LEADING THE CHARGE
Addressing the Critical Priorities for the 2014 Indiana Academic Standards:
College- and Career-Ready
Presented by
Dr. Schauna Findlay Relue
WHAT IS ON THE IMMEDIATE HORIZON?
• ASSESSMENT
• RESOURCES
• ACCOUNTABILITY
• EVALUATION
• COMMUNICATION AND TRAINING
Assessment Horizon
We must get ready for a new test on the
new standards NOW!
Let’s apply our literacy standards to closely read what
IDOE has released and cite explicit textual evidence and
make inferences to determine what we know, what we
need to know, and implications for our work this year.
3
ASSESSMENT HORIZON 2014-15
ISTEP Grades 3-8 in 2014-15—New 2014 IAS
• Assessment blueprints
http://www.doe.in.gov/assessment/istep-grades-3-8
• Expected soon for high school
• Practice Items and Item Samplers expected in October
• Note the Science and Social Studies ISTEP tests are
not impacted by the 2014 IAS
ISTAR Replacement NCSC
http://www.in.gov/edroundtable/files/Resolution_Reg
arding_ISTAR_Replacement.pdf
http://www.ncscpartners.org/resources
ASSESSMENT HORIZON 2014-15
• Acuity is to be “modified” to reflect the new
standards. You should see the blueprint in mid- to
late-September.
• The Spring 2015 ECA tests will likely include an
additional session to assess the 2014 standards in
English 10 and Algebra I not currently on the ECAs.
• How students perform on the old standards will
be used for GQE purposes of determining
graduation status.
• The assessment of the slice of the new standards
will likely be used for accountability as we are
required USED.
ASSESSMENT HORIZON 2015-16
Essential Question:
What might the new test look like and what other
tests might we use, and how will these affect A-F
Accountability?
NEW ISTEP 3-10 AND . . .
http://www.in.gov/edroundtable/files/Education_Roundtable_--_Assessment_ResolutionAPPROVED.pdf
ASSESSMENT
“NEED TO KNOWS”
• The Spring 2016 tests will be set as the State Board of
Education completes their Request For Proposal for
the new assessments. The Assessment Resolution
gives us ideas about what the new tests will look like,
but we will have to wait to see what the panels do
with content for the grades 9 and 10 tests, what
impact that has on each cohort, and A-F will change.
RESOURCES
• The Standards
• http://www.doe.in.gov/standards
(Print and use the correlation documents)
• Instruction and Assessment Guidance
• Expected end of August
• Glossaries and sample problems
• http://www.doe.in.gov/standards
• Check out
http://www.doe.mass.edu/frameworks/current.html
Shifts in 2014 IAS
ELA/Literacy
Explanation
Where do we see evidence of this?
Increase Reading of Nonfiction Text
Students read a true balance of informational and
literary texts.
Literacy Instruction in the
Content Areas
Students build knowledge about the world (disciplinespecific/content areas) through TEXT in addition to
the teacher or activities
Text-Dependent Questions &
Answers
Students engage in rich and rigorous evidence-based
conversations and written tasks about text.
Staircase of Complexity
Students read the central, grade appropriate texts
around which instruction is centered. Teachers are
patient, create more time and space and support in
the curriculum for close reading.
Writing from Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Academic Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts.
9
Balancing Informational & Literary Text
10
Shifts in 2014 IAS
ELA/Literacy
Explanation
Where do we see evidence of this?
Increase Reading
Balancing
Informational
of Non& Literary
fiction
TextText
Students read a true balance of informational and
literary texts.
Literacy Instruction
Knowledge
in the Disciplines
in the
Content Areas
Students build knowledge about the world (discipline(domains/
content areas) through
specific/content
areas) through
TEXT rather
TEXTthan
in addition
the teacher
to
or activities
the
teacher or activities
Text-Dependent
Staircase
of Complexity
Questions &
Answers
Students engage
read theincentral,
rich andgrade
rigorous
appropriate
evidence-based
texts
around which instruction
conversations
and writtenistasks
centered.
aboutTeachers
text.
are
patient,
more
time and
space
and support
Studentscreate
read the
central,
grade
appropriate
textsin
the
curriculum
for close reading.
around
which instruction
is centered. Teachers are
Staircase of Complexity
Text-Dependent Questions &
Answers
patient,
more
time
and
space and
support
in
Studentscreate
engage
in rich
and
rigorous
evidence
based
the
curriculumand
for written
close reading.
conversations
tasks about text.
Writing from Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Academic Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts.
11
Knowledge in the Disciplines
12
Knowledge in the Disciplines
13
Shifts in 2014 IAS
ELA/Literacy
Explanation
Where do we see evidence of this?
Increase Reading of Nonfiction Text
Students read a true balance of informational and
literary texts.
Literacy Instruction in the
Content Areas
Students build knowledge about the world (disciplinespecific/content areas) through TEXT in addition to
the teacher or activities
Text-Dependent Questions &
Answers
Students engage in rich and rigorous evidence-based
conversations and written tasks about text.
Staircase of Complexity
Students read the central, grade appropriate texts
around which instruction is centered. Teachers are
patient, create more time and space and support in
the curriculum for close reading.
Writing from Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Academic Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts.
14
Text-Dependent Questions & Answers
15
Shifts in 2014 IAS
ELA/Literacy
Explanation
Where do we see evidence of this?
Increase Reading
Balancing
Informational
of Non& Literary
fiction
TextText
Students read a true balance of informational and
literary texts.
Literacy Instruction
Knowledge
in the Disciplines
in the
Content Areas
Students build knowledge about the world (discipline(domains/
content areas) through
specific/content
areas) through
TEXT rather
TEXTthan
in addition
the teacher
to
or activities
the
teacher or activities
Text-Dependent
Staircase
of Complexity
Questions &
Answers
Students engage
read theincentral,
rich andgrade
rigorous
appropriate
evidence-based
texts
around which instruction
conversations
and writtenistasks
centered.
aboutTeachers
text.
are
patient,
more
time and
space
and support
Studentscreate
read the
central,
grade
appropriate
textsin
the
curriculum
for close reading.
around
which instruction
is centered. Teachers are
Staircase of Complexity
Text-Dependent Questions &
Answers
patient,
more
time
and
space and
support
in
Studentscreate
engage
in rich
and
rigorous
evidence
based
the
curriculumand
for written
close reading.
conversations
tasks about text.
Writing from Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Academic Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts.
16
Staircase of Complexity
17
Shifts in 2014 IAS
ELA/Literacy
Explanation
Where do we see evidence of this?
