�Illinois Priority
Learning Standards
Capacity Building Series
January 2022
Equity ● Quality ● Collaboration ● Community
Changing your name in Zoom
▪Click “Participants” at bottom of window
▪Hover over your name and click “More” then “Rename”
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▪Example: 3 Erica T (ISBE she/her)
Welcome
Shared Norms
Our Agenda
Goal
Where We’ve Been….
From theory to practice…
applying what we have learned
Where We’re Going Today...
STEP ONE:
Get REAL
Step 1: Get R.E.A.L
Readiness – Knowledge and skills important to subsequent content or courses
Endurance – Knowledge and skills that will last beyond a class or course.
Assessment – Knowledge and skills will be assessed on state or district assessments.
Leverage – Knowledge and skills that cross over into many domains of learning.
(Ainsworth, 2013)
School:
READINESS
Readiness
Readiness for the next level of learning:
Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success?
Readiness Resources
Standards above & below - trajectory | Any subject |
ELA (reading, writing & vocabulary) | |
Post Secondary ELA (reading, writing & vocabulary) | |
K-12 Math | |
K-12 Math | |
Post Secondary Math | |
NGSS Performance Expectations (see connections boxes - articulation across grades) | K-12 Science |
Life:
ENDURANCE & LEVERAGE
Endurance
Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present?
English 9-10 Standard:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
This standard, in particular the skill of providing an objective summary of written passages, will be required for future high school and college courses. It is also likely to be an essential skill in many professions and in everyday life. The standard has a high degree of endurance.
Leverage
Does this standard crossover application within the content area and to other content areas; i.e., interdisciplinary connections?
Does this standard have a high potential for authentic application in the real world?
Write arguments to support claims with clear reasons and relevant evidence
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
ASSESSMENT
Assessment
The concepts and skills that students are most likely to encounter on annual standardized tests
Assessment
IAR Assessment Blueprints
Assessment
SAT Test Specifications
Local Data
Using Local Data to Prioritize
What does your data tell you that you need to work on?
What are your valid & reliable data sources in your balanced & coherent assessment system?
Evidence on IAR Reports
STEP ONE:
Get REAL
Step 1: Get R.E.A.L
Readiness – Knowledge and skills important to subsequent content or courses
Endurance – Knowledge and skills that will last beyond a class or course.
Assessment – Knowledge and skills will be assessed on state or district assessments.
Leverage – Knowledge and skills that cross over into many domains of learning.
(Ainsworth, 2013)
School:
READINESS
Readiness
Readiness for the next level of learning:
Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success?
Readiness Resources
Standards above & below - trajectory | Any subject |
ELA (reading, writing & vocabulary) | |
Post Secondary ELA (reading, writing & vocabulary) | |
K-12 Math | |
K-12 Math | |
Post Secondary Math | |
NGSS Performance Expectations (see connections boxes - articulation across grades) | K-12 Science |
Life:
ENDURANCE & LEVERAGE
Endurance
Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present?
English 9-10 Standard:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
This standard, in particular the skill of providing an objective summary of written passages, will be required for future high school and college courses. It is also likely to be an essential skill in many professions and in everyday life. The standard has a high degree of endurance.
Leverage
Does this standard crossover application within the content area and to other content areas; i.e., interdisciplinary connections?
Does this standard have a high potential for authentic application in the real world?
Write arguments to support claims with clear reasons and relevant evidence
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
ASSESSMENT
Assessment
The concepts and skills that students are most likely to encounter on annual standardized tests
Assessment
IAR Assessment Blueprints
Assessment
SAT Test Specifications
Local Data
Using Local Data to Prioritize
What does your data tell you that you need to work on?
What are your valid & reliable data sources in your balanced & coherent assessment system?
Evidence on IAR Reports
SAT Question Analysis Reports
SAT Question Analysis Reports
Groups of 5-6
10 - 12 minutes
Directions:
Debrief
How would you support this team?
What other resources might you provide?
STEP TWO:
Teacher Clarity
Step 2: Teacher Clarity
Teacher clarity starts with you being clear about what you want your students to learn. But it also involves much more than that. You must also focus and align your assessment, teaching and curriculum in line with this intended learning.
Step 2: Teacher Clarity
Learning targets should clearly states what you expect students to know and be able to do at the end of the lesson(s)
Describe what successful (“on target”) learning looks like
Developed by the teacher through deconstructing and analyzing the curriculum/program expectations linked to the Learning Goal
Learning Targets
Success Criteria
Groups of 5-6
10 -12 minutes
Directions:
Debrief
How would you support this team?
What other resources might you provide?
STEP THREE:
Aligned Assessments & Assessment Systems
Step 3: Assessment
Once consensus has been reached on priority standards, they should be focus for assessment and feedback.
Do our assessments reflect our priorities?
Is each assessment aligned with a purpose?
Are our assessments high quality? (valid, diverse, reliable)
Do we have balanced assessment systems?
How are we providing effective feedback aligned to priorities?
Do our assessments promote student access?
Learning Trajectories:
Performance Levels & Descriptors
a continuum of performances indicating progressively more understanding, skill, and depth of thinking
describe what students at each performance level know, understand, and do relative to grade & content standards
Performance Levels
Performance Level Descriptors
Learning Trajectories:
Performance Level Descriptors (PLD)
Minimal
Partial
Moderate
Strong
Distinguished
Aligned Assessments
Groups of 5-6
15 minutes
Directions:
Debrief
How would you support this team?
What other resources might you provide?
Upcoming Meetings
10:00 - 11:30 a.m.
Mark your calendars!
February 14
March 21
May 16
June 20
February 14 | Assessment |
March 21 | High Impact Instructional Strategies |
May 16 | Universal Design for Learning |
June 20 | Wrap Up |
Monthly Outline for Capacity Building