Indiana Conference on Learning
ASAI
January 24, 2012
1
 Data
Speak
 Pacing Guides
 Goal Clarity Windows
 Learning Targets & Assessment
Rubrics
 Research Base
Copyright 2012 by Apple Core
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2
LET THE DATA SPEAK!
Copyright 2012 by Apple Core
Professional Development, LLC
3
ISTEP Trend GCCS vs State
Percent Gain/Loss
4
GRADE
2009
3
4
5
6
7
8
71
68
67
57
55
54
DISTRICT - GRADES
ELA
2010
2011
2009
79
80
70
64
67
67
DISTRICT
SCORE
ELA
TARGET
3
4
5
6
7
8
85
86
77
74
74
69
81
84
85
75
69
72
85
86
77
74
74
69
(+14)
(+18)
(+10)
(+17)
(+19)
(+15)
64
59
66
55
56
55
DIFFERENCE
SCORE
+4
+2
-8
-1
+5
-3
77
80
85
78
70
76
ELA
2010
2011
MATH
2010 2011
71
70
77
67
65
73
77
80
85
78
70
76
MATH
TARGET DIFFERENCE
76
76
75
83
72
70
2009
(+13)
(+21)
(+19)
(+23)
(+14)
(+21)
+1
+4
+10
-5
-2
-6
MATH
2010 2011
DISTRICT
2009
Elementary
Middle School
69
56
77
67
81
72
(+12)
(+16)
63
56
73
69
81
77
(+18)
(+19)
DISTRICT
62
73
77
(+15)
59
72
78
(+19)
5
ISTEP Subgroup Percent Passing
Copyright 2011 by Apple Core
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Copyright 2012 by Apple Core
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6
7
ECA Algebra 1 and English 10
Passing Rate
Algebra 1 & English 10 Passing Rate
100
76
Percent passing
80
60
60
53
46
40
Algebra
English 10
30
20
20
12
0
2007
2008
2009
2010
2011
Copyright 2012 by Apple Core
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8

THE BOTTOM LINE:
◦ OVER THE PAST 2 YEARS, GREATER CLARK
COUNTY SCHOOLS HAVE MADE THE
FOLLOWING PERCENTILE GAINS:
 15% Overall in ELA
 19% Overall in Mathematics


(ASK US ABOUT
OUR
SUPERINTENDENT’S
ORIGINAL 3-YEAR
GOAL FOR STUDENT
ACHIEVEMENT!)

For the FIRST time in 9 years,
GCCS made AYP for 2010-2011!
Over these past two years, we have had
continuous conversations with all principals and
teachers about what is making the greatest
impact on student achievement.
Overwhelmingly, the answer has been:
Combining STANDARDS ALIGNMENT with GOAL
CLARITY WINDOWS. It is truly a recipe for
success!
Copyright 2012 by Apple Core
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9
PACING GUIDES
STANDARDS
ALIGNMENT
“Every district needs its own instructional model.” Dr. Robert Marzano
10