Increase Reading
Balancing
Informational
of Non& Literary
fiction
TextText
Students read a true balance of informational and
literary texts.
Literacy Instruction
Knowledge
in the Disciplines
in the
Content Areas
Students build knowledge about the world (discipline(domains/
content areas) through
specific/content
areas) through
TEXT rather
TEXTthan
in addition
the teacher
to
or activities
the
teacher or activities
Text-Dependent
Staircase
of Complexity
Questions &
Answers
Students engage
read theincentral,
rich andgrade
rigorous
appropriate
evidence-based
texts
around which instruction
conversations
and writtenistasks
centered.
aboutTeachers
text.
are
patient,
more
time and
space
and support
Studentscreate
read the
central,
grade
appropriate
textsin
the
curriculum
for close reading.
around
which instruction
is centered. Teachers are
Staircase of Complexity
Text-Dependent Questions &
Answers
patient,
more
time
and
space and
support
in
Studentscreate
engage
in rich
and
rigorous
evidence
based
the
curriculumand
for written
close reading.
conversations
tasks about text.
Writing from
from Sources
Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Academic Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts.
18
Writing from Sources
19
Shifts in 2014 IAS
ELA/Literacy
Explanation
Where do we see evidence of this?
Increase Reading
Balancing
Informational
of Non& Literary
fiction
TextText
Students read a true balance of informational and
literary texts.
Literacy Instruction
Knowledge
in the Disciplines
in the
Content Areas
Students build knowledge about the world (discipline(domains/
content areas) through
specific/content
areas) through
TEXT rather
TEXTthan
in addition
the teacher
to
or activities
the
teacher or activities
Text-Dependent
Staircase
of Complexity
Questions &
Answers
Students engage
read theincentral,
rich andgrade
rigorous
appropriate
evidence-based
texts
around which instruction
conversations
and writtenistasks
centered.
aboutTeachers
text.
are
patient,
more
time and
space
and support
Studentscreate
read the
central,
grade
appropriate
textsin
the
curriculum
for close reading.
around
which instruction
is centered. Teachers are
Staircase of Complexity
Text-Dependent Questions &
Answers
patient,
more
time
and
space and
support
in
Studentscreate
engage
in rich
and
rigorous
evidence
based
the
curriculumand
for written
close reading.
conversations
tasks about text.
Writing from Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Academic Vocabulary
Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts.
20
Academic Vocabulary
21
Reflection and Essential Questions
• Summarize what you learned this morning and the
impact it will have on you and your colleagues.
• How effective do you think your current curriculum will
be in helping students achieve learning goals and how
effective will it be in considering the rigor of College &
Career Readiness Standards, the new ISTEP, and the
new College Admission and Workforce assessments?
• What “remodeling” might need to be done in your
classes and across your school to ensure students are
College and Career Ready?
Think-Write-Pair-Share
Why building knowledge through
Content-Rich Nonfiction?
Grade 7 Sample Item #1—Part A
In paragraph 6 of “The Biography of Amelia Earhart,” Earhart is
quoted as saying After scaring most of the cows in the
neighborhood…I pulled up in a farmer’s back yard.” How does
the quotation contribute to the meaning of the paragraph?
A. It demonstrates Earhart’s calm sense of humor when
describing a potentially frightening situation. *
B. It shows that Earhart loved taking risks but regretted
when her actions put others in danger.
C. It suggests that Earhart was humble about her
accomplishments and able to admit mistakes.
D. It illustrates Earhart’s awareness of her responsibility as a
role model for other women.
24
Sample Item #1—Part B
In which other paragraph in the article does a quotation from
Earhart contribute to the reader’s understanding of her
character in a similar way as does the quotation in Part A?
A.
B.
C.
D.
25
paragraph 7*
paragraph 8
paragraph 9
paragraph 11
Sample Item #2
According to the article “The Biography of Amelia Earhart,”
which events had the most significant impact on Earhart’s life?
From the list, create a summary by dragging the four most
significant events and dropping them in chronological order into
the table.
26
1
Earhart becomes the first woman to fly across the
Atlantic Ocean by herself.
2
Earhart attends a finishing school in Philadelphia.
3
Earhart purchases her first plane.
Event 2
4
Earhart works as a nurse’s aide in Canada.
Event 3
5
Earhart attends an air show, where a stunt pilot flies
close to her.
Event 4
6
Earhart sets off on a flight around the world.
7
Earhart places third at the Cleveland Women’s Air
Derby.
Event 1
Correct Response: 5, 3, 1, 6
Sample Item #3—Part A
Which sentence explains how paragraph 4 is important to the
development of the ideas in “The Biography of Amelia Earhart”?
A. Paragraph 4 provides details that explain why Earhart
chose flying as a career.
B. Paragraph 4 relates Earhart’s love of hard work to her
success in flying.
C. Paragraph 4 illustrates how Earhart’s enjoyment of flying
changed her personal life.
D. Paragraph 4 retells a key event that enabled Earhart to
become a celebrity pilot.*
27
Sample Item #3—Part B
Which quotation from paragraph 4 best supports the answer in
Part A?
A. “‘I’m too busy to answer just now,’ she said.”
B. “It wasn’t until the caller supplied excellent references
that she realized the man was serious.”
C. “‘How would you like to be the first woman to fly the
Atlantic?’ he asked, to which Earhart promptly replied,
‘Yes!’”*
D. “…she was asked to join pilot Wilmer ‘Bill’ Stulz and copilot/mechanic Louis E. ‘Slim’ Gordon.”
28
Sample Item #4—Part A
In paragraph 23 of “Earhart’s Final Resting Place Believed
Found,” what is the meaning of the words their last chance of
rescue was lost in Lambrecht’s notes”?
A. Lambrecht’s notes were so confusing that the other
rescuers could not understand them.
B. Lambrecht should have been more focused on finding
Earhart and Noonan than on keeping notes about the
search.
C. Lambrecht’s notes led the search team to the wrong
location.
D. Lambrecht left a clue in his notes that should have been
investigated further.*
29
Sample Item #4—Part B
Which detail from the article best supports the answer in Part A?
A. “…another piece of documentary evidence comes from
the accounts of Lt. John O. Lambrecht…” (paragraph 20)
B. “Lambrecht reported ‘signs of recent habitation’ on what
was an officially uninhabited atoll.” (paragraph 20)*
C. “‘…Amelia and Fred would not have been seen by the
pilot.’” (paragraph 23)
D. “Earhart and Noonan likely eventually succumbed to any
number of causes…” (paragraph 24)
30
Sample Item #5—Part A
What is the author’s main purpose in “Earhart’s Final Resting
Place Believed Found”?
