Featured Presenters: Harvey SilverJennifer Bay Williams Jan ChappuisMyron Dueck Carol Commodore Embassy Suites, Lexington Preconference: July 25, 2011 Conference: July 26-27, 2011 Meeting the Challenge: Implementing Standards and Assessment Practices Register at: P-12 MSOU Summer Conference

Appalachian Teacher Partners Appalachian Math Science Partnership Master Teacher Project Funded by the National Science Foundation April 6, 2011 We will begin at 9:01

Group Norms Place cell phones on silent or vibrate Come prepared for each meeting Listen actively as others are speaking Avoid sidebar conversations Respect and solicit opinions Rule of 2 feet

February Review Selected Response Analysis High Level Question Analysis The formative-assessment process

Roadmap for Today Linking Principles of FA to Classroom Practice Assessment Literate Teachers Subject Break Outs

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Informing the Journey Using pages 1 and 2 of the article, “Linking Principles of Formative Assessment to Classroom Practice,” –Identify the lessons learned in this case example; –How can use these lessons learned to inform your journey towards assessment literacy and your inform the work you may be asked to do as a teacher leader in your district. Be prepared to share key points from your conversation with the whole group.

Take Home Message Assessment literacy is not hard learning, but it is slow learning, and it requires sustained and targeted support at all levels of the system.

Linking Principles of Formative Assessment to Classroom Practice Learning Targets: –Apply 7 of 10 principles of FA in utilizing standards related to Fractions. –Describe a (and modify as needed) sample process for linking principles of formative assessment to classroom practice.

Principle One Using your “Putting It All Together” organizer, complete Section I. –3 tasks, 2 resources, 4 guiding questions Take a minute to review tasks and related resources individually, then complete the tasks with a Partner. Use the guiding questions to focus your work. Time: 10 minutes Prior to teaching, teachers study and can articulate the math concepts students will be learning.

Fraction Considerations from CTS Need experience before alogrithms Use of number line Use of a variety of models –Area, length, set or quantity Use of benchmark fractions and comparing fractions Work with equivalence of fractions then decimals and per cents Work on judging relative size of numbers Importance of estimation and developing these skills Concept of fair shares/equal shares Concept of whole –Part of whole, Emphasizing meanings other than part - whole –a collection, –division of number, –ratio Meaning of (not definition of) numerator and denominator –Partitioning and iterating

Using CTS to establish the structure of conceptual knowledge in a topic helps educators shift the emphasis from lower level facts, definitions, and formulas to the important middle- and upper-level conceptual ideas needed to develop deeper understanding. –Mathematics Curriculum Topic Study, pg. 60

Processing the Principle If we don’t do principle one, then what?

Teachers cannot effectively promote learning beyond their own mathematical content knowledge. –Li Ping Ma, 1999

16 Assessment for Learning Strategies Where am I going? 1.Provide a clear statement of the learning target 2.Use examples and models Where am I now? 3.Offer regular descriptive feedback 4.Teach students to self-assess and set goals How can I close the gap? 5.Design focused lessons 6.Teach students focused revision 7.Engage students in self-reflection; let them keep track of and share their learning

Principle Two Using your “Putting It All Together” organizer, complete Section II. –2 tasks, 3 resources, 3 guiding questions Take a minute to review tasks and related resources individually, then complete the tasks with a partner. Use the guiding questions to focus your work. Time: 10 minutes Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.

Closer Look at Progression charts

Grade Level/ Course (HS): 2 nd Grade Math Standard with code: 2.OA.2 Fluently add and subtract within 20 using mental strategies 2. By end of Grade 2, know from memory all sums of two one-digit numbers. 2 See standard 1.OA.6 for list of mental strategies. Domain: Operations and Algebraic Thinking Cluster: Add and Subtract within 20 Type: ______Knowledge __X___Reasoning ______Performance Skill ______Product Knowledge TargetsReasoning TargetsPerformance Skills TargetsProduct Targets Know mental strategies for addition and subtraction Apply mental strategies to add and subtract fluently within 20. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision.Look for and make use of structure. Look for and express regularity in repeated reasoning.

Know mental strategies for addition and subtraction. I am learning to use mental strategies for addition and subtraction. I am to use mental strategies for addition and subtraction. I know some ways to add and subtract in my head, without using a pencil and paper, objects, or my fingers. I know some ways to add (put together) and subtract (take away) in my head, without using a pencil and paper, objects, or my fingers. I know some mental strategies. These are ways to add and subtract in my head, without using a pencil and paper, objects, or my fingers.

Apply mental strategies to add and subtract fluently within 20. I can apply mental strategies to add and subtract fluently within 20. I can use some ways to add and subtract in my head to quickly tell the answer to problems. I can use my mental strategies to quickly add and subtract problems with numbers up to 20.

