Syllabus

“EXCELLENCE THROUGH COLLABORATIVE COMMUNITIES OF LEARNERS”

AURORA UNIVERSITY SYLLABUS

Course Number: OEDS 5841

Course Title: Standard-Algn Clsrm Lrng Team2

3 Semester Hours Graduate Credit

1. Catalog Description

Designed for learning teams who have completed one year in the SAC project, the Standards-Aligned Classroom Project provides educators the opportunity to reclaim their role as the determiners of key learning targets and appropriate classroom assessments.

2. Course Overview

This course will utilize the framework for Assessment Literacy Learning Teams, set out by Richard Stiggins of the Assessment Training Institute, (Educational Testing Service) Portland, Oregon. Building-based learning teams of 3-7 members will meet regularly over a six to nine month period. They will read and study the text Classroom Assessment for Student Learning: Doing It Right, Using It Well by Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis of the Assessment Training Institute, Portland Oregon, and its associated print and electronic training materials. Another resource available for study and activities is Differentiated Instructional Strategies One Size Doesn’t Fit all by Gayle H. Gregory and Carolyn Chapman. They will complete activities in the chapters as described. They will use other resources as recommended. Learning time will be spent as follows:

A. 25% of the total learning time reading or gathering information about potentially useful new assessment ideas and strategies

B. 50% in experimentation with new ideas and in reflection on “what works in my own classroom”

C. 25% in Learning team meetings, sharing lessons each member learned in their classrooms

This is a three semester hours course with 12 sessions of approximately 2 hours, and the remainder of 68 hours of study distributed as mentioned above in points A and B.

3. Student Learning Objectives

As a result of this course, the participant will be able to:

· Translate Illinois learning standards into classroom level achievement targets

· Effectively evaluate student work based on learning targets

· Develop rubrics based on the student learning targets

· Construct effective assessments

· Implement strategies to use rubrics as teaching/learning tools

4. Teaching Method/Class Format

The primary organizational structure of this program of study is the learning team. Working in groups of three to seven, participants will take responsibility of their own professional development. They will proceed through the text, relying on supplementary electronic materials and reading as needed to strengthen their assessment literacy. The learning teams and leadership within teams will be coordinated at the local district level and/or the Regional Office of Education/ISC.

The total work time will be 68 hours. Of this, three quarters is individual study, reflection, experimentation in the classroom, and other work, as appropriate. One fourth of the time is cooperative effort within the learning team. Students will use Classroom Assessment for Student Learning: Doing It Right, Using It Well by Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis of the Assessment Training Institute, Portland Oregon, and its associated print and electronic training materials. Another resource for the activities requirement is Differentiated Instructional Strategies One Size Doesn’t Fit all by Gayle H. Gregory and Carolyn Chapman.

5. Texts and Required Reading

Classroom Assessment for Student Learning: Doing It Right, Using It Well by Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis, Assessment Training Institute, Portland, Oregon, 2004.

Differentiated Instructional Strategies One Size Doesn’t Fit All, Gayle H. Gregory and Carolyn Chapman, Corwin Press, 2007

Chappuis, Stephen and Stiggins, Richard, 2002. Classroom Assessment for Learning. Eudcational Leadership, 60 (1): 40-43.

Costa, Arthur and Kallick, Bena, 2004, Launching Self-Directed Learners, Educational Leadership, 62 (1) :51-55.

Jones, Rebecca, Making Standards Work, September 2000, American School Board Journal

6. Units of Work

Standards-Aligned Classroom Learning Teams

Suggested Session Agenda

Opening

5-10 minutes

· Reaffirm group norms

· Review goals, agenda, and participant roles

Content/Ideas

75-100 minutes

· Briefly review the key ideas in the chapter you read

· Share experiences based on applications tried

· Review ATI videos/DVD as appropriate

· Complete journal entries

Planning

10-20 minutes

· Designate reading/assignment for the next team meeting

· Goals, agenda, participant roles for next meeting

Wrap-Up

5-10 minutes

· Reflect on the meeting using the Team Learning Log

Suggested Topics for Each Session:

