Presented by Instructional Coach Angela Harriston, M.Ed. Data Systems The Dream Team: Inspiring Students to Dream Big!

By the end of this session, the teachers will be able to identify the expectations surrounding bi-weekly assessments, morning collaboration, classroom norms, and how to write S.M.A.R.T. objectives in order to implement with fidelity with at least 80% mastery this school year. Bi-Weekly Assessments Morning Collaborative Schedule & Expectations Revisit Classroom Norms Expectations Writing S.M.A.R.T. Objectives Agenda/Topics to Be Covered

Bi-Weekly Assessments

This year, we will have bi-weekly assessments on Fridays English/Math assessments will be created by Mr. Leland Science/Social Studies teachers will create their own CCSS aligned assessments Bi-Weekly Assessments

Science/Social Studies teachers must submit their assessment to the administrator over their department the Friday before the assessment is given Approval for the turned in assessment will be given by the following Monday. Bi-Weekly Assessments

The first assessment will be given out on Friday, September 12 and will serve as a pre-diagnostic to gauge where our students are at this moment What this means is that the Science and Social Studies teachers must submit a copy of their assessment to their department administrator by Friday, September 5 and their administrator will give his/her approval on Monday, September 8 Thereafter, please consult your school calendar for the dates of your bi-weekly assessment Bi-Weekly Assessments

Each Assessment will have no more than ten questions and a BCR. All teachers of the four cores (English, Math, SS, and Science) will score their own assessments by hand and will have to continue using the Individual Class Assessment Analysis until the Scantron machine arrives in October. Teachers will have to score the BCR by hand and use the PAARC rubric as a measuring tool. You will have a week to score and analyze your data. It all must be completed by the SCORE Data talk meeting the Friday following the bi-weekly assessment. Bi-Weekly Assessments

Morning Collaborative Schedule & Expectations

This year, all morning collaboratives will begin promptly at 8:10am and will conclude promptly at 8:40am. Attendance will be taken at all morning collaborative meetings Please refer to your morning collaborative schedule as I go over it with you While at each collaborative meeting, please be a present and active participant by following the norms that will be put into place at each session Morning Collaborative Schedule & Expectations

Each of you were given a survey for you to fill out. Please fill out the survey to let us know what are your preferences for whole staff morning collaborative topics The surveys are anonymous unless you want us to know that it came from you Please give the completed surveys to me, Mrs. Harriston or Mr. Leland. Morning Collaborative Schedule & Expectations

Please follow along with me as I revisit the classroom norms and expectations sheet Revisit Classroom Norms Expectations

Writing S.M.A.R.T. Objectives

A lesson objective is not a unit goal, a content standard, or an activity; it is a means of achieving the unit goals and defines what students will know, value, or be able to do as a result of the lesson activities. When designing lesson objectives, ask yourself, "After today's lesson what will my students know? be able to do? value? Writing S.M.A.R.T. Objectives

S----Specific (What new learning will specifically happen today)? M---Measurable (Use action words to demonstrate this) A—Aligned (Aligned to the CCSS) R—Rigorous T—Time Bound (By when will the learning take place) All of your objectives must be S.M.A.R.T. The following slides contain action verbs that can be used to write S.M.A.R.T. objectives. Writing S.M.A.R.T. Objectives

Here is a sample list of verbs that can be used when writing learning objectives. These verbs indicate activities that are measurable and specific. Assemble, diagram, make, relate Assess, differentiate, measure, repeat Attempt, discriminate, memorize, rephrase Calculate, distinguish, modify, represent Categorize, document, name, restate Writing S.M.A.R.T. Objectives Action Verbs for Learning Objectives

Challenge, draw, operate, review Change, estimate, organize, select Choose, evaluate, originate, separate Classify, explain, paraphrase, show Combine, fill in, perform, specify Compare, give, example, plan, state Compose, give in own words, prepare, suggest Conclude, identify, produce, summarize Writing S.M.A.R.T. Objectives Action Verbs for Learning Objectives

Construct, illustrate, propose, tell Define, indicate, rank, transform Demonstrate, judge, rearrange, translate Describe, justify, recall, use Design, label, recognize, verbalize Determine, list, recommend, write Develop, locate, record Writing S.M.A.R.T. Objectives Action Verbs for Learning Objectives

By the end of the lesson, Students will be able to (SWBAT): Work in cooperative groups in order to identify and discuss at least three examples of situations of “deferral and denial” in August Wilson’s Fences and Langston Hughes’ poem, “A Dream Deferred,” and demonstrate mastery by writing a BCR analyzing how these two terms help to contribute to the theme of the two pieces of literature. Now, this particular objective could be a culminating activity for a week’s worth of lessons. Writing S.M.A.R.T. Objectives

By the end of the lesson, SWBAT _______________________ in order to __________________ with at least 80% accuracy. With this lesson objective, you have to assess in some way, that day, to make sure that the students are mastering the objective with 80% accuracy. You could measure this with an Exit Ticket Q & A before they can leave the class Gallery Walk, etc. S.M.A.R.T. Objective Format 1

By the end of the lesson, SWBAT ____________________ in order to ______________________ and demonstrate mastery by ___________. Again, using some sort of formative assessment like an Exit ticket can help you determine if your students mastered their S.M.A.R.T. objectives for that class period. S.M.A.R.T. Objective Format 2

Questions