UTILIZE THE COMMON CORE AND STATE
STANDARDS
ALIGN ONGOING STANDARDS FOR THE
ENTIRE YEAR
ALIGN COMMON CORE AND STATE
STANDARDS FOR GOAL CLARITY
WINDOWS/LESSON PLANNING
USE SUBHEADS TO DENOTE GROUPINGS FOR
POSSIBLE GOAL CLARITY WINDOWS
ARTICULATION MEETINGS PROVIDE A FORUM
FOR DISCUSSION, SHARING, QUESTIONS.
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11
SAMPLE PAGE FROM GCCS PACING GUIDE, GRADE 7 ELA
Quarter
Core Standard
Learning Targets
Domain
Goal Clarity Cluster
Week
Assessed
Vocabulary
WALT (We are
learning this)
Assessment/Rubrics
WILT (When I learn
this)
WEEKS 1-36
WEEKS 1-36 READING:
LITERATURE
CC.7.RL.2 (7.3.4, 7.5.5) - Determine a theme or
central idea of a text
and analyze its
development over the
course of the text;
provide an objective
summary of the text.
Ongoing Learning Targets
I-STEP+ VOCABULARY:
Clarity/Clarify
Combine
Compare/Contrast
Describe
Explain
Express
Revise
Sequence
Summarize
Supporting Details
Use of Evidence
Theme/Central Idea
Objective Summary
Elements of a Story
CC.7.RL.3 (7.3.8) -Analyze how particular
elements of a story or
drama interact (e.g.,
how setting shapes the
characters or plot).
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SAMPLE PACING GUIDE PAGE WITH GOAL CLARITY WINDOW ALIGNMENT
Quarter
QUARTER 2
Core Standard
Domain
Reading:
Informational Text
*Note:
Using Textual
Underlined
Evidence
Indicators are
Learning Targets
which will be
assessed on the
Curriculum MapAligned Acuity
Pre- and PostTests.
Learning Target
Goal Clarity Cluster
Vocabulary
QUARTER 2 WEEKLY GOAL CLARITY WINDOWS
CC.7.RI.1 (7.2.7) -- Cite
repetition
several pieces of textual
bias
evidence to support
textual evidence
analysis of what the text
technical manual
says explicitly as well as
figure of speech
inferences drawn from the
faulty logic
text.
reasoning
propaganda
7.2.5a Comprehend (or
persuasion
follow) directions for the
argument
use of a simple mechanical
invalid premises
device.
invalid inferences
7.2.5b Explain the use of a
Interpreting
Informational Text in simple mechanical device
a Technical Manual by following directions in a
technical manual.
CC.7.RI.6 (7.2.4) -Determine an author's
Determining
point of view or purpose in
Author’s Purpose
a text and analyze how the
Author’s Reasoning author distinguishes his or
her position from that of
others.
Figures of Speech
Week Assessed
WALT (We are learning
this)
WILT (When I learn this)
Assessment/Rubrics
I can use information
from text to support
my answers.
I can make inferences
based on information
from text.
I can follow
directions in a
technical manual.
I can define point of
view.
I can define author’s
purpose.
I can determine how
an author’s views
differ from that of
others.
7.2.9a Identify problems
with an author's figures of
speech
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13
GOAL CLARITY
WINDOWS
A MODEL FOR
INSTRUCTIONAL
PLANNING
“Every district needs its own instructional model.” Dr. Robert Marzano
14
Greater Clark County Schools
gcs.rubiconatlas.org
A Language Arts, GCCS
Standards Alignment
Assessment
DOK/Learning Targets & Assessment Rubric
Vocabulary
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15
VOCABULARY
STANDARDS
 Standards Alignment
Vocabulary
and Key
Concepts
Copy/Paste or Type
the CC/STATE standards/indicators
that are to be learned for the GCW
in this box. If necessary,
deconstruct the CCSS by determining
the Learning Targets needed to
chunk/scaffold instruction.
Look at the Standards,
Performance Indicators,
and Strands chosen.
List key test
vocabulary and
concepts that students
need to know to
understand the
standard/indicator
Introduce and discuss these
terms. Use Graphic Organizers
such as the Frayer Model for
more complex terms (Tier 3
Vocabulary).
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16
Standards Alignment
ELA Grade 6
English/ Language Arts: CCSS-RI.1 Cite
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Indicators (IAS):
6.2.6 Determine the appropriateness of the evidence
presented for an author’s conclusions and evaluate
whether the author adequately supports inferences.
6.2.7 Make reasonable statements and conclusions about
a text, supporting them with evidence from the text.
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 Vocabulary/Key
Concepts
Textual Evidence
Explicit
Inferences
Evaluate
Evidence from Text
Conclusions
Informational Text
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Depth Of Knowledge
LEARNING
PROGRESSION
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 LEARNING TARGETS
WHAT DO MY STUDENTS NEED TO KNOW?
WHAT DO MY STUDENTS NEED TO BE ABLE TO DO AT
THE END OF THIS GOAL CLARITY WINDOW?
HOW DO I SCAFFOLD THE LEARNING/CREATE A
LEARNING PROGRESSION?
HOW CAN I ENSURE THAT I AM ADDRESSING HIGHER
LEVEL THINKING SKILLS AND NOT JUST BASIC RECALL OF
KNOWLEDGE?
 DEPTH OF KNOWLEDGE/LEARNING
TARGETS/ASSESSMENT RUBRICS
WHAT IS DEPTH OF KNOWLEDGE?
WHAT DO THESE LEVELS LOOK LIKE ON ASSESSMENTS?
HOW DO I INCORPORATE SEVERAL LEVELS OF DOK INTO
MY GOAL CLARITY WINDOW ASSESSMENT AND LEARNING
TARGETS AS I CHUNK INSTRUCTION?
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20
BLOOM’S TAXONOMY OF
LEARNING DOMAINS

Knowledge/Remembering
The recall of specifics and
universals, involving little more
than bringing to mind the
appropriate material


Comprehension/Understanding
Ability to process knowledge on a
low level such that the knowledge
can be reproduced or
communicated without a verbatim
repetition.