Session Number
#1	Review group norms. Plan upcoming meeting. Review the completed training.
#2	Share the standards and their related KRSPs. Complete a journal entry.
#3	Discuss Chapter 7: Performance Assessment Complete a journal entry.
#4	As a group, review a rubric using the Assessment Quality Rubrics worksheet from Chapter #9 on the CD (Activities and Resources) provided with the textbook. Complete a journal entry.
#5	Discuss Chapter 8: Personal Communication as Assessment Complete a journal entry.
#6	Discuss Chapter 9: Communicating About Student Learning. Complete a journal entry.
#7	Discuss Chapter 10: Assessment of Learning: Report Cards. As a group review a standards based report card. Complete a journal entry.
#8	Discuss Chapter 11: Portfolios. Complete a journal entry.
#9	Discuss Chapter 12: Conferences About and With Students. Complete a journal entry.
#10	Discuss Chapter 13: Practical Help with Standardized Tests. Complete a journal entry.
#11	Share and peer review lesson plans. Plan for the end of the year presentation
#12	Review the plans posted to the web.

7. Class Assignments

Session Number	Assignment
1	Deconstruct a standard you will be using in your class, listing knowledge, reasoning, skills, and products represented in the standard and bring it to the next session.
2	Chapter 7: Performance Assessment
3	Select a rubric and bring it to the next team meeting.
4	Chapter 8: Personal Communication as Assessment
5	Chapter 9: Communicating About Student Learning
6	Chapter 10: Assessment of Learning: Report Cards. Bring a sample of a standards based report card to the next session.
7	Chapter 11: Portfolios
8	Chapter 12: Conferences About and With Students
9	Chapter 13: Practical Help with Standardized Tests
10	Prepare for the end of the year presentation.
11	Post lesson plan to the Website.

8. Evaluation and Grading Procedures

It is a high priority that individuals and teams take responsibility for monitoring their own improvement as classroom assessors. Over the course of the study, each participant gathers and presents to the team evidence of increasing mastery of the learning in regard to assessment literacy. The individual record of improvement takes the form of a growth portfolio. The requirements for the course are listed below.

Complete a Growth Portfolio with the following components:

· Table of contents

· Ten or more reflection/journal entries

· Completed Lesson Plan

· Completed Lesson Plan Checklist for your plan

· Activities Review and Summary – See #1

· Assessment of Rubrics – See #2

· Strategies Implementation Summary – See #3

The following Lesson Plan Checklist will used to review your plan:

	Self-Evaluation		Peer Review		Coach Review
Category	No	Yes	No	Yes	No	Yes
STANDARDS AND KRSPs
1. All KRSPs relate to the standard(s) and do not relate to specific activities in the lesson.
2. A Skill or Product is included for all Knowledge and Reasoning.
3. I can statements are included.
ASSESSMENT AND EVALUATION
4. The assessment methods match the domain.
INSTRUCTION
5. Instructional activities are included for every KRSP.
6. The instructions and activities are clearly written and easily understood.
7. All assessments are written into the instructions as they would occur in the lesson.
RESOURCES & MATERIALS
8. All of the materials used during Instruction are listed
DIFFERENTIATION STRATEGIES
9. Strategies for less complex targets are written.
10. Strategies for more complex targets are written.
FOLLOW-UP
11. Specific activities are listed for re-teaching and/or additional practice.

1. Activities Review and Summary - Select up to five activities (in the blue boxes) from the Stiggins’ textbook or five end of Chapter Reflections from the Chapman Text. Complete the activity as described and write about your implementation, application, and insights based on the activities.

2. Analysis of Assessments - Using the Assessment Quality Rubrics worksheet from Chapter #9 on the CD (Activities and Resources) provided with the textbook, evaluate three assessments of your choice. Summarize your analysis of the assessments in a written paper and provide insights gained from the review of the assessment.

