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Workshops

Besides our regular contracted on-site services, we also prepare specialized workshops that will meet your individual district’s needs based on our areas of expertise.  These trainings include consultant-participant interaction, and detailed materials with hands-on practice. Popular topics include the following:

 

 

minicheckManaging Transformational Change

Evaluate methods to create a culture in which change is viewed as an on-going practice.  Explore methods to empower teachers to implement alternative methods of instruction, assessment, and classroom management.

Change Literacy

  • Order of change — 1st, 2nd, 3rd
  • Systemic vs. systematic

Bell curve for implementing change
Barriers to successful change
Steps to planning for successful change
Identifying steps to the desired culture

 

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Structuring a District Assessment System to Generate Usable Data to Guide Improvement Efforts

Evaluate the usability of assessment data with your peers. You’ll use a systematic plan to create a District Assessment System that provides usable data, and will create a long range plan for continuous improvement in curriculum, instruction, and assessment.

 

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Grading in a Results-based Environment

Grading practices vary as much as teaching styles within a district. We’ll analyze the benefits of unifying grading practices, determine how much unification is necessary, and create a plan to begin the work. You’ll also have the opportunity to review samples of grading policies and report cards to get an idea of what it might look like in your district.

 

minicheckSetting Mastery Expectations

Not to be confused with Mastery Learning. We’ll clarify the differences between mastery and Mastery Learning and ask you to think about how setting district or school expectations for mastery can help with decision-making regarding curriculum, instruction, and assessment. You’ll begin the process by analyzing research and samples of mastery statements and will draft one for your district or school.

 

minicheckWriting Measurable Learning Targets to Create Instructional Units

Provides professional development for skills to write high rigor, measurable learning targets to define units of study within a course.

  • What is a measurable learning target
  • How to use verbs to indicate rigor
  • Outcome and components training with quiz
  • Outline course and turn it into outcomes and components

 

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Aligning Instruction to Curricular Targets

Provides professional development for skills to design instructional plans that align to identified, measurable learning targets.

 

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Using Data to Evaluate Instructional Design

Determine critical elements of a great instructional plan and make connections between assessment data and the effectiveness of a lesson. You’ll use a planning structure that puts an emphasis on what students should know and be able to do.

 

minicheckDesigning Valid Assessments and Using them Well

Participants will identify characteristics of valid assessments and use assessment principles to create, score, and evaluate aligned assessments.

Day 1: Explore assessment literacy in current terms.

  • Summative vs. Formative Assessment
  • Types of assessments (Selected response, Constructed response, Product, Performance)
  • Validity vs. Reliability
  • Bias

Evaluate assessments for validity (alignment).  Identify methods to increase reliability of each type of assessment.  Rubrics and other scoring tools.

Day 2: Administration Guidelines, Proficiency Criteria, Validating assessments

 

minicheckAligning Assessments to Curricular Targets

Participants will identify characteristics of valid assessments and use assessment principles to create and evaluate aligned assessments.

 

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Develop a Scoring Guide to Measure Student Learning on a Unit of Instruction

Participants will develop tools to score assessments reliably using techniques appropriate to assessment task.

  • How to use rubrics to determine reportable grades
  • Developing proficiency scales
  • Methods to establish inter-rater reliability
  • Establish expectations for acceptable student performance
  • Use the validation process to process data to improve assessments