Common Core State StandardsBased Assessment:
Toward RTI2 in K-4
High Expectations
For All Students
Strategies
For Intervention
Quality Feedback
From All Levels
Introductions
Who are We?
• Holly Cross
– Curriculum Generalist
– Oak Ridge Schools
• Roger Ward
– Principal
– Linden Elementary School
– Oak Ridge Schools
Who are you?
• Teachers
• Principals
• District Staff
• Superintendent
• State
• Other
Oak Ridge Schools
General Information
• Schools: 7
• All Schools Safe
• Grades Served: PK-12
• Administrators: 22
• Students: 4,365
• Teachers: 307
Linden Elementary School
General Information
• Grades Served: K-4
• Safe School
• Students: 507
Linden Elementary TVAAS
Linden RLA Grades 3 & 4
Linden Math Grades 3 and 4
TVAAS (TCAP)—Grades 3 and 4
2012-2013 Composite Trends
Composite One-Year Trend*
Type
Index
Level
Two-Year Trend*
Three-Year Trend*
Index
Level
Index
Level
Overall
3.26
5
5.86
5
4.65
5
Literacy
1.88
4
4.58
5
4.31
5
Numeracy
5.75
5
9.42
5
8.06
5
Literacy
and
Numeracy
4.76
5
8.73
5
7.71
5
TCAP—School-Level Data
Scoring Proficient or Advanced
Subject
2011
2012
2013
Reading/Language
Arts
44%
57%
61%
Math
53%
62%
Science
58%
69%
Social Studies
81%
87%
63%
68%
93%
TCAP Data – 2011-2013
Chart Title
100
80
60
40
20
0
R/LA
Math
2011
Science
2012
2013
S. Studies
Success for Every Oak Ridge Student
High Quality Standards-Based Curriculum
PLCs
How Will Our Instructional
Practices Ensure
Growth for All?
How Will We Respond
If They Do Not Learn It?
PLC
s
Balanced Assessment System
Instructional Framework
Building Level Leadership
District Level Leadership
How Will We Know When
They’ve Learned It?
PLCs
Balanced and Reliable Measurement
Highly Effective Instruction
Response to Intervention
PLC
s
Targeted Response to Learning
What Do We Expect
Students to Learn?
Regrouping Signal
We will interact and then
regroup at times.
This is the regrouping
signal:
We will give you ~30
seconds notice, and then
count backward from 3…
a tune will play.
Plant Seeds :: Cultivate
Interact
Turn and Talk
• Three things I hope to get from
this workshop:
• 1
• 2
• 3
Write it Down!
• Something I hope to contribute
to this workshop:
• ________________
Regrouping Signal
We will interact and then
regroup at times.
This is the regrouping
signal:
We will give you ~30
seconds notice, and then
count backward from 3…
a tune will play.
Five BIG Ideas
“It’s not Special ED, it’s not Regular ED, it’s just ED.”
-Mike Mattos
Big Idea #1
Focus on Learning
Guiding Questions
• To what extent do we believe all
students can learn at high levels?
• To what extent will we take
responsibility to make this a reality?
Big Idea #2
Collaborative Culture
Guiding Questions
• Do we have frequent (weekly)
collaborative time embedded
during our professional day?
• Does our teamwork support each
member’s daily responsibilities?
Guiding Questions
• Have we identified team norms?
• Do we hold each other accountable to
follow our norms?
• Have we created SMART goals to
focus our efforts?
Big Idea #3
Clearly Define
What Every Student
Needs to Know
Guiding Question
• Have we clearly defined the
essential learning outcomes
that our students must master
for success in the next
course/grade level?
Big Idea #4
Constantly Measure
Our Effectiveness
Guiding Questions
• Have we created common assessments
that measure student mastery of each
essential standard?
• Do we compare results to identify the most
effective teaching strategies?
• Do we use this information to guide our
interventions?
Big Idea #5
Systematically
Respond When Students
Need More Time/Support
Guiding Questions
• Are our interventions effective?
• Do we have frequent time (during the
school day) to reteach and enrich
students?
• Do we have a systematic process to
ensure every student additional time
and support?
Our Current Reality
• Where are we now?
Talk about it!
What were the Big
Ideas?
Write them down.
Next Steps
• How do we get where we want
to be?
Regrouping Signal
We will interact and then
regroup at times.
This is the regrouping
signal:
We will give you ~30
seconds notice, and then
count backward from 3…
a tune will play.
