Upcoming Conferences & Workshops


Larry Ainsworth Unwrapping Standards Learning Progressions & Assessments

Live Virtual
October 4th, 2022 - November 1st, 2022, 3:00pm - 4:30pm





Join Larry Ainsworth to learn the what, why, and how of this Integrated Teaching and
Learning system; a step-by-step process that builds upon the foundation of his 2022
series of virtual workshops. Prioritize the Illinois Learning Standards!






OCTOBER 4, 2022 -  "Unwrapping” the Priority Standards for Greater Clarity

You have identified and vertically aligned your Priority Standards in targeted content areas. Where to next? 'Unwrap' the Priority Standards! Here's how to do it: Analyze the wording of your Priority Standards - to determine exactly what students need to know and be able to do. Underline the teachable concepts (important nouns and noun phrases). CAPITALIZE the skills (verbs) - not all verbs, just those representing what students must be able to do. Create a graphic organizer that brings into sharp focus those concepts and skills. Next, identify the approximate level of cognitive rigor for each skill-concept pair according to the Revised Bloom's Taxonomy and Webb's Depth of Knowledge (DOK). On the graphic organizer, list the bulleted phrases that most closely match each of your 'unwrapped' concept-skill pairs to show how the levels were identified.


OCTOBER 11, 2022 - Learning Targets and Success Criteria

With the Priority Standards 'unwrapped,' the next step is to write student-friendly learning targets using age-appropriate student language. Here's how to do it: Look again at the 'unwrapped' teachable concepts (important nouns and noun phrases) and the skills (verbs) in your selected Priority Standard. How would you reword that 'unwrapped' Priority Standard - without losing its rigor - into language your students would understand? Practice writing it as a student-worded learning target. Success Criteria: With your Learning Targets identified, now look again at both your 'unwrapped' Priority Standard(s) and your student-worded learning target(s). What would students need to show or provide as credible evidence that they had 'hit' the learning target? Write these success criteria in specific verb-noun phrases.

OCTOBER 18, 2022 - Assessment Literacy: Keys to Creating Quality Assessments

Learn the keys to creating quality assessments (both formative and summative), especially the importance of intentionally aligning assessment questions to the rigor of the 'unwrapped' Priority Standards.  Here's how to do it: Write selected-response questions (multiple-choice, multiple-select) matched to the 'unwrapped' Priority Standards and identified levels of rigor that include these key components: question stem, the correct or best answer, three distracters (incorrect responses), and a distracter analysis for each question that indicates why each incorrect response is incorrect. This enables educators to correctly and quickly determine from student responses what instructional adjustments they need to make in order to close student learning gaps.

OCTOBER 25, 2022 - Constructed-Response Assessments and Scoring Guides

See how to write both short - and extended-response assessment questions aligned to the rigor of the 'unwrapped' Priority Standards. Then learn how to use a simple, yet effective scoring guide (rubric) format to accurately and quickly score/grade student responses to these assessment questions. Here's how to do it: First, write a short constructed-response question that directly aligns to the 'unwrapped' Priority Standard concept-skill and its level of rigor so that students will have to demonstrate that skill at the same level. Write an accompanying commentary or solution statement that includes the key elements of a correct response. Include academic vocabulary, not simplified terms. Next, follow the same directions to create one extended-response assessment question. Then, refer again to the requirements of each of your short - and extended- response questions. Create an objectively worded scoring guide (no vague, subjective language that students will interpret differently from what the teacher intended) for each of your short-and extended-response questions that students will refer to as they create their assessment responses.

NOVEMBER 1, 2022 - Learning Progressions and Quick Progress Checks

Think of these as the prerequisite concepts and skills students need to learn on the way to achieving the 'unwrapped' Priority Standards and related learning target(s). Here's how to do it: Plan the learning progressions - from simple to complex- that scaffold student understanding to the rigorous 'unwrapped' Priority Standard(s). Then sequence these 'building blocks' in the suggested order they will occur during instruction. Quick Progress Checks: A quick, informal, ungraded check for student understanding needs to occur after instruction of a learning progression. Quick progress checks provide immediate feedback to educators about students' understanding of the learning progression in focus and where to go next instructionally so as to prepare students for success on the Priority Standards-based assessments (selected-response and constructed response). An individual teacher or a grade -or course- level team working collaboratively creates a short, formative assessment (think exit ticket) that directly aligns to the skill(s) and concept(s) of a specific learning progression and then uses the student responses as valuable feedback to determine where to go next instructionally. Students use the feedback to adjust their learning strategies so they can move forward in their understanding of the learning targets and 'unwrapped' Priority Standards.




Conference Fees

Single Session  $125.00

Attend All Five Sessions $500.00


How to Register:                                                                                                                                                           

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