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Collecting a Body of Evidence

May 17th, 2023

Kalispell Public Schools

Professional Learning Series: Session 5

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Google Site

https://sites.google.com/view/cberesourcecenter/kps-2023-pl-series

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Brief overview

Today’s “Why” goals

Engage in unit planning collaboratively.
Generate ideas for collecting a body of evidence to show how we will know if students have mastered a priority standard. What evidence will we collect?
Create a relevant context for students to learn and master select priority competencies/standards – Unit Overview, Transfer Goals, Enduring Understandings, Essential Questions.

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Check in:

Temperature Check

Question 1 – On a scale of 1-5 how are you feeling about this work?

Question 2 – What contributes to that number?

Question 3 – What could make it one point higher?

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Agenda

Reflection on Competency work
Revisiting common language
Building a body of evidence through staff collaboration
Developing student navigation tools to promote student agency

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THE PCBE “BIG FOUR”

KPS �Key Tenets

2023-24 Focus Areas

Culture

Growth Mindset

Student Agency

Collaboration

High Impact Instructional Strategies

Profile of a Graduate/Learner

Priority Standards & Whole Child Competencies

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Revisiting building a common language

Take 3-4 minutes to scan the vocabulary slides
Identify and note/’comment’:

1 slide that makes total sense and is crystal clear
1 slide that gave you an ‘aha’ moment
1 slide that needs additional clarity

Share with your elbow partner (3-4 minutes)
Whole group reflection: how can a resource like this be used to create a common language and provide clarity?

CLICK HERE to access the PCBE Vocabulary Slides

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Revisiting the 4 essential questions

Always remember the 4 Essential Questions

What do we want all students to know and be able to do?
How will we know if they learn it?
How will we respond when some students do not learn?
How will we extend the learning for students who are already proficient?

Last session’s competency statement doc (tool 5):

Which essential questions does it address?

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Re-examining the tool 5 work we did

TOOL 5 from last session

Take 5-10 minutes to finish the learning targets and begin to consider which learning targets are at a deep level of knowledge (this will be important as we begin to develop our performance scales).

Note: We will be giving you a sample after the next activity!

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Hess Tool 6

(We also know that teacher cognitive task analysis has a effect size of 1.29)

Jeannie- tool 5 acts as a planning document to complete tool 6, which is what you use to determine a student’s performance on a single competency.

This is a work in progress, in which students develop their knowledge and the goal is for ALL to get to level 3.0 which is proficiency.

Advanced students might consistently be challenged to go deeper into level 4.0, or they might get encouraged to move to the next competency. One distinction here with proficiency vs performance scales is the body of evidence on the right, and with this typically proficiency scales refer to a single assessment and then move on to the next scale/proficiency. With performance scales, there would be different activities for students to engage with. Honoring level 1 knowledge is important. Make sure to include learning targets here! Students CAN do something even at level 1. Norah share personal insight.

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Example middle school tool 5 and 6 with Whole Child Supports

Unit of study: middle school math lessons on ratios/expressions

Adapted from Karin Hess’ Learning Progressions for math grades 5-6

Whole child competency is used for the personal success skill

This approach incorporates whole child competencies in both tool 5 and tool 6, which means you are technically assessing both academic and non-academic skills.

An alternative approach would be to assess the whole child competency separately (possibly create a separate tool 6 for the whole child competency).

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Task 2: Developing a Body of Evidence-tool 6 Hess et al. (2020)

In this step, teachers would have a fully developed tool 5. We will be using our modified competency statement tools.
We are generating a Body of Evidence that enables students to progress from a level 1 to a level 3 or level 4 understanding.

Level 1: Demonstrate foundational skills (typically highly scaffolded)
Level 2: Perform or understand the less complex aspects (e.g., parts in isolation) required for more complex tasks
Level 3: Integrate skills and knowledge (near and far) transfer with more complex tasks
Level 4: Construct new knowledge/(far) transfer, extend thinking

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Directions to generate your own Body of Evidence

Bring your “I can” statements from tool 5, and identify which would be at each level.

Bring your possible instructional activities from tool 5, and identify/align to the “I can” statements or levels

Try to list 2-3 activities/assessments that would be considered a piece of evidence at each level of your performance scale. Ideally, this will include multiple forms of representation and student choice if possible to increase agency and student engagement.

Depth of Knowledge

DOK Wheel

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Work Time

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Gallery Walk- Share Out

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Student self-navigation tools: Centering students in the learning process

Empowers students to track and guide their learning
Multiple approaches but key components:

Form of assessment
Steps for evidence

Hess et al. (2020) examples are found on pages 142-144
Elementary Self-Navigation tool based on Marzano’s levels of understanding
8th Grade ELA YLC Self Navigation Tool Example

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Building in flexibility and check ins

Consider using improvement science approaches to address creation of the tools

Plan, do, study, act
Help teachers “plan” for generating competencies by learning about the basic tenets of CBE/PBE, working on a PoG
Have teachers “do” by generating the competencies
Have teachers “study” by either analyzing the competency or implementing the competency using Hess’ tool 3
Have teachers “act” by making changes to their initial documents

Hess et al (2020, p.74)

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Bringing this together for teachers: Unit planning docs

Tool 5, Tool 6, self-navigation tool

Daily/weekly/activity plan

Data binder

Compare to Understanding by Design (backwards planning) and note the limits of Hess tools

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Final thoughts & support

chipps.science@gmail.com

mtovaas@mt-schools.org

nbarneyconsulting@gmail.com