OUR PROCESS
Oak Ridge Schools
Standards-Based Reporting in Grades K-4
Big Idea #1
Focus on Learning
• Identify Essentials/Priorities
• Unwrap to identify Targets:
What do students need to
–Know
–Understand and be able to
–Do?
Stakeholder Communication
Big Idea #2
Collaborative Culture
“Interventions won’t work if the Tier 1
instruction is poor.”
• Our teachers are currently working
collaboratively to create quality tools for
Tier 1 instruction.
Tiers 2 and 3
• After data is collected from Tier 1 assessments, support
tools are identified that will enhance understanding for
students who did not achieve mastery on standards.
• Items that prove to enhance student learning are
shared district-wide on Oak Ridge Schools SharePoint
for all teachers to use.
• Collaborative groups are called Professional Learning
Communities (and often referred to as Data Teams).
Big Idea #3
Clearly Define
What Every Student
Needs to Know
Pacing Guides
Report Cards Match
Scales
Score
Learning Goal
Sample Activities
4.0
Complex Learning Goal
3.5
In addition to 3.0, partial success
3.0
Target Learning Goal
The descriptors for each
2.5
No major errors regarding 2.0, partial
success at 3.0
level do not change—Only
the Learning Goals
2.0
Simpler Learning Goal
1.5
Partial success at 2.0, major errors at
3.0
1.0
With help, partial success at 2.0 or 3.0
.5
With help, partial success at 2.0 but not
at 3.0
0
Even with help, no success
Unpack the Learning Target
RI.2.1 Ask and answer questions about a text
including who, what, when, where, and why and
how to demonstrate understanding about key
details in a text.
What would happen if…
Figure out a way…
How would you overcome…
Marzano Scale
What are the important ideas in this text?
How do you know?
How are these ideas are the same?
How are they are different?
Think about what you read.
Create your own question about the text.
What is the main idea of this text?
Think about what you read about the sun.
Create your own question about the sun.
_________________________________________________
What is the main idea of the text?
_________________________________________________
Name two more important ideas in the text.
_________________________________________________
_________________________________________________
How do you know?
_________________________________________________
_________________________________________________
How is the sun different from the earth?
_________________________________________________
_________________________________________________
What does the sun do for both animals and humans?
_________________________________________________
What would happen to living things if we did not have the sun?
______________________________________________
What would
happen if…
Summarize
Explain
Describe
Compare
Contrast,
Categorize
What about TCAP Standards?
Big Idea #4
Constantly Measure
Our Effectiveness
Skyward Standards Grade Book
for Tier 1 Grading
Common Formative Assessments (CFAs)
• We are in an ongoing process of developing
Common Formative Assessments to align with
the Scales
• These scales and assessments give us Evidence
to record as “Events” in Skyward
• Collaborative teacher teams identify
essential/priority standards and unwrap them
into learning targets.
– Standards have several component parts (targets) that provide
underpinning.
– Individual targets need to be scaled for assessment.
– Begin with a few agreed-upon standards and really drill down.
• We cannot wait to teach until we have them all perfected;
• Nor can we do this all in year one;
• So each year, we will drill a little deeper into more
essentials/priority standards until we have very detailed
plans.
• Identify the measurement topic to be assessed:
– “Where do we want students to be at the end of the
learning process in relation to this topic?”
• Determine the assessment items for each level
of the scale:
– Adequate number of items developed for each level to
ensure the data are trustworthy;
– Consider the content to ensure a strong match between the
assessment item and question type.
Big Idea #5
Systematically
Respond When Students
Need More Time/Support
RTI Tool in Skyward for
Tier 2 and 3 Interventions
•
•
•
•
•
Teachers enter grades
PLCs build scales and assessments
PLCs post resources to Curriculum Maps in Skyward
All members of the PLC have access by grade level
All Curriculum Maps are labeled: Domain and Term
• RTI in Skyward:
– One teacher creates a referral
– All teachers who teach that student can access the
referral to create, track, and print/e-mail reports for
interventions
• Shared resources on Curriculum Maps can be used for
interventions
Closing Thoughts
• Expect the Best
– Just like at-risk students, there are at-risk staff members.
– Prepare for scaffolding and ongoing support.
• Confront the Worst
– Give compelling reasons and a doable plan.
– Give staff every opportunity to succeed.
– Leave them no professional, logical, or ethical justification to
resist growth.
• Start!
– Most will become committed once they see the process
works, and not before.
Your Turn: Questions?
Thank You For Your Time!
Parking Lot
• What I learned today:
• Questions I still have
– Include e-mail
Survey
• Please complete the survey for
this workshop.
Holly Cross and Roger Ward
Oak Ridge Schools