REACH Performance Tasks SY14-15
Library Science
June 16, 2014
1
Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
2
Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
3
Performance Tasks as a Part of
REACH Students
REACH Performance Tasks are one of two student growth
measures used in teacher evaluation.
4
Objectives
For teachers, by
teachers
Measure of
Student Growth
Aligned to
curriculum
REACH
Performance Task
Objectives
Communicate
expectations
Opportunity for
collaboration
Build assessment
creation skills
Instructional
Tool
Provide data on
student
performance
5
CPS Vision – Five Pillars
6
Overview
Definition: Performance Task
A written or hands-on demonstration of mastery, or progress towards mastery, of a
particular skill or standard.
Beginning of year and end of year administration measures student mastery over the
course of an academic year on a set of identified knowledge, skills, or understanding.
Why performance tasks?
•
•
•
Narrow but in-depth
Reflect long-term, key outcomes
Require higher-level and extended thinking
77
Administration
Administration Guidelines of REACH Performance Tasks
Time to Complete
Designed to be completed in one class period.
Task Assignment
All students sharing a common subject/grade level/classroom
receive the same task with the same directions.
Proctoring Protocol
Scoring Protocol
Teachers proctor own class and collect tasks at the end.
Teachers score the tasks of their students, in teacher teams if
possible.
88
REACH PT Program Scope
 Approximately 125 task sets (BOY & EOY) across 12 different
content areas, grades PK – 12
 250 CPS teachers participate in task-writing
 30 content specialists support task-writers
 Over 275,000 students completed Performance Tasks across CPS
in SY 13-14
• ~5,500 students completed Library Science PTs
9
Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
10
Part II Agenda - Performance Task
Components
Step 1 – Identify Standards and Desired Student Outcomes
Step 2 – Create the Performance Task
Step 3 – Create the Scoring Rubric
11
Step 1a: Familiarize yourself with the
standard
Content leads selected standard(s) using three criteria
Measurable within
REACH Performance
Tasks
Foundational to the
course or grade level
Highly likely to be part
of scope and sequence
of instruction
12
Step 1b: Identify the skill(s)/content to
be assessed from the standard
1. Identify the skill(s)/content assessed in the standard.
2. Identify the stretch level of measurable skill(s)/content
3. Phrase skill(s)/content as measurable objectives for the performance task
CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and
secondary source on the same topic.
What is the stretch level of skill(s)/content?
Foundational
Advanced
Types of
sources
Analysis of an
individual
source
Comparison and analysis of
two or more sources on the
same subject
13
Step 1b: Identify the skill(s)/content to
be assessed from the standard
Each objective identified will guide development of the task and rubric.
These will be referred to as task objectives during rubric design.
Scoring Rubric
Task Objectives
Insufficient Response
Below Mastery
Emerging Mastery
Mastery
Student distinguishes
between types of sources
0 Points
? Points
? Points
? Points
0 Points
? Points
? Points
? Points
Student analyzes an
individual source
concerning a specific topic
Student compares and
analyzes the relationship
between two or more
sources about the same
subject
Summative Score
Standards
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship
between a primary and
secondary source on the same
topic.
0
Insufficient Response
?-? Points
1
Below Mastery
?-? Points
2
Emerging Mastery
?-? Points
3
Mastery
?-? Points
14
Part II Agenda - Performance Task
Components
Step 1 – Identify Standards and Desired Student Outcomes
Step 2 – Create the Performance Task
Step 3 – Create the Scoring Rubric
15
Principles of Swagg
16
Step 2a: Create the Task Activity
Design Principles
Relevance
Key Considerations
• Incorporates materials and activities that are authentic to
instruction and student experience in a given discipline
Rigor
• Maintains high cognitive demand throughout the task
Stretch
• Includes items that address foundational and advanced
skills/content within the standard
Alignment
• Measures identified objectives (skills/content) that are aligned
with the standard(s)
Accessibility
• Incorporates text and/or activities that all students can engage
with, or that can be easily adapted for diverse learners
17
Step 2a: Task Design Principle:
Relevance
Relevance to:
Key Considerations
• Choice reflects course instruction
Task Type
Teachers
Materials
Activity
Students
Age Appropriate
• Text-based: Students must respond to or analyze
text or data
• Action-based: Students physically demonstrate
understanding
• Hybrid: Includes both text and activity
• Brainstorm content resources that ALL teachers
have access to
• Activity given in engaging context
• Students apply situation or challenge to a
relatable audience
• Utilizes vocabulary and content appropriate for
students’ level of understanding
18
Step 2a: Create the Task Activity
Design Principles
Relevance
Key Considerations
• Incorporates materials and activities that are authentic to
instruction and student experience in a given discipline
Rigor
• Maintains high cognitive demand throughout the task
Stretch
• Includes items that address foundational and advanced
skills/content within the standard
Alignment
• Measures identified objectives (skills/content) that are aligned
with the standard(s)
Accessibility
• Incorporates text and/or activities that all students can engage
with, or that can be easily adapted for diverse learners
19
Step 2a: Task Design Principle: Rigor
RIGOR
What is it?
Refers to the complexity of cognitive demand and/or
skill demonstration.
