1. SIP Learning Goals and Assessment AUGUST, 2014

2. Step 0 Learning Goal/ Pre-Assessment

3. Session Learning Targets Understand Learning Goal vs. Learning Target Understand the alignment of Learning Goals and Assessments. Understand how to collect, document and analyze assessment data. Understand where to find curriculum documents to support the 5 Step Process.

4. Learning Goal TREE: Learning Goal Mathematics: Students will solve equations and proportions using the Properties of Real Numbers. Leaves: Learning Targets Step 4 of the 5-Step Process I can apply the Addition and Subtraction Properties of Equality to solve a one-step equation. I can apply the Multiplication and Division Properties of Equality to solve a one-step equation. I can apply the Addition and Subtraction Properties of Equality to solve a two-step equation and provide justification for each step. I can apply the Multiplication and Division Properties of Equality to solve a two-step equation and provide justification for each step.

5. Learning Goal: Step 0 A Learning Goal is the broad overarching statement of student learning, based on standards, that encompasses learning targets over a period of time (i.e. unit, theme, concept).

6. Learning Target A Learning Target describes, in a language students understand, the lesson-sized chunk of information, skills, and reasoning processes students will come to know deeply and thoroughly.

7. Learning Goal vs. Learning Target In your group, on chart paper: Identify the key points of Learning Goals and Learning Targets Identify the differences between Learning Goals and Learning Targets Provide 1-2 examples of Learning Goals and Learning Targets Learning Goal Learning Targets

8. Learning Goals In your group: Analyze the sample learning goals and be prepared to share: Consider the following: Does the Learning Goal align with the standards? Does the Learning Goal span multiple lessons over a period of time? Is the Learning Goal “just the right size”, not too small as to be a daily learning target, but large enough to address a unit or topic? Does the learning goal identify a major skill that the students will know after they have completed the unit or topic?

9. Pre-Assessment WHY?WHEN? HOW?WHAT?

10. Pre-Assessment Step 0 Pre-Assessment is a measurement of what students are expected to learn as a result of the established learning goal. Linked to Learning Goal Provide enough items to confidently assess the Learning Goal Match the level of rigor of the standards Use multiple formats

11. Pre-Assessment In your group analyze the sample Learning Goal and Pre- Assessment Does the Pre-Assessment align to the Learning Goal? What changes need to be made in the Learning Goal, if any? What changes need to be made to the Pre-Assessment, if any? Does the pre-assessment have items which match the level of rigor of the learning goal? Does the pre-assessment use mixed-format items (i.e. multiple choice, short answer, performance, observation)? Does the pre-assessment offer enough questions to allow teacher to identify student needs?

12. Collect, Chart, Analyze In your group, chart and analyze the data. Review the pre-assessment results Chart the pre-assessment results Analyze the pre-assessment results Be prepared to share with other groups the way you charted an analyzed the data.

13. Charting Data How can charting the data in different ways allow for various groupings and adjusting of instruction?

14. Learning Goal and Assessment Alignment How can we use curriculum documents to support the 5 Step Process Step 0? Curriculum Stations Each team member identifies a content area: ELA, MATH, Science, Social Studies Report to appropriate Curriculum Station Be prepared to share your learnings with your team.

15. Learning Goal and Assessment Team members share learnings from Curriculum Stations with rest of team. As a team determine: How will you share this information with staff? What do you need to be successful in sharing info with staff? What additional resources do you need?