Grade Level/ Course (HS): Algebra Standard with code: A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Domain:Arithmetic with Polynomial and Rational Expressions Cluster:Perform arithmetic operations on polynomials Type: ___X___Knowledge ______Reasoning ______Performance Skill ______Product Knowledge TargetsReasoning TargetsPerformance Skills TargetsProduct Targets  Identify that the sum, difference, or product of two polynomials will always be a polynomial, which means that polynomials are closed under the operations of addition, subtraction, and multiplication.  Define “closure”.  Apply arithmetic operations of addition, subtraction, and multiplication to polynomials. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision.Look for and make use of structure. Look for and express regularity in repeated reasoning.

Identify that the sum, difference, or product of two polynomials will always be a polynomial, which means that polynomials are closed under the operations of addition, subtraction, and multiplication. I can identify that the sum, difference, or product of two polynomials will always be a polynomial, which means that polynomials are closed under the operations of addition, subtraction, and multiplication. I can identify how the sum, difference, or product of two polynomials will be alike. I can explain what it means for polynomials to be closed under the operations of addition, subtraction, and multiplication. I can identify what the sum (answer when adding), difference (answer when subtracting), or product (answer when multiplying) of two polynomials will always be.

Define “closure”. I can define “closure.” I can define “closure” as it applies to polynomials. I can tell what it means for polynomials to be closed under the operations of addition, subtraction, and multiplication.

Apply arithmetic operations of addition, subtraction, and multiplication to polynomials. I can apply arithmetic operations of addition, subtraction, and multiplication to polynomials. I can add, subtract, and multiply polynomials. I can add polynomials. I can subtract polynomials I can multiply polynomials.

Processing the Principle If we don’t do principle two, then what?

The learning goals and success criteria drive the whole process of formative assessment. –Margaret Heritage

“There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teachers’ teaching. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.” –Brookhart, 2001

Principle Three Using your “Putting It All Together” organizer, complete Section III. –1 task, 3 resources, 3 guiding questions Take a minute to review the task and related resources individually, then complete the task with a partner. Use the guiding questions to focus your work. Time: 10 minutes Students can describe what mathematical ideas they are learning in the lesson.

Processing the Principle If we don’t do principle three, then what?

“There is a body of research that indicates that when students are given learning goals, goals that describe the intended learning, they perform significantly better than students who are given performance goals, goals that focus on task completion…It focuses their attention on learning by helping them understand the assignment is the means and the learning is the end.” Seven Strategies of Assessment for Learning, pg. 18

Principle Four Using your “Putting It All Together” organizer, complete Section IV. –3 tasks, 3 resources, 3 guiding questions Take a minute to review tasks and related resources individually, then complete the tasks with a partner. Use the guiding questions to focus your work. Time: 10 minutes Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments, and fits within the progression of student learning.

Processing the Principle If we don’t do principle four, then what?

“The single most important method for routinely sharing learning targets is using assignments that match – really match – the learning goal. It is in the assignment that the teacher translates the learning goal into action for the student.” –Moss and Brookhart, 2009, pg. 25

Inter-District Discussion Focus Question: How would these first 4 principles strengthen teacher practice and impact student learning? Meet with two other participants from different tables to discuss. (6 mins.)

Implementing the formative assessment process across a school involves changing the beliefs that teachers hold about how students learn and reframing the role teachers play in supporting that learning. –Moss & Brookhart, 2009, pg. 135

T-chart Time

5 Keys to Quality Classroom Assessment Divide the 5 keys among your table group. Using the following resources, create an icon for your key and write a gist statement for it. –CASL pgs , 27 Share with your tablemates. Discuss methods for helping teachers internalize these keys.

41 PURPOSE TARGET ACCURACY EFFECTIVE USE STUDENT INVOLVEMENT DESIGN EFFECTIVE COMMUNICATION

Ensure Assessment Quality Action 3 Learning Target: –I can justify the type of assessment method for each target type derived from a the standards.

Ensure Assessment Quality Determine the type of assessment that will be used to gather evidence of students’ achievement of the learning target. Select a proper assessment method for each target. –Most efficient method to gather evidence that provides accurate information.

Target Method Match Why might it be important to identify the type of target? What are some generalizations that can be made about assessment methods for each target type?

Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets Assessments How will I promote the learning and audit the achievement of the targets and standard?  FOR/Formative  OF/Summative Know what a sentence is Understand concept of word choice Write sentences with varied beginnings Hold a pencil correctly Print letters correctly according to DN methods Space words Use lines and margins correctly Stretch out sounds in … Distinguish the uses or meanings of a variety of words (word choice)

Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets Know what a sentence is Understand concept of word choice Assessments How will I promote the learning and audit the achievement of the targets and standard? Write sentences with varied beginnings Distinguish the uses or meanings of a variety of words (word choice) Hold a pencil correctly Print letters correctly according to DN methods Space words Use lines and margins correctly Stretch out sounds in … Formative  SummativeX Formative SummativeX Formative  SummativeX Formative  Summative

Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets Assessments How will I promote the learning and audit the achievement of the targets and standard? X Formative  Summative Know what a sentence is Understand concept of word choice Write sentences with varied beginnings Hold a pencil correctly Print letters correctly according to DN methods Space words Use lines and margins correctly Stretch out sounds in … Distinguish the uses or meanings of a variety of words (word choice) X Formative  SummativeX Formative SummativeX Formative  Summative

Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets Assessments How will I promote the learning and audit the achievement of the targets and standard?  Performance Know what a sentence is Understand concept of word choice Write sentences with varied beginnings Hold a pencil correctly Print letters correctly according to DN methods Space words Use lines and margins correctly Stretch out sounds in … Distinguish the uses or meanings of a variety of words (word choice) X Formative  SummativeX Formative SummativeX Formative  SummativeX Formative  Summative  Selected Response  Ext. Written Response  Personal Communication  Selected Response  Ext. Written Response  Performance  Personal Communication  Performance  Personal Communication

Ensure Assessment Quality Examine the deconstruction of 3.G.2. Identify the type of assessment that will be used for each target type (FA and/or SA) and mark that on the deconstruction. Determine the assessment method(s) (SR, EWR, PA, PC) that will be used for each target type and mark that on the deconstruction. Share with an elbow partner.

Ensure Assessment Quality Action 3 Learning Target: –I can justify the type of assessment method for each target type derived from a the standards.

Take Home Message “The heart of accuracy in classroom assessment revolves around matching different kinds of achievement targets…to the appropriate assessment method.” –CASL, pg. 95

Principle Five Using your “Putting It All Together” organizer, complete Section V. –4 tasks, 4 resources, 3 guiding questions Take a minute to review tasks and related resources individually, then complete the tasks with a partner. Use the guiding questions to focus your work. Time: 15 minutes Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.

Processing the Principle If we don’t do principle five, then what?

Good assessment means clearly knowing what it is you want to assess and then choosing the best method to get the job done, which…depends on the purpose and the learning targets being assessed. –CASL, pg. 94

Principle Six Using your “Putting It All Together” organizer, complete Section VI. –2 tasks, 4 resources, 5 guiding questions Take a minute to review tasks and related resources individually, then complete the tasks with a partner. Use the guiding questions to focus your work. Time: 15 minutes Teachers use assessment information to focus and guide teaching and motivate student learning.

Processing the Principle If we don’t do principle six, then what?

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Current Status of U.S. Educational Assessment System Three Positives Reduction of assessment bias in large-scale tests Research ratification of the formative assessment process Increased advocacy of the formative assessment process Four Negatives Educator’s abysmal assessment literacy Uncritical adoption of interim assessment system(s) Computer adapted testing’s seductive allure Instructionally insensitive accountability tests James Popham, July 2010

Principle Seven Using your “Putting It All Together” organizer, complete Section VII. –4 tasks, 7 resources, 4 guiding questions Take a minute to review tasks and related resources individually, then complete the tasks with a partner. Use the guiding questions to focus your work. Time: 10 minutes Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.

Processing the Principle If we don’t do principle seven, then what?

Effective feedback is a teacher’s response to student work using the criteria for good work that were part of the learning target. Effective feedback observes where the work did a good job of meeting the criteria and where it did not. Effective feedback suggests ways the student could go about understanding the reasons for these observations, building on strengths and improving weaknesses. –Moss & Brookhart, 2009, pg. 45

More effort has to be spent in framing questions that are worth asking: that is, questions that are critical to the development of student understanding. –Black, Harrison, Lee, Marshall, & Wiliam, 2003

Linking Principles of Formative Assessment to Classroom Practice Learning Targets: –Apply 7 of 10 principles of FA in utilizing deconstructed standards. –Describe a (and modify as needed) sample process for linking principles of formative assessment to classroom practice.

What do teachers need to know and be able to do to be assessment literate? As a table group, prepare a five minute presentation your administrators, which addresses the questions, “What do teachers need to know and be able to do to be assessment literate?” “What happens if they are not?” –Identify milestones –Identify related PD needs

Creating a climate for improvement Teacher learning is just like any other learning in a highly complex area –In the same way that teachers cannot do the learning for their learners, leaders cannot do the learning for their teachers What is needed from teachers –A commitment to the continuous improvement of practice; and –A focus on those things that make a difference to students What is needed from leaders –A commitment to engineer effective learning environments for teachers : creating expectations for the continuous improvement of practice keeping the focus on the things that make a difference to students providing the time, space, dispensation and support for innovation supporting risk-taking –Dylan Wiliam, 2010

Optimal learning environments flourish in schools where formative assessment is not just what educators “do” but is an indicator of what educators believe in and value. (pg. 150) …teaching students how to learn, instead of merely what to learn, is valuable work that is well worth doing. (pg. 151) –Moss & Brookhart, 2009

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Roadmap for Today Linking Principles of FA to Classroom Practice Assessment Literate Teachers Subject Break Outs

Preparation for the Summer Meeting Summer dates: June and July Reading in preparation for the meeting: CASL Chapters and How to Grade for Learning page “The principle goal of education is to create people who are capable of doing new things, not simply repeating what other generations have done – people who are creative, inventive, discoverers. Jean Piaget