IN DOE DEPTH OF
KNOWLEDGE (WEBB)

Application/Applying
Using information in another
familiar situation



Analysis/ Analyzing
Breaking information into parts
to explore understandings and
relationships
Synthesis and Evaluation/
Evaluating and Creating
Putting together elements and
parts to form a whole, then
making value judgments about
the method.

LEVEL 1: Recall =
Knowledge, Comprehension
Recall of a fact, information,
or procedure (e.g., What are
the 3 critical skill cues for
the overhand throw?)
LEVEL 2: Skill/Concept =
Application
Use of information,
conceptual knowledge,
procedures, two or more
steps.
LEVEL 3: Strategic Thinking
= Analysis
Requires reasoning,
developing a plan or
sequence of steps; has
some complexity; more than
one possible answer.
LEVEL 4: Extended Thinking
= Synthesis & Evaluation
Requires an investigation;
time to think and process
multiple conditions of the
problem or task.
SBAC Learning Targets are also based on Webb’s Model.*
Copyright 2012 by Apple Core
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PARCC LEARNING
TARGETS*

Target 1: Knowledge Targets
Factual information,
procedural knowledge,
conceptual understandings that
underpin each discipline.

Target 2: Reasoning Targets
Thought processes students
are to learn to do well within a
range of subjects.

Target 3: Skill Targets
Require a demonstration or
physical skill-based
performance

Target 4: Product Targets
Describe learning in terms of
artifacts where the creation of a
product is the focus. The
specifications for quality of the
product itself are the focus of
teaching and assessment.
•
Target 5: Disposition Targets
Students’ attitudes about the
value of school and learning.**
**These targets are not assessed for the
purpose of grading but for teachers to
understand who the students are as
learners so that they can work more
effectively with them as individuals and in
groups. (-Stiggins)
21
GIVEN THE FOLLOWING STANDARD, DETERMINE THE
LEARNING TARGETS and ASSESSMENT RUBRICS (DEPTH OF
KNOWLEDGE )THAT COULD BE USED TO ASSESS STUDENTS’
UNDERSTANDING.
CCRI.5 ANALYZE HOW AN AUTHOR’S CHOICES
CONCERNING HOW TO STRUCTURE A TEXT, ORDER EVENTS
WITHIN IT, (E.G., PARALLEL PLOTS), AND MANIPULATE TIME
(E.G., PACING, FLASHBACKS) CREATE SUCH EFFECTS AS
MYSTERY, TENSION, OR SURPRISE.
REFER TO: IAS 10.3.6 EVALUATE AN AUTHOR’S
DEVELOPMENT OF TIME AND SEQUENCE, INCLUDING THE
USE OF COMPLEX LITERARY DEVICES, SUCH AS
FORESHADOWING OR FLASHBACKS.
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Greater Clark County Schools
Collaboration / ENGLISH 10 POWER TEAM* (C) / Grade 10 (Jeffersonville High School)
STANDARDS ALIGNMENT
English/ Language Arts: CCRL.5 ANALYZE HOW AN AUTHOR’S CHOICES CONCERNING HOW TO STRUCTURE A TEXT, ORDER
EVENTS WITHIN IT, (E.G., PARALLEL PLOTS), AND MANIPULATE TIME (E.G., PACING, FLASHBACKS) CREATE SUCH EFFECTS
AS MYSTERY, TENSION, OR SURPRISE.
Refer to: IAS 10.3.6 Evaluate an author’s development of time and sequence, including the use of complex literary devices,
such as foreshadowing or flashbacks.
ASSESSMENT
5 MC
5 OE/Constructed Response
1 Extended Response
DOK/LEARNING TARGETS & ASSESSMENT RUBRIC
LEVEL 1 DOK: Define parallel plots.
LEVEL 2 DOK: Explain how the author uses parallel plots and
flashback to create mystery, tension, or surprise.
LEVEL 3 DOK: Analyze Day of the Jackal by Frederick Forsyth,
and explain how the parallel plots merge at the end of the novel.
Vocabulary
Order of Events
Parallel Plots
Pacing
Flashbacks
Author’s Choice
Time
Sequence
Foreshadowing
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Goal Clarity Window
24
WHAT DO MY STUDENTS NEED TO KNOW?
WHAT DO MY STUDENTS NEED TO BE ABLE
TO DO AT THE END OF THIS GOAL CLARITY
WINDOW?
HOW DO I VARY THE TYPES OF QUESTIONS IN
MY ASSESSMENT TO ENSURE DEPTH OF
KNOWLEDGE AT VARYING LEVELS?
AFTER I ASSESS, HOW DO I ANALYZE THE
RESULTS AND USE THEM TO
MONITOR/ADJUST INSTRUCTION AND
PROVIDE APPROPRIATE TIER 1 AND/OR TIER 2
INTERVENTIONS?
Copyright 2012 by Apple Core
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25