3. Strategies Implementation Summary - Implement at least two of the Seven Strategies on page 241 and 242 in the textbook. Describe how you planned to use a rubric as a teaching tool using each of the strategies, how the students responded to each of the strategies and any changes you would make after your implementation.

For a grade of “C” – Completed growth portfolio with at least 50 points based on number 2 and 3 and 4 listed above

For a grade of “B” - Completed growth portfolio with at least 70 points based on number 2 and 3 and 4 listed above

For a grade of “A” - Completed growth portfolio with at least 90 points based on number 2 and 3 and 4 listed above

Failure to complete course requirements with at least 50 points will result in a grade of “F”. No credit will be issued and tuition will not be refunded.

The graduate grading system was reviewed by Deans' Council and forwarded to the Academic Standards Committee for deliberations. This was approved by the Academic Standards Committee as of 5 May 1992 for presentation to the Faculty Senate on 12 May 1992 for approval. The Faculty Senate approved the policy on 12 May 1992.

Arter, Judith A. and McTighe, Jay (2001). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessment and Instruction, Corwin Press.

Austin, T. (1994) Changing the View: Student-Led Conferences. Portsmouth, HN: Heinemann.

Burke, Kay. (1994) The Mindful School: How to Assess Authentic Learning. IRI/Skylight Training and Publishing, Inc.

Dufour, Rick and Easker, Robert (1998). Professional Learning Communities: Best Practice for Enhancing Student Achievement. New York: National Education Service

Wiggins, G. & McTighe, J. (1998) Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Participants are required to attend all course sessions and to actively engage in class discussions, small group activities, experimental and experiential group exercises and projects. Make-up for absences can be arranged with the learning team coach in conjunction the Regional Office of Education/ISC. Extensive absences may result in a loss of credit and no refund for the course will be issued.

Students are expected to maintain academic honesty and integrity as students at Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student's receiving a zero for that test, assignment, or paper.

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.

	5 points	10 points	15 points	Points
Activity #1	Activity completed and summarized	Activity completed and summarized, classroom applications listed and insights gained from the activity described	Activity completed and summarized, classroom applications listed, insights gained from the activity described, and connections to information in any of the articles
Activity #2	Activity completed and summarized	Activity completed and summarized, classroom applications listed and insights gained from the activity described	Activity completed and summarized, classroom applications listed, insights gained from the activity described, and connections to information in any of the articles
Activity #3	Activity completed and summarized	Activity completed and summarized, classroom applications listed and insights gained from the activity described	Activity completed and summarized, classroom applications listed, insights gained from the activity described, and connections to information in any of the articles
Activity #4	Activity completed and summarized	Activity completed and summarized, classroom applications listed and insights gained from the activity described	Activity completed and summarized, classroom applications listed, insights gained from the activity described, and connections to information in any of the three articles
Activity #5	Activity completed and summarized	Activity completed and summarized, classroom applications listed and insights gained from the activity described	Activity completed and summarized, classroom applications listed, insights gained from the activity described, and connections to information in any of the three articles
Total Points for # 1- Activities Review and Summary

	0 points	5 points	10 points	Points
Assessment #1	Not Included	Analysis of the assessment included	Analysis of the assessment included with insights gained described
Assessment #2	Not Included	Analysis of the assessment included	Analysis of the assessment included with insights gained described
Assessment #3	Not Included	Analysis of the assessment included	Analysis of the assessment included with insights gained described
Total Points for # 2 – Analysis of Assessments

	0 points	5 points	10 points	Points
Strategy #1	Not Included	Plan, student response, and changes generally described	Plan, student response, and changes described in detail
Strategy #2	Not Included	Plan, student response, and changes generally described	Plan, student response, and changes described in detail
Total points for #3 - Strategies Implementation Summary

Self-Evaluation

Peer

Coach

Category

No

Yes

No

Yes

No

Yes

STANDARDS AND KRSPs

ASSESSMENT AND EVALUATION

INSTRUCTION

RESOURCES & MATERIALS

DIFFERENTIATION STRATEGIES

FOLLOW-UP