Student Success Day Data to Action November 9, 2009

Assessment Dialogue-Nadine Number yourselves from 1 to 4 #1 reads P. 39, and Necessary Components of Formative Assessment #2 reads Where Am I Going? #3 reads Where am I Now? #4 reads How Can I Close the Gap? As we as Students as the Center Share your reading with your group

Something to think about ……. “There is no value in assessing students if it does not impact learning and instruction.” (Fullan, Hill, & Crévola,2006)

Building Capacity in Assessment for Learning How Are Teachers and Students Involved in Assessment for Learning?

We are Learning to: 1.Examine our beliefs and ideas about the practice of student self assessment and its value in promoting students ability to be independent learners. 2. Identify and explain the steps of the process for teaching students the skills of self assessment

What Exactly is Assessment For Learning? Assessment for learning is about far more than testing more frequently or providing teachers with evidence so that they can revise instruction, although these steps are part of it. In addition, we now understand that assessment for learning must involve students in the process. Stiggins (2002)

Assessment Continuum Learning Goals Success Criteria Descriptive Feedback Peer/Self Assessment Individual Goal Setting Eliciting Evidence of Understanding

What are the Components of Successful Learning? Learning is Collaborative (Grouping: whole, small, pairs; Reciprocal peer learning) Timing is appropriate (How often?, when?) Supports and resources are clearly identified (Print materials, video, access to facilitators and expertise) Focus is clearly identified Format meets learners needs

Here’s what the groups of schools learned about goal setting:

Success Criteria for Writing Learning Goals Content Identifies what is to be learned and why Connects to a big idea (Authentic contexts, real life situations) Specific Knowledge and skills in curriculum Scaffolded and incremental Realistic and attainable Language Is student friendly and simple Uses a personal pronoun (I,we) Uses an intro verb that suggests achievement in a positive way ( I can, we are, I will) Uses a VERB that is measurable or observable)

Is the Learning Goal Shared and Clarified with the Students? Identifying and Sharing Learning goals Identify the knowledge and skills identified in the curriculum expectations Address the ‘big idea’ learning and the incremental steps to build student knowledge and skills Use clear, concise language that is student-friendly and grade-appropriate State from a student’s perspective (e.g. “I can…, I will be able to…, We are learning to…) Describe ‘observable’ learning Tell students what the learning goals are at the outset of instruction Post the learning goals visibly in the classroom

Clarifying the Learning Goals to Ensure Student Understanding Have students record the learning goals in their notebooks, on the task or on an assessment tool such as a checklist Record on an organizer that connects the incremental learning goals and the ‘big idea’ learning Emphasize the connection between the learning activities and the learning goals Ask students, “Why are we doing this activity? What are we learning? How does this connect to the big ideas of the learning?” Have students discuss, in pairs or small groups, what the learning goal means to them, how it connects to their prior knowledge and experiences, and what questions they have Ensure students understand what is to be learned and why Ask students to define key words in the learning goal statement, and discuss their meaning

Nadine’s Lesson Topic:Integers (To Align With What Rowena Was Doing)

De-Constructing the Ontario Curriculum Expectations Form (Sharing the Learning Goals) Overall Learning Expectation (Unit Goal) 1. Write down the Overall Learning Expectation (The Big Idea) for the Unit in the space below. ________________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ __________________________________________________ 2. Do you understand what the above Expectation (Learning Goal) means? (Diagnostic Assessment) Yes__________ NO_________ Sort Of___________

2. Rewrite the Expectation in your own words in the space provided below. ________________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ____________________________________________________ Specific Learning Expectation 1. Write down the Ontario Curriculum Specific Expectation below in the space provided. Underline the key words in the Expectation. ________________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

2. Rewrite the Expectation in your own words in the space provided below. _______________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ___________________________________________________________ 3. Copy down the class’s version of the Expectation _______________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ___________________________________________________________ 4. Do you understand what the above Specific Expectation (Learning Goal) means? (Assessment) Yes__________ NO_________ Sort Of___________

5. What does the Learning Goal (The Specific Expectation) mean to you? How does it connect to your prior knowledge (schema) and experiences? ________________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Mind Map Overall Expectation: Solve problems involving whole numbers, decimal numbers, fractions, and integers, using a variety of computational strategies

For Example, the Lesson Dealt with Integers and Numbers e.g., NATURAL NUMBERS. The counting numbers 1, 2, 3, 4… WHOLE NUMBER Any one of the numbers 0, 1, 2, 3, 4… INTEGERS. Any one of the numbers …, –4, –3, –2, –1, 0, 1, 2, 3, 4, RATIONAL NUMBER. positive and negative fractions and decimals IRRATIONAL NUMBER. A number that cannot be represented as a terminating or repeating decimal; for example, … REAL NUMBERS include all integers, positive and negative; all fractions; and the irrational numbers It was Helpful to Include the Following Question Right in the Handout When Setting the Learning Goal “Why are we doing this activity? What are we learning? How does this connect to the big ideas of the learning?”

Bulletin Board Idea

Rowena’s Lesson Introductory Integer Lesson Big idea: Integers are whole numbers and their opposites Learning Goal: I can identify integers found in real life Teaching Sequence/ Activities: 1.Connect this lesson to day before Fractions are one type of numbers, today we are learning about another type of number 2.Give handout of web and organization of thoughts page 3.State the big ideas and refer to it on board 4.Analyze the word “opposite” by orally brainstorming opposites. I.e., hot/cold, up/down, left/right, wrong/right, above/below, positive/negative 5.Record today’s big idea on web 6.Our specific learning goal is shown as part of the big idea. Talk to buddy about its wording.Revise wording into student friendly language (identify/find, integers +/-#, real life /everyday) 7. Record on web 8.Hand out example page of real life clues. In jot note section, discuss with buddy everyday examples of integers as topics

Ideas To Take Away Make daily goal explicit Involvement creates ownership 3 second wait rule Move discussions from a table tennis match to a volleyball game to eventually a soccer game

“When we invest time up front to build the vision of what students are to be learning, we gain it back in increased student motivation and the resulting higher-quality work.” Chappuis (2009)

Deconstructing Reading 1.6 Expectation In your Grade Level groupings deconstruct Reading Expectation 1.6 Write it in student friendly language on the Activity Map provided. We will use this to create lessons for Making Connections TLCP This will be a sample for other expectations and subject levels.

Mind Map Overall Expectation Reading Expectation 1.6 :

Benefits of SMART Goals Everyone knows what the priorities and expectations are and can align their efforts to achieve them. Everyone knows how success is defined, how it will be measured and the timelines.

SMART Goals SMART goals let us monitor which of our efforts are making a difference and by how much. S – Strategic and Specific M – Measurable A – Attainable R – Results-Based T – Time-Bound

Student Achievement: A Review of SMART Goals for Bernard- Fatima

School Plan for Continuous Improvement BARDS