DETERMINE THE
LEARNING TARGETS
AND THE ASSESSMENT
RUBRIC (DEPTH OF
KNOWLEDGE) YOU WISH
TO ADDRESS.*
CHUNK THE
INSTRUCTION AND USE
DOK DRILL MORE
DEEPLY INTO THE
LESSON/ PROVIDE
SELF-ASSESSMENT.
MODEL.
DOK/LEARNING
TARGETS
USE STATE TESTING
FORMAT!**
 DEVELOP THE
QUESTIONS BASED ON
DOK.
 VARY THE QUESTIONS
SO THAT MORE THAN
LEVEL 1 DOK IS
UTILIZED.
**THIS IS KEY IN ENSURING

STUDENT SUCCESS ON
STATE TESTING!
ASSESSMENT RUBRIC
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GCW Assessment: Collaborative Reflection Checklist
___Assessment developed before GCW Instruction
___Assessment contains 12-15 items using (Multiple Choice) MC and (Open Ended) OE with 1-2 Review Questions and 1
Predictive
___Assessment aligned to CC State Standards/Indicators/State Pacing Guides/District Pacing Guides
___Assessment Items written in I-STEP/ECA format
___Vocabulary reflective of CC State Standards/Indicators and/or State Maps as well as I-STEP+ and ECA exams
___Assessment questions matched to Skills/Indicators/Depth of Knowledge
*( Instruction is scaffolded and logically progresses through the series of steps necessary to address various levels of
DOK and mastery.)
___Assessment items indicate the varying of DOK levels of questioning
___Student Self-Assessment component evident or readily available through rubrics/exemplars
Reflection and Data Questions
1. What did the data from the assessment indicate regarding student learning of targeted standards/indicators? For example, were
there areas that need to be re-taught? (Please list the greatest areas of weakness by standard/indicator and skill. You may also choose to list the
names of students specifically needing more assistance as part of this analysis.)
2. What types of questions—identified by Item #)--seemed to be most problematic for the students?
(Constructed Response, Extended
Response, Open-Ended, etcetera)
3. What instructional adjustments and/or Tier I interventions--(within your classroom setting)--will you implement as a result of
analyzing this data? (Examples: Small Group Instruction, Re-teaching, Mini-Lessons, Peer Tutoring, etcetera)
Item Analysis
Item # and Type
Standard/Indicator/Skill
Student Name
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Intervention
27
THE BLUEPRINT FOR
INSTRUCTION
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28

