1. Formative Assessment Institute Presented by: Pam Lange Jennifer Nehl

2. Outcomes To reconnect with colleagues. To continue dialogue about clear learning targets and unpacking the standards. To develop an understanding of using strong and weak student work. To begin discussion about embedded professional development.

3. Credit Options Sign-up participants Reminder: Sign in each In-service day Two PTSB Credits Two Graduate Credits – University of Wyoming

4. Textbooks

5. http://fai2.tie2.wikispaces.net/ Formative Assessment Wikispace

6. Survey Results

10. Add PollEverywhere

11. Homework Presentations: Save the Last Word for Me

12. Review Homework Presentation Review with team: 5 minute discussion at your table –Challenges –Successes –If you could make one suggestion, what would it be?

13. Structure for Discussion Protocol “Save the Last Word for Me” Homework Discussion Guide –You will be given extra time to fill this portion out. Discuss time limits – important Facilitator and Timekeeper

14. First Round First Round Grouping 4 to a group Different schools per group Three minutes to group

15. Discussion Guide

16. 15 minutes

17. Five Minute Reflection Homework Discussion Guide (bottom) Individually, take five minutes and reflect on the information you have learned. Ideas: –What might you like to report back to your team? –Suggestions for your district –Ideas that you might use in your position

18. Second Round First Round Grouping 4 to a group Different schools per group Three minutes to group

19. 15 minutes

20. Ten Minute Reflection/Break Take a few minutes and reflect on the information you have learned. –Report back to your team –Suggestions for your district –Ideas that you might use Chalk Talk –Write one assessment suggestion you think that everyone needs to know.

21. Emily

22. Emily’s Story Glance briefly through the two pieces of writing. –As you read the 2 nd piece, think ‘What did this teacher do to enhance student motivation and learning?” Emily’s Story

23. What did this teacher do to enhance student motivation and learning? What can you do to improve student work? Focus particularly on the last two discussion points.

24. Table Discussion What key components are needed to be in place for a classroom such as Ms. W’s? What conditions already exist for you? What can you change or add or add to your team’s vision of assessment FOR learning as a result of this story?

25. Looking at Strong and Weak Student Work : Teacher Focus

26. Seven Strategies for Assessment FOR Learning Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. 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 lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

27. Why is Examining Student Work Important? Where have I been? Where am I now? going Where am I going? Where have I been? Where am I now? Where am I going going?

28. Why is Examining Student Work Important? How can I close the gap? How can I close the gap?

29. Looking at Student Work In what ways are you currently looking at student work? How often do you look at student work in a formalized manner? How are you using the information received from looking at student work? How might you get started if you haven’t begun the process?

30. Looking at Whole Group Student Work If teachers work together to examine their students’ and their own work, they’ll be asking: What am I teaching? Why am I teaching it? How am I teaching it? Why am I teaching it this way? How do I know my students are getting it? How do my students know they are getting it?

31. Protocol for Looking at Student Work… Pages 23-28

32. Let’s examine some student work!

33. Protocol: “Classroom” Student Work’ Section #1

34. ‘Looking at Student Work’ Form and Protocol Section #2: Sort the students’ work into 4 piles –Far below standard –Approaching standard –Meets standard –Exceeds standard List the students’ names under each category.

35. Section #3: Choose one student from each category to record observations. Describe specific observations of what that student knows. Section #4: For each student, describe specific observations of each student’s learning needs.

36. ‘Looking at Student Work’ Form and Protocol Section #5: Most important section List strategies that the teacher can do to address the students’ needs (individual or small group instruction). Learning Needs for ALL Students (whole class instruction): Strategies that could be implemented “whole” group

37. Group Reflection: Think of ways to use the Looking at Student Work Protocol

38. Large Group Report What insights did you gain from using these protocols? How might you develop a way to look at student work in your grade/building?

39. Looking at Strong and Weak Student Work: Student Focus

40. How can I use it? Put in some discussion questions about last time. Have you started this process?

41. Lunch

42. Learning Targets Revisited

43. Hitting the Target

44. Summative Assessment (Learning Target) Pre-Assessment (formative assessment) Formative Assessment

45. Table Discussion The learning targets are the center star: How are you measuring the “I made it” target? When do you develop the “I made it” assessment? How do you explain to students what they need to do to hit the learning target – “I made it”? How do you utilize formative assessments to inform instruction