A. to explain why the mystery of Earhart and Noonan’s
disappearance has been difficult to solve
B. to discuss two competing explanations for the
disappearance of Earhart and Noonan
C. to describe how recent research explains the last days of
Earhart and Noonan after they disappeared
D. to outline a hypothesis about what happened to Earhart
and Noonan after they disappeared*
31
Sample Item #5—Part B
Which sentence from “Earhart’s Final Resting Place Believed
Found” best supports the answer in Part A?
A. “Legendary aviatrix Amelia Earhart most likely died on an
uninhabited tropical island in the southwestern Pacific republic of
Kiribati, according to researchers at The International Group for
Historic Aircraft Recovery (TIGHAR).” (paragraph 1)*
B. “Although she did not succeed in her around-the-world expedition,
Earhart flew off into legend just after her final radio transmission.”
(paragraph 10)
C. “Theories proliferated that she was a spy, that she was captured by
the Japanese, that she died in a prisoner-of-war camp, and that she
survived and returned to live her life as a New Jersey housewife.”
(paragraph 11)
D. “The general consensus has been that the plane had run out of fuel
and crashed in the Pacific Ocean, somewhere near Howland Island.”
(paragraph 13)
32
Sample Item #6—Part A (prototype)
Below are three claims that could be made based on the article
“Earhart’s Final Resting Place Believed Found.”
Earhart and Noonan lived as castaways on Nikumaroro Island.
Claims
Earhart and Noonan’s plane crashed into the Pacific Ocean.
People don’t really know for certain where Earhart and Noonan
died.*
Select the conclusion that is supported by the most relevant and
sufficient evidence within the article “Earhart’s Final Resting
Place Believed Found.”
(For the online item, the selected claim will be highlighted in
yellow.)
33
Sample Item #6—Part B
Select evidence from the article that best supports the answer in
Part A. Drag two sentences from the list and drop them into the
table.
34
1
“A tiny coral atoll, Nikumaroro was some 300 miles southeast of
Earhart’s target destination, Howland Island.” (paragraph 3)
2
“Although she did not succeed in her around-the-world expedition,
Earhart flew off into legend just after her final radio transmission.”
(paragraph 10)
Evidence 1
3
“Books, movies, and television specials about her disappearance
abound as well as speculation about her fate.” (paragraph 11)*
Evidence 2
4
“Eventually, Earhart’s twin-engine plane, the Electra, was ripped
apart by Nikumaroro’s strong waves and swept out into deep water,
leaving no visible trace.” (paragraph 16)
5
“‘The evidence is plentiful—but not conclusive yet—to support the
hypothesis that Amelia landed and died on the island of
Nikumaroro,’ forensic anthropologist Karen Ramey Burns told
Discovery News.” (paragraph 17)*
Sample Item #7—Part A
In the video “Amelia Earhart: Life and Disappearance,” the
narrator mentions people who qualified [Earhart’s] skill as
adequate (1:04).
What meaning is this phrase intended to suggest to the viewer
of the video?
A. that Earhart’s skill as a pilot deserved popular admiration
B. that Earhart’s skill as a pilot eventually allowed her to
receive a license
C. that Earhart’s skill as a pilot may sometimes have been
overrated*
D. that Earhart’s skill as a pilot was surprising in a woman
35
Sample Item #7—Part B
Which piece of evidence from the video provides a second
example of a correct response to Part A?
A. the reference to Earhart earning her pilot’s license (0:56)
B. the quick smile on the face of the actress portraying
Earhart (1:03)
C. the excitement of the crowd greeting Earhart (1:05)
D. the statement that Earhart did not actually pilot the plane
in the first flight across the Atlantic (1:21)*
36
Sample Item #8—Part A
Which two statements best describe central ideas of the video?
A. Earhart’s childhood experiences shaped her adult life in
surprising ways.
B. Earhart overcame many obstacles to become a recordbreaking pilot.
C. Earhart showed that women could succeed in activities
usually reserved for men.*
D. Earhart found it difficult to keep her personal life separate
from her public life.
E. Earhart’s accomplishments helped to spread excitement
about air travel.*
F. Earhart’s disappearance is misunderstood by most of the
public.
37
Sample Item #8—Part B
Which two segments from the video best support the answers in Part
A? Choose one segment for each answer in Part A.
A. A teenage Earhart watches an air show while the narrator says,
“Earhart first became interested in air travel after witnessing a flying
exhibition by an ace pilot in her late teens.” (0:19)
B. Earhart flies in a yellow airplane while the narrator says, “she took
odd jobs to earn the money to pay for flying lessons.” (0:31)
C. An airplane flies high in the sky while the narrator says, “By October
of 1922, she was already setting records, becoming the first woman
to fly to fourteen thousand feet.” (0:49)*
D. Earhart and her flying partners are shown in a parade while the
narrator says, “she and her team were greeted with great fanfare
upon their return to the United States.” (1:24)*
E. Earhart is helped into a harness by a man in a white suit while the
narrator says, “It was also around this time that Earhart was
proposed to by George P. Putnam, who had helped plan and promote
her trans-Atlantic flight.” (1:48)
F. An airplane takes off while the narrator says, “For years, mystery has
surrounded Earhart’s disappearance.” (2:55)
38
Sample Item #9—Part A
What is most likely the intended effect of including the segment
about Earhart marrying George P. Putnam, based on information
presented in the video?
A. to explain that Earhart’s successful career relied heavily on
financial help from others
B. to show that even though Earhart accomplished amazing
things, she was like other people in many ways*
C. to illustrate that Earhart focused much attention on fostering
close relationships
D. to highlight how Earhart’s accomplishments influenced others
to take on challenges
39
Sample Item #9—Part B
Which other segment in the video was included for a similar
purpose?
A. Earhart gets into a plane while the narrator says, “To fit in with
other female pilots, Earhart chopped off her hair and donned a
worn leather jacket…” (0:37)*
B. Earhart is shown in the cockpit with her flying partners while
the narrator says, Though she did not actually pilot the plane,
her trip was successful…” (1:19)
C. Earhart is shown riding in a parade while the narrator says,
“Earhart’s celebrity grew, and she signed on to write a book, go
on speaking tours and endorse various products.” (1:27)
D. Earhart waves to the crowd while the narrator says, “It was the
next year at the age of 34 that she successfully flew solo nonstop across the Atlantic.” (1:53)
40
Sample Item #10 (prototype)
You have read a website entry and an article and watched a
video describing Amelia Earhart. All three include information
that supports the claim that Earhart was a brave, courageous
person. The three titles are:
“The Biography of Amelia Earhart”
“Earhart’s Final Resting Place Believed Found”
“Amelia Earhart’s Life and Disappearance” (video)
Consider the argument each author uses to demonstrate
Earhart’s bravery.