RUBRICS AND EXEMPLARS…
ADD CLARITY TO GOAL CLARITY ASSESSMENT.
CREATE AN UNDERSTANDING OF EXPECTATIONS
FOR STUDENTS.
RAISE THE BAR FOR QUALITY RESPONSES &
PRODUCTS.
DE-MYSTIFY THE ASSESSMENT PROCESS.
PROVIDE CLEAR EXAMPLES AND GUIDELINES
THAT CAN BE USED FOR STUDENT SELFASSESSMENT AND PEER ASSESSMENT AS WELL AS
TEACHER EVALUATION OF STUDENT WORK.
INCREASE RIGOR AND META-COGNITION.
RESEARCH: Grant Wiggins- Anchoring Assessment With Exemplars: Why Students and Teachers Need Models
Robert Marzano-Transforming Classroom Grading
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29
Scores
1
2
3
4
Targets
Identify the best
unit of
measurement for
a given object.
Distinguish between
quarts, gallons,
liters, pounds and
kilograms.
Cite evidence
to determine
the capacity of
a given object.
Apply concepts of
capacity and
weight to answer
story problems.
Exemplar
Problem/DOK
Assessment
Rubric (1-4)
Choose the unit
you would use to
measure each of
the following:
Put the following
measurement units in
order from least to
greatest capacity:
Choose the
best estimate
and explain
your choice.
Answer the
following story
problem:
Gary has a 12 cup
punch bowl. He
uses a 1 quart
container to fill it.
How many times
must he pour a
quart into the bowl
to fill it?
Pint, gallon, cup, quart
______________________
Liter, milliliter
______________________
Pounds, kilogram
______________________
Glass of soda
a. 1c
b. 1 gallon
Explanation:
______________
______________
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Answer:
__________________
30
Level
1
2
3
4
Targets
Determine the
meaning of words
and phrases as
they are used in a
text….
[6-8.RH.4]
Cite specific textual
evidence to support
analysis of
primary/secondary
sources.
Support claim(s)
with logical
reasoning and
relevant, accurate
data and evidence
that demonstrate
an understanding
of the topic or
text using
credible sources.
[6-8.WH.1b]
Conduct short
research projects to
answer a question
drawing on several
sources and
generating additional
related, focused
questions that allow
for multiple avenues
of exploration.
[6-8.WH.7]
Based on your
reading, choose
the best definition
for the word
Using facts from the
text, list one
difference between
hieroglyphics and
calligraphy.
Develop a(n)
hypothesis
concerning why
our society uses
the Phoenician
alphabet rather
than Egyptian
hieroglyphics.
Compare/contrast the
two systems of
writing using a Venn
Diagram. Cite textual
evidence to prove
that the Phoenician
alphabet was the best
choice for our society.
Exemplar
Problem/DOK
Assessment
Rubric (1-4)
calligraphy.
A. Word
Processing
B. Elegant
Lettering
C. Block Printing
D. Cursive
Writing
[6-8.RH.1]
Difference
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Hypothesis
_____________
_____________
_____________
_____________
________
__________________
__________________
__________________
__________________
__________________
31
LEARNING TARGETS AND ASSESSMENT RUBRICS
6-8. WT.8 6-8.WS.8 6-8.WH.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
Learning Targets with
Stages
Stage A
Stage B
Stage C
Stage D
1. Find and Read Articles
2. Make Notes regarding the 3. Use APA Style to
from 2 approved websites;
4 Major Sections/Facets of
compile References; use the Important Facts and Text
Highlight Important Facts.
the Research.
proper Citation Format.
Connections.
DOK
#1 Read articles regarding
#1 Create an Outline using
#1 Define plagiarism,
#1 Determine the content of the
Level #1
your topic from two
the 4 major sections/facets
paraphrase, and citation. 6 sections of the brochure,
approved websites.
determined.
#2 Manipulate text to
#2 Use a Graphic Organizer
DOK Level #2
including illustrations.
#2 Analyze APA Style
determine and highlight the to Summarize the important for proper format for
most important facts.
4. Create a Brochure Presenting
facts for each of the 4
#2 Identify basic facts and/or
paragraphs to include in each
citations and references. part of the brochure
sections/facets.
DOK Level #3
#3 Go back to the
#3 Create a paragraph for
#3 Format and develop
#3 Develop the brochure
highlighted text; determine each of the 4 sections/facets the Reference Page
according to the pre-determined
4 major sections/topics for
sections; use References for the
based on the G.O.
using proper stylization.
the research based upon
last section.
the most important facts.
DOK Level #4
#4 Using the labels from
#4 Compile the paragraphs
#4 Include all citations in #4 Present an oral presentation
highlighting, determine the into an organized mini-
the 4 paragraphs using
to the class evaluating your
organization of the paper.
research paper with an
proper format,
findings.
introduction/conclusion.
paraphrasing, and
quotation style.
Copyright 2012 by Apple Core
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32
GCW Learning Rubric / Assessment Rubric
Standard(s)
8.1.11 Explain the events leading up to and the significance of the
Louisiana Purchase and the Expedition of Lewis and Clark.
Learning Pathway
DOK Level #2
Collaboration Team: Hennegan/Hester Weeks: 21-22
Stage A
Stage B
Stage C
Stage D
Thomas Jefferson’s election began a
new era in American government.
Under President Jefferson’s
leadership, the United States added
the Louisiana Territory.
Challenges at home and abroad led
the United States to declare War on
Great Britain.
Great Britain and the United States
went to battle in the War of 1812.
After winning the election of 1800, who
became the third President of the
United States?
What new states were added to the
United States by the early 1800s?
What group led the call to war with
Great Britain?
What was the purpose of the Hartford
Convention?
Summarize the ways in which Marbury
v. Madison affected the power of the
judicial branch of the United States
government.
Summarize why the Louisiana
Purchase was important to the United
States.
Who were the War Hawks and why did
they support war with Great Britain?
Summarize the role of Andrew
Jackson in the War of 1812.
Which of President Jefferson’s new
policies do you think was most
important? Why?
Describe, using three examples, how
the United States benefitted from the
Louisiana Purchase.
Compare and contrast the arguments
given in favor of war with Great Britain
and against war with Great Britain.
How did the United States benefit from
the War of 1812?
Analyze the importance of judicial
review.
Do you think Napoleon made a wise
decision for France when he sold
Louisiana to the United States?
Explain you answer.
In your opinion, why were the
Embargo Act and the Non-Intercourse
Act unsuccessful?
What do you think were the two most
important battles of the War of 1812?
Explain your answer.
Assessment Rubric
DOK Level #1
School: Charlestown Middle
Stage E
DOK Level #3
DOK Level #4
Vocabulary
Question Stems
John Adams, Thomas Jefferson, John Marshall, Marbury v. Madison, judicial review, Louisiana Purchase, Meriwether Lewis, William Clark, Lewis and Clark expedition, USS Constitution, impressments,
embargo, Embargo Act, Sacagawea, Zebulon Pike, Non-Intercourse Act, Tecumseh, Battle of Tippecanoe, War Hawks, James Madison, Oliver Hazard Perry, Battle of Lake Erie, Andrew Jackson, Treaty of
Fort Jackson, Battle of New Orleans, Hartford Convention, Treaty of Ghent


