units at each grade level that provide direct instruction on a set of literacy proficiencies at the heart of the Common Core State Standards. Each unit highlights a core literacy proficiency and provides approaches, instructional sequences, handouts, tools and texts for developing independent mastery and creative critical thinking in students. [|Unit 1: Reading Closely for Textual Details][|Unit 2: Making Evidence-Based Claims][|Unit 3: Researching to Deepen Understanding] Unit 4: Building Evidence-Based Arguments (under development) [] **Grade 9**: Brain Gain @http://odelleducation.com/wp-content/uploads/2013/06/RC-Unit-Texts-G9-10_Brain-Gain.pdf **Grade 10**: Modern Battlefield: @http://odelleducation.com/wp-content/uploads/2013/06/RC-Unit-Texts-G9-10_Modern-battlefield.pdf **Grade 11:** Promised Land: @http://odelleducation.com/wp-content/uploads/2013/06/RC-Unit-Texts-G11-12_Promised-land.pdf **Grade 11:** Lay Down All My Joys: @http://odelleducation.com/wp-content/uploads/2013/06/RC-Unit-Texts-G11-12_Lay-down-all-my-joys.pdf **Grade 12:** Life Steps Almost Straight: @http://odelleducation.com/wp-content/uploads/2013/06/RC-Unit-Texts-G12_Life-steps-almost-straight.pdf