Why incorporate higher
levels of rigor?
• Encourages higher-order thinking
• More in-depth assessment of student learning
How do you incorporate
higher levels of rigor?
Use Webb’s Depth of Knowledge (DOK) Framework to
craft task activity.
•
•
•
Similar to Bloom’s Taxonomy
4 levels measure increasing complexity
Concise approach to measuring the level of cognitive
demand of a task, question, assignment, etc.
20
Step 2a: Task Design Principle: Rigor
Depth of Knowledge (DOK) Framework
Level 1
Recall requires simple remembrance or identification of such information as a fact,
definition, term, or simple procedure.
Level 2
Skill/Concept involves some mental skills, concepts, or processing beyond a habitual
response; students must make some decisions about how to approach a problem or
activity.
Level 3
Strategic Thinking requires reasoning, planning, using evidence, and thinking at a
higher level.
Level 4
Extended Thinking requires complex reasoning, planning, developing, and thinking,
most likely over an extended time. Cognitive demands are high, and students are
required to make connections both within and among subject domains.
http://www.wcer.wisc.edu/news/coverStories/aligning_alternate_assessments.php
21
Step 2a: Create the Task Activity
Design Principles
Relevance
Key Considerations
• Incorporates materials and activities that are authentic to
instruction and student experience in a given discipline
Rigor
• Maintains high cognitive demand throughout the task
Stretch
• Includes items that address foundational and advanced
skills/content within the standard
Alignment
• Measures identified objectives (skills/content) that are aligned
with the standard(s)
Accessibility
• Incorporates text and/or activities that all students can engage
with, or that can be easily adapted for diverse learners
23
Step 2a: Task Design Principle:
Rigor vs. Stretch
Stretch in REACH Performance Tasks
The task activity should measure varying levels of skill/content within
a standard.
1. Provides a more precise baseline measure
2. More effectively captures student growth
STRETCH (Skill/Content Levels)
Foundational
Advanced
24
Step 2a: Task Design Principle:
Rigor vs. Stretch
Stretch in REACH Performance Tasks
The task activity should measure varying levels of skill/content within
a standard.
1. Provides a more precise baseline measure
2. More effectively captures student growth
STRETCH (Skill/Content Levels)
Foundational
Advanced
25
Step 2a: Create the Task Activity
Design Principles
Relevance
Key Considerations
• Incorporates materials and activities that are authentic to
instruction and student experience in a given discipline
Rigor
• Maintains high cognitive demand throughout the task
Stretch
• Includes items that address foundational and advanced
skills/content within the standard
Alignment
• Measures identified objectives (skills/content) that are aligned
with the standard(s)
Accessibility
• Incorporates text and/or activities that all students can engage
with, or that can be easily adapted for diverse learners
26
Step 2a: Create the Task Activity
Design Principles
Relevance
Key Considerations
• Incorporates materials and activities that are authentic to
instruction and student experience in a given discipline
Rigor
• Maintains high cognitive demand throughout the task
Stretch
• Includes items that address foundational and advanced
skills/content within the standard
Alignment
• Measures identified objectives (skills/content) that are aligned
with the standard(s)
Accessibility
• Incorporates text and/or activities that all students can engage
with, or that can be easily adapted for diverse learners
27
Step 2a: Task Design Principle:
Accessibility
Accessibility
Text-Based Tasks
Action-Based Tasks
Key Considerations
•
•
•
•
•
Select shorter text (10-15 minutes max to read)
Define complex or unfamiliar vocabulary within text
Avoid cultural, class and linguistic bias
Age and grade level appropriate
Provide embedded text supports (pictures, headings, etc)
• Design activity so that all student can engage
• Add accommodations, if necessary, for physical challenges
• Incorporate varying means of task delivery and
demonstration of mastery
28
Agenda
Introductions
Part I : REACH Performance Task Overview
Part II : Performance Task Components
Part III: SY 14-15
29
REACH Performance Tasks SY 14-15
 ALL CPS teachers must administer a BOY and EOY Performance Task
to one of their classrooms in SY 14-15
 SY 14-15 BOY window: Sept. 15 - Oct. 17
• Beginning of year (BOY) tasks provide a baseline measure of
student proficiency
‐ Teachers can target areas of improvement for their students
based on their analysis of student work
 SY 14-15 EOY window: May 11 – June 12
• End of year (EOY) tasks capture whether or not students “grew”
along the assessed standard
30
REACH PT Completion
1. Tasks are ordered from the Department of Student
Assessment through a distributed Google Form
(survey)
• PTs are delivered to schools at the start of the window
• Tasks are also downloadable on the Knowledge Center
2. Teachers enter their students’ BOY and EOY scores
into CIM while the respective windows are open
3. Teachers use the Performance Task Verification
process (in the Battelle for Kids system) to confirm
which task they administered to which students
31
REACH PT BOY 14-15 Timeline
Teachers Order
BOY Tasks Using
Google Form
8/25 – 8/29
Tasks
Uploaded to
Knowledge
Center
9/8 – 9/10
Tasks Delivered
to Schools
9/15 – 9/17
BOY WINDOW
Administration,
Scoring, and
Data Entry
9/15 – 10/17
32
THANK YOU!
33