Elaborate on the importance of the Louisiana Purchase.
What facts would you select to support the idea that the Lewis and Clark Expedition were necessary for United States expansion in the 1800s?
Copyright 2012 by Apple Core
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33

WHAT CAN I DO RIGHT
NOW?
LIST! BE READY TO
SHARE OUT.

IN WHAT AREAS DO I
NEED FURTHER
ASSISTANCE?
LIST! CONTACT US FOR
HELP AND INFORMATION.
Copyright 2012 by Apple Core
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34

Wiggins-McTighe -- Understanding by Design
Hayes Jacobs -- Curriculum 21: Essential Education for a Changing

Stiggins, Arter, Chappuis, Chappuis -- Classroom Assessment for









World
Student Learning: Doing It Right – Using It Well
Danielson -- Enhancing Professional Practice
Marzano -- Classroom Instruction that Works; Teacher Evaluation
Video Series; Schools That Work
Schmoker -- Results: The Key to Continuous School Improvement
Reeves -- Accountability in Action
DuFour -- Professional Learning Communities at Work
DuFour -- Pyramid Response to Intervention: RTI, Professional
Learning Communities, and How to Respond When Kids Don’t Learn
Guskey –- Evaluating Professional Development
Hess -- 2009 Karin K. Hess: Hess’s Cognitive Rigor Matrix
[email protected]
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35

Dr. Mariane Fisher and Tonja Brading
Greater Clark County Schools Administration
2112 Utica- Sellersburg Rd.
Jeffersonville, IN 47130
◦ Mariane: [email protected]
(812-288-4802 Ext. 333 or 502-724-7220)
◦ Tonja: [email protected]
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