Write an essay that analyzes the strength of the arguments
related to Earhart’s bravery in at least two of the three
supporting materials. Remember to use textual evidence to
support your ideas.
41
Grade 9 Sample Passage
Passage #1
http://parcconline.org/sites/parcc/files/Grade9Passage.pdf
42
Sample Item #1—Part A
Which three terms does the author use to refer to “DNA
fingerprint” that help clarify the meaning of the term?
a)
b)
c)
d)
e)
f)
g)
43
“genetic photograph”*
“science of genetics”
“individual crop varieties”
“radioactive probes”
“pattern unique to the organism”*
“desirable new traits”
“genetic blueprint”*
Sample Item #1—Part B
What do these terms indicate about the results of the seven-step
procedure to develop a DNA fingerprint?
a) The procedure identifies a constantly evolving
arrangement of genes.
b) The procedure identifies a generally accurate
arrangement of genes.
c) The procedure identifies an uncomplicated arrangement
of genes.
d) The procedure identifies a set arrangement of genes.*
44
Sample Item #2—Part A
According to the information in paragraph 1, how is solving crop
crimes similar to solving high-profile murder cases?
a) Solving crop crimes uses the science of human fingerprint
analysis to examine evidence.
b) Solving crop crimes uses genetic material inside the cells
of living things to examine evidence.*
c) Solving crop crimes uses specialized computers at crime
scenes to examine evidence.
d) Solving crop crimes uses information about the general
appearance of living things to examine evidence.
45
Sample Item #2—Part B
Which detail from the article best supports the answer to
Part A?
a) “Several organizations have started offering DNA
testing to the North American plan breeding and
seed industry.”
b) “…the test will be used by plant breeders and
research scientists to identify important genes.”
c) “…DNA fingerprints will make it possible for police
investigators or researchers to pinpoint specific plant
traits and accurately identify seed varieties.”*
d) “Easy to use DNA test kits for certain crops should be
on the market within the next few years.”
46
Sample Item #3—Part A
The final paragraph is headed by the phrase “Simplifying the
Search.” What is the “search” discussed in this paragraph?
a) identifying new varieties of plants that can be grown from
seeds
b) identifying new varieties of plants with particular
characteristics*
c) identifying plants that can be easily tested for a DNA
fingerprint
d) identifying plants that pass on their characteristics inside
their seeds
47
Sample Item #3—Part B
Based on information from the text, what are the two ways that
the procedure for developing a DNA fingerprint simplifies the
search identified in Part A?
a) Plant breeders no longer have to guess which crop trait will be
desirable.
b) Plant breeders no longer have to wait for seeds to grow into
plants before learning if the plants possess a desired crop
trait.*
c) Plant breeders can look for a desired crop trait that has the
same DNA as a trait that is not desired.
d) The DNA test can be performed to look for markers for a
desired crop trait rather than for its actual DNA.*
e) The DNA test can tell plant breeders which crop trait will be
most desired by seed companies.
f) The DNA test can indicate which genes will eventually produce
a desired crop trait.
48
Sample Item #4
The article shows that understanding plan DNA offers many advantages to plant growers and scientists. To complete
the chart below, first select the two statements from the left column that are advantages of understanding plant
DNA.
Then, drag and drop one quotation from the list of possible supporting evidence into the “Supporting Evidence”
column to provide textual support for each advantage you selected. You will not use all of the statements from the
box titled “Possible Supporting Evidence.”
Advantages of Understanding Plant DNA
A. The study of plant DNA has led to a better
understanding of human DNA.
B. The study of plant DNA has led to
advancements in computer programs that help
with the analysis of genes.
C. The study of plant DNA has enabled scientists
to isolate the genes responsible for more useful
plants.*
D. Scientists can now determine if a crop has
desired characteristics much earlier in the
growth cycle.*
49
Supporting Evidence
Possible Supporting Evidences
1. “Easy to use DNA test kits for certain crops should be on
the market within the next few years.”
2. “Specialized computer-based analysis programs identify
the fingerprint, or specific genes carried in the seed of
individual crop varieties.”
3. “The technique of DNA fingerprinting has been
developed using the science of genetics.”
4. “An organism’s DNA contains the blueprint of its
characteristics—in the case of plants, that would include
features like yield, drought resistance and starch content.
(correct answer for C)*
E. Plant DNA now enables scientists to recreate
species of plants that have become extinct.
5. “At one time, the researcher would have to grow the
crop to see if the trait is present. But now, the DNA of the
seed batch can be tested to determine if the seeds contain
the sought-after gene.” (correct answer for D)*
F. Plant DNA has generated public interest in
science and has resulted in new products being
sold.
6. “Since DNA fingerprints are taken from the same DNA
that carries the entire genetic blueprint for the plant,
pieces of DNA that are close together tend to be passed on
together from one generation to the next.”
Sample Item #5
Complete the diagram below by choosing and correctly sequencing the steps of the process of
developing a DNA fingerprint, as described in the text. Drag and drop each selected step into the
appropriate box. Not all steps will be used.
First…
Then…
Then…
Then…
Finally…
STEPS OF THE PROCESS
Sort the DNA fragments into a pattern.
Use scissors to cut the DNA into strands of differing lengths and shapes.
Identify the pattern by locating the sites where the radioactive probes bonded to the
DNA fragments.
Place particles in a series of sieves to separate them by size.
Add an extraction solution to a small amount of the sample being studied.
Shift the patterns to a nylon sheet and inject radioactive probes.
Add enzymes to the extracted DNA.
50
Correct Sequence:
• Add an extraction
solution to a small
amount of the sample
being studied. (step
1).
• Add enzymes to the
extracted DNA. (step
2)
• Sort the DNA
fragments into a
pattern. (step 3)
• Shift the pattern to a
nylon sheet and inject
radioactive probes.
(step 4)
• Identify the pattern by
locating the sites
where the radioactive
probes bonded to the
DNA fragments. (step
5).
Sample Item #6—Part A
What is one question the article answers by explaining the steps
required to obtain a DNA fingerprint?
a) How long does it take for scientists to obtain DNA
fingerprints?
b) How complicated is the process used to obtain a DNA
fingerprint?*
c) Why is it possible that obtaining DNA fingerprints will
become more common?
d) Why is it important to obtain a DNA fingerprint?
51
Sample Item #6—Part B
Which quotation from the article best reflects an inference that
supports the answer to Part A?
a) “Easy to use DNA test kits for certain crops should be on
the market within the next few years.”*
b) “The technique of DNA fingerprinting has been developed
using the science of genetics.”
c) “An organism’s DNA contains the blueprint of its
characteristics –in the case of plants, that would include
features like yield, drought resistance and starch content.”
d) “The DNA of each individual is unique, producing a
unique set of fragments.”
52
Grade 11 Sample Passages
Passage #1
http://parcconline.org/sites/parcc/files/Grade11Passage1.pdf
Passage #2
http://parcconline.org/sites/parcc/files/Grade11Passage2.pdf
Passage #3
http://parcconline.org/sites/parcc/files/Grade11Passage%233.pdf
53
Sample Item #1—Part A
In paragraph 8 of “Abigail Smith Adams,” Abigail Adams is called
an “advocate for females.” What is the meaning of advocate for
females as used in this paragraph?
a)
b)
c)
d)
54
promoter of women’s rights *
counselor for women who lack rights
revolutionary demanding women’s control of government
campaigner for women running for political office
Sample Item #1—Part B
Which of Abigail Adam’s actions described in the biography best
shows her being an advocate?
a) “She read any books that were available and became
knowledgeable about a variety of subject matters most
women never considered.”
b) “Abigail Adams supported the revolution as fervently as
John, and she arguably suffered more because of it.
c) She asked Warren to petition Congress with her and
request that Congress establish some laws that favor
women.”*
d) “While her main focus was on her family and home,
Adams remained in correspondence with several political
figures…”
55
Sample Item #2—Part A
Which question below is left unanswered by the biography
“Abigail Smith Adams” because insufficient evidence is provided?
a) Why did John Adams suffer less from the war than Abigail
Adams did?
b) Why did Abigail Adams write a letter to Mercy Otis
Warren?
c) Why did Abigail Adams ask John Adams to “remember the
ladies” when creating the new nation?
d) Why did John Adams fail to respond to Abigail Adams’
pleas for better treatment of women?*
56
Sample Item #2—Part B
Which statement is true about the biography and best supports
the answer to Part A?
a) The biography indicates that John Adams was often in a
safer location than Abigail Adams was but never explains
why she was in danger.
b) The biography indicates that John Adams respected his
wife’s opinions but never explains why he agreed or
disagreed with her.*
c) The biography indicates that Abigail Adams corresponded
with other women but never explains why she wrote the
letters.
d) The biography indicates that Abigail Adams wanted her
husband to think about the treatment of women but
never explains why she thought changes should be made.
57
Sample Item #3—Part A
Which statement accurately describes the relationship between
two central ideas in the biography “Abigail Smith Adams”?
a) Abigail Adams had a significant amount of political influence
for a woman of her time, and she used her influence in several
ways, including trying to gain rights for women.*
b) Abigail Adams was given many opportunities to prove that
women could handle the same tasks as men, and she studied a
wide range of topics so that she could show that women could
also be educated.
c) John Adams loved and respected his wife, and the letters they
wrote each other are important because they show how a
typical family was able to survive during the Revolutionary War.
d) President John Adams often called upon his wife Abigail for
counsel on personal and political issues, and he encouraged
her to help him determine his policy on women’s rights.
58
Sample Item #3—Part B
Which two sentences from “Abigail Smith Adams” best support
the answer to Part A?
a)
“She read any books that were available and became knowledgeable
about a variety of subject matters most women never considered.”
(paragraph 2)
b) “From the beginning, it was she who managed their farm and took
care of business so that he could devote himself to politics.”
(paragraph 3)
c) “Through his letters it is clear that he trusted his wife to take care of
his business matters and admired her self-sufficiency.” (paragraph 4)
d) “…Abigail Adams began to refer to their property and other affairs as
her own instead of ‘ours.’” (paragraph 4)
e) “In these letters one can tell that they were close friends and often
Adams advised her husband on matters of politics.” (paragraph 5)*
f) “She was an advocate for females and expressed original feminist
theory, as well as insightful political thought.” (paragraph 8)*
59
Sample Item #4—Part A
In paragraph 7 of the letter to her husband, Abigail Adams states
that “all men would be tyrants” and in paragraph 8 she states
that men are “naturally tyrannical.” Which statement defines the
word tyrannical correctly using the context of the letter?
a) Tyrannical can be defined as formal and ceremonious, as
indicated by the words “laws which I suppose it will be
necessary for you to make.” (paragraph 7)
b) Tyrannical can be defined as considerate and nurturing, as
indicated by the words “more generous and favorable.”
(paragraph 7)
c) Tyrannical can be defined as overbearing and oppressive,
as indicated by the words “cruelty and indignity with
impunity.” (paragraph 8)*
d) Tyrannical can be defined as vigilant and possessive, as
indicated by the words “under your protection.”
(paragraph 8)
60
Sample Item #4—Part B
Why does Abigail Adams most likely use this specific language
about men?
a) to show that she believes her husband likely will not be
able to convince lawmakers to include rights for women
as part of the fight for independence
b) to emphasize that men have an obligation to ensure rights
for women as dictated by a Supreme Being
c) to indicate that she is grateful that John Adams is fighting
for independence from a government that she believes
treats people, especially women, unfairly
d) to point out the similarities between the Colonies’ fight
for freedom from unjust domination and women’s fight
for freedom from unjust domination*
61
Sample Item #5—Part A
How does paragraph 2 of Abigail Adam’s letter to her husband
most strongly contribute to the text as a whole?
a) It introduces Abigail’s main argument for independence,
which is discussed more thoroughly in later paragraphs.*
b) It identifies the religious principles Abigail believes the
Colonies are fighting for, which are discussed more
thoroughly in later paragraphs.
c) It establishes Abigail’s belief that the colonies are losing
the fight for independence because those fighting do not
truly understand the importance of winning, which is
discussed more thoroughly in later paragraphs.
d) It demonstrates that Abigail is certain that the Colonies
will be a strong country if they win the war, which is
discussed more thoroughly in later paragraphs.
62
Sample Item #5—Part B
In which two paragraphs of the letter are the ideas in paragraph
2 discussed more thoroughly?
a)
b)
c)
d)
e)
f)
63
paragraph 3
paragraph 4
paragraph 5
paragraph 6
paragraph 7
paragraph 8
Sample Item #6—Part A
Which two statements best summarize Abigail’s ideas regarding
the occupation of Boston, based on the letter to her husband?
a) Disease wiped out many of the residents of Boston during
the occupation of their town.
b) Many of the homes that were occupied in Boston were
left in better condition than expected.*
c) It is likely that another town in the Colonies will be
similarly occupied in the near future.
d) Only the president’s and solicitor general’s homes were
left unharmed by those who occupied Boston.
e) The people of Boston do not know whether or not they
should return to their homes.
f) As long as citizens of other towns take steps to avoid what
led to the occupation in Boston, they should be safe from
a similar fate.*
64
Sample Item #6—Part B
Choose two quotations that best support the answers in Part A.
a)
“I am fearful of the small-pox, or I should have been in before this
time.” (paragraph 3)
b) “I find it has been occupied by one of the doctors of a regiment…”
(paragraph 3)
c) “…some individuals discovered a sense of honor and justice, and have
left rent of houses in which they were, for the owners, and the
furniture unhurt, or, if damaged, sufficient to make it good.”
(paragraph 4)*
d) “…whether we could rest in our own cottages or whether we should
be driven from the seacoast to seek shelter in the wilderness…”
(paragraph 5)
e) “Though we felicitate ourselves, we sympathize with those who are
trembling lest the lot of Boston should be theirs.” (paragraph 6)
f) “They have time and warning given them to see the evil and shun it.”
(paragraph 6)*
65
Sample Item #7—Part A
In his letter, John Adams tells his wife that “through all the
gloom, I an see the rays of ravishing light and glory.” Which
paraphrase explains what Adams means by this statement?
a) Although I see the gloom (the announcement of
independence), I also see the light and glory (the fighting
we will have to do against Great Britain).
b) Although I see the gloom (the war we must continue to
fight), I also see the light and glory (the complete
independence of our new country from Great Britain).*
c) Although I see the gloom (the disgrace of declaring
independence from Great Britain), I also see the light and
glory (the many causes of the revolution).
d) Although I see the gloom (the hope with which
independence from Great Britain was declared), I also see
the light and glory (the approval of future generations).
66
Sample Item #7—Part B
Which quotation from the text best reflects the meaning of
“through all the gloom, I can see the rays of ravishing light and
glory”?
a) “You will see in a few days a Declaration setting forth the
causes which have impelled us to this mighty revolution,
which will justify it…” (paragraph 1)
b) “…I am surprised at the suddenness as well as greatness
of this revolution.” (paragraph 2)
c) “It is the will of Heaven that the two countries should be
sundered forever. It may be the will of Heaven that
America shall suffer calamities still more wasting, and
distresses yet more dreadful. (paragraph 2)*
d) “I am apt to believe that it will be celebrated by
succeeding generations as the great anniversary festival.”
(paragraph 5)
67
Sample Item #8—Part A
What claim does President Adams make about the timing of the
declaration of Independency”?
a) The declaration should have been made several months
earlier, as many months of hardship were endured for no
reason.
b) The declaration is being made prematurely because the
Colonies are not prepared for the consequences.
c) The delay of the declaration actually worked out well, as
it allowed the colonists to truly unite behind one idea.*
d) The delay of the declaration was unnecessary and can be
contributed to a lack of understanding on the art of the
colonists.
68
Sample Item #8—Part B
Which excerpt from the text best supports the answer to Part A?
a) “We might, before this hour, have formed alliances with
foreign States...” (paragraph 3)
b) “Time has been given for the whole people maturely to
consider the great question of independence, and to
ripen their judgment, dissipate their fears, and allure their
hopes…” (paragraph 4)*
c) “…by debating it in assemblies, conventions, committees
of safety and inspection, in town and county meetings,…”
(paragraph 4)
d) “I am well aware of the toil, and blood, and treasure, that
it will cost us to maintain this declaration, and support
and defend these states.” (paragraph 6)
69
Sample Item #9—Part A
Select the claim that both Abigail and Adams make in their
letters and drag it into the box labeled “CLAIM.”
Providence determines which
side will win in a conflict.
It is human nature that people
who have control will tend to
turn toward bad behavior rather
than good behavior.*
All people, regardless of gender
or position, should have their
rights protected.
People who have oppressed
others are less likely to desire
freedom than those who have
not oppressed others.
70
CLAIM
Sample Item #9—Part B
Choose two quotations, one from each letter, that provide
evidence for the claim made by both Abigail and John Adams.
Drag each quotation into the appropriate box.
Quotations from Abigail’s Letter to
John Adams
71
Quotations from John’s Letter to
Abigail Adams
1. “Of this I am certain, that it is not
founded upon that generous and Christian
principle of doing to others as we would
that others should do unto us.”
(paragraph 2)
5. “It is the will of Heaven that the two
countries should be sundered forever.”
(paragraph 2)
2. “…in the new code of laws which I
suppose it will be necessary for you to
make, I desire you would remember the
ladies…” (paragraph 7)
6. “The people will have unbounded
power, and the people are extremely
addicted to corruption and venality…”
(paragraph 2)*
3. “Remember, all men would be tyrants if
they could.” (paragraph 7)*
7. “Time has been given for the whole
people maturely to consider the great
question of independence…” (paragraph
4)
4. “…regard us then as beings placed by
Providence under your protection…”
(paragraph 8)
8. “This will cement the union, and avoid
those heats…which might have been
occasioned by such a declaration six
months ago.” (paragraph 4)
Evidence from John Adam’s Letter
Evidence from Abigail Adam’s Letter
Sample Item #10
Both John and Abigail Adams believed strongly in freedom and
independence. However, their letters suggest that each of them
understood these terms differently based on their experiences.
Write an essay that explains their contrasting views on the
concepts of freedom and independence. In your essay, make a
claim about the idea of freedom and independence and how
John and Abigail Adams add to that understanding and/or
illustrate a misunderstanding of freedom and independence.
Support your response with textual evidence and inferences
drawn from all three sources.
72
Math Sample Items
• http://parcconline.org/sites/parcc/files/HSAlg1Math1Popcorn
Inventory.pdf
• http://parcconline.org/sites/parcc/files/PARCC_SampleItems_
Mathematics_HSAlgIMylaPool_081913_Final.pdf
• http://parcconline.org/sites/parcc/files/PARCC_SampleItems_
Mathematics_G7ProportionalRelationships_081913_Final.pdf
ACT ASPIRE SAMPLES
Grade 8 starting on online pg. 13.
http://www.discoveractaspire.org/uploads/2/4/0/7/24070377/1752_actaspire_re
ading_exemplar_print.pdf
EVALUATION
• Do the weights of your teacher evaluation system need to be
adjusted given students will take three different tests three years
in a row?
• How do we encourage them to make the needed shifts without
punishing them for not have good lead time to plan for these
changes?
• How will you support teachers through the evaluation process to
ensure they have the skills they need to be successful?
WHAT PERCENTAGE OF WEIGHT MAKES
SENSE FOR THIS YEAR? FOR Next? For the
next?
COMMUNICATION and training
Let us help you!
• Project Gear Up flyers
• I also sent you a PPT, which you can adapt and present to parents,
teachers, Boards, and community groups discussing the changes in
the standards.
Leadership Actions for 2014
1.
2.
3.
4.
5.
6.
Aligned Curriculum
Enhanced Content Instruction
Best Practice Strategies
Inspect What You Expect
FOCUS – Organized Abandonment
Communication
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
=
Anxiety
Resources
+
Action Plan
= Resistance
Action Plan
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Plan: Provides the direction to eliminate the
Vision:
The “Why are we doing this?” to combat confusion.
Key Questions:
-- "Do we have tools,
time, effect
and training
to map effectively?"
Skills:
The are
skillwe
sets
needed
to combat Resources
anxiety.
treadmill
.
Vision -- "Why
doing
this?"
Action resistance
Plan -- "Over the next three years, do we have attainable
Skills -- "How
do we build
effective
maps?"
Incentives:
Reasons,
perks,
advantages
to combat
timelines and goals? Who will be the responsible parties for
Incentives -"How
willtime
mapping
improve
Resources:
Tools
and
needed
to combat frustration.
teaching and learning?"
implementations, monitoring, and feedback?"
Knoster, T., Villa, R., & Thousand, J. (2000)
Rank each statement using the key below
List beside each statement’s ranking:
• Person responsible for monitoring the implementation of this work
• What evidence you have for your ranking
• How the action is monitored
Needs Assessment
• The Implementation Needs Assessment for College & Career Ready Schools
provides you with a discrete listing of measurable, observable elements
directly aligned for full implementation of the 2014 IAS CCR. These
elements also align directly to implementation requirements for classroom
evaluation processes (RISE / Marzano / Danielson / etc).
• Please begin by identifying whether or not you are currently engaged in
these activities and state how you monitor or will monitor implementation.
If you are not, you will want to create a plan for implementation of these
items / measures.
• Following the priority elements, the Needs Assessment is broken into areas
for evaluation of Leadership Readiness, Classroom Readiness (teacher
behavior and student behavior), Curriculum Readiness, and Assessment
Readiness (classroom assessment activity and common assessments across
buildings and districts).
ALIGNED CURRICULUM
• Map your standards and learning targets across the year
• Cluster your standards and learning targets by marking period,
quarter, month, or unit
• Use the learning targets and learning progressions of the standards
so the standards are taught to build mastery
• Develop unit maps with IAS CCR (Turn to pg 6 of your hand-out and
complete first section)
• Review benchmark assessment results with your maps for gaps and
DOK and make adjustments (Turn to pg 6 of your hand-out and
complete second section and last section on pg 7)
• Review end-of-year assessment results with your maps strengths and
weaknesses and make adjustments
ENHANCED CONTENT INSTRUCTION
Enhance the planning and/or delivery of instruction to students by
providing them with
• Teaching about the World
• Essential vocabulary
• Critical background knowledge and/or activating prior knowledge
• “Big Ideas” and critical concepts
• Essential Questions to promote inquiry based instruction
• “Accountable Talk”
• Mathematical Process Standards
• Intra- and Inter-disciplinary instruction
BEST PRACTICE STRATEGIES
The degree of understanding and
expertise we need to see in every
classroom comes through
extensive professional
development, coaching, and
support from experts on the
instructional strategies which
support the standards.
BEST PRACTICE STRATEGIES
Effective professional development must actively involve
both teachers and administrators as partners focused on
YOUR needs:
• Cohesive plan of training
• Ongoing support
• Collaborative learning experience
• Includes teachers, administrators, and parents
• Includes analysis and check points
STUDENT ENGAGEMENT
Change Classroom Practice with
Student Engagement
CHANGE CLASSROOM PRACTICE WITH
THE CRITICAL PRIORITIES
English Language Arts/Literacy
Mathematics
All Subjects
• IndianaEQuIP rubrics—lesson, unit, and student work
(Session #5 Project Gear Up thru ESCs)
• What do you see in these rubrics that you do not currently see in
your classrooms?
• How can these rubrics be used in professional development and
teacher evaluation to support teachers in implementing the new
standards?
English language arts/literacy
• Building knowledge through content-rich nonfiction
• Achieves the CCR requirements for Non-fiction
• RHST http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-us_history_2014_resources.pdf
• RS http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-Grade08.pdf
• RT http://www.doe.in.gov/sites/default/files/standards/cte-agriculture/sd-ag-plantandsoilscience_8-13-2013.pdf
• RN K-5
• W.1
• NAEP Framework Recommends
• Elementary=50/50
• Middle School=55/45
• High School=70/30
English language arts/literacy
RN.2 (cont’d) Building knowledge through
content-rich nonfiction
English language arts/literacy
Elementary Literacy
“We, in America, in K-5 assessment and curriculum focus 80% of our
time on stories, on literature…However, the research is
overwhelmingly clear…that in kindergarten through 5th grade, the
general knowledge that you develop in those years plays a crucial
predictive role in not only your performance in those other disciplines,
like science and history, but your ability to read more complex text
itself. That is, the elementary school’s a magnificent place for students
to learn about the world through reading.”
Dr. David Coleman
Building Knowledge Through Content-Rich Nonfiction:
Why?
•
Students are required to read very little informational text in
elementary and middle school.
•
Non-fiction makes up the vast majority of required reading in
college/workplace.
•
Informational text is harder for students to comprehend than
narrative text.
•
Supports students learning how to read different types of
informational text.
Sequencing Texts to Build Knowledge
• Not random reading; Not just paired selections
• Literacy in social studies/history, science, technical
subjects, and the arts must be embedded as part of
the core curriculum
English language arts/literacy
• Reading, writing, and speaking grounded in evidence from
text, both literary and informational
• Writes and Uses Text Dependent Questions
• http://achievethecore.org/dashboard/300/search/1/1/0/1/2/
3/4/5/6/7/8/9/10/11/dashboard/300/search/1/1/0/1/2/3/4/
5/6/7/8/9/10/11/12/page/710/text-dependent-questionresources
• Session #3 Project Gear Up
TEXT DEPENDENT QUESTIONS
Not Text-Dependent
•In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at something.
Text-Dependent
What makes Casey’s experiences at bat
humorous?
•In “Letter from a Birmingham Jail,” Dr. King
discusses nonviolent protest. Discuss, in writing,
a time when you wanted to fight against
something that you felt was unfair.
•In “The Gettysburg Address” Lincoln says the
nation is dedicated to the proposition that all
men are created equal. Why is equality an
important value to promote?
What can you infer from King’s letter about the
letter that he received?
“The Gettysburg Address” mentions the year
1776. According to Lincoln’s speech, why is this
year significant to the events described in the
speech?
Sample Literary Question: BEFORE CCR Standards
From The Adventures of Tom Sawyer
Have the students identify the different methods of removing
warts that Tom and Huckleberry talk about. Discuss the charms
that they say and the items (i.e. dead cats) they use. Ask
students to devise their own charm to remove warts. Students
could develop a method that would fit in the time of Tom Sawyer
and a method that would incorporate items and words from
current time. Boys played with dead cats and frogs, during
Tom’s time. Are there cultural ideas or artifacts from the current
time that could be used in the charm?
Sample Text Dependent Question: USING
CCR Standards
From The Adventures of Tom Sawyer
Why does Tom hesitate to allow Ben to paint the fence?
How does Twain construct his sentences to reflect that
hesitation? What effect do Tom’s hesitations have on
Ben?
Close Analytic Reading
•
Requires prompting students with questions to unpack unique
complexity of any text so students learn to read complex text
independently and proficiently.
•
•
Not teacher "think aloud.”
•
Text dependent questions require text-based answers – evidence.
Virtually every standard is activated during the course of every
close analytic reading through the use of text dependent
questions.
99
English language arts/literacy
• By using the Speaking and Listening standards, students do the
thinking and the meaning making.
• Teachers are no longer “Thinking Thieves.”
• We should see daily use of “Accountable Talk” and Engagement
Strategies.
• These must be taught to students and modeled for them, and
teachers must take time to debrief the “talk.” Ask, how did your
group do at following our norms and how was this way of working
helpful for your learning?
These are career-readiness skills our students need to succeed in
most work places.
English language arts/literacy
• Assigns weekly writing with authentic audience
• Meets writing type targets
• Writing requires evidence and precision (vocabulary)
• Every teacher has writing standards
• Students should be writing in every discipline and
learning the ways each discipline communicates
WHAT IS ARGUMENT?
Session #4 Project Gear Up
George Hillocks, Jr.
“In persuasive essay, you can select the
most favorable evidence, appeal to
emotions, and use style to persuade your
readers. Your singe purpose is to be
convincing.”
(propaganda and advertising)
Argument is mainly about logical appeals
and involves, claims, evidence, warrants,
backing, and rebuttals.
Mathematics
• Early, Frequent and Consistent focus on deep
conceptual understanding
• Early, Frequent and Consistent focus on math fluency
targets
• Project Gear Up Math sessions
Mathematics
• Requires mathematical evidence as part of instruction,
practice and assessment
• Project Gear Up Math sessions
Mathematics
• Uses modeling & synthesis tasks, as well as CCR tools
(NCTM)
• Project Gear Up Math sessions
ALL SUBJECTS
• Regular practice with complex text and its academic
language
• Content includes embedded vocabulary as required by
the CCR
• Session #2 and #3 of Project Gear Up
Scaffolding Complex Text
The standards require that students read appropriately complex text
at each grade level – independently (Standard 1).
However, there are many ways to scaffold student learning as they
meet the standard:
• Multiple readings
•
•
Read Aloud
Chunking text (a little at a time)
Provide support while reading, rather than before.
ALL SUBJECTS
• Content and classroom/district assessments aligned to
NCLB required “Depth of Knowledge”
• Session #1 of Project Gear Up
Rigor is creating an environment in which each student is
expected to learn at high levels, each student is supported so
that he or she can learn at high levels, and each student
demonstrates learning at high levels.
--Barbara Blackburn 2008
Needs assessment
• Turn to pg 4 and 5 and complete all four sections.
Inspect what you expect
• Monitoring and accountability are foundational to making datadriven decisions.
• Each instructional program must have progress monitoring tools.
• Curriculum-based monitoring assessments (benchmark
assessments) need blueprints designed by or shared with teachers
and administrators.
• Daily formative assessment must be aligned to the cognitive level
of rigor of the instruction based on that of the standards and
become embedded in the daily routine.
Needs assessment page 2-4
ASK YOURSELF?
• What tools are you using to identify and measure the Lexile reading
level growth of your students?
• How are you measuring and monitoring the progress of math skills?
• How are you measuring and documenting mastery of math fluency
standards?
• How will you link your benchmark assessments to your end of year
state assessment scores? How will you disaggregate that data and
analyze the links back to the curriculum?
• What types of formative assessments do you observe on a daily basis
in the classrooms? Are they aligned to the level of rigor of the
standard and instruction – how do you know?
Focus—organized abandonment
“The process of looking carefully at existing
practices and discontinuing those that are neither
effective nor consistent with the values of the
organization.”
--Ron Edmonds and Larry Lezotte
Effective Schools research
Ask the questions?
• If we did not do this already, would we, knowing what we now know,
going into it?
• If the answer is no, the reaction most not be “Let’s make another study.”
The reaction must be “What do we do now?”
• Looking at programs, assessments, etc.
• Do they each fit our values, beliefs, and goals?
• What are the outcomes, and are they what we want to achieve?
• What evidence is there that they work to achieve the stated outcomes?
• Do we have duplicates achieving the same outcomes?
Communication
• Staff
• Students
• Parents
• Board
• Community
Share out
Select one area that you feel is your greatest strength.
Select on area that you feel will be your greatest
challenge this year.
Think about building your plan
Answer the last four questions on your handout.
1. What do you need to go back and research to
determine status?
2. What actions do you need to take in the next month?
3. What actions do you need to take by the end of first
semester?
4. What actions do you need to take by the end of the
year?
How can we help?
FOLLOW-UP
Contact Schauna (Findlay) Relue
Schauna.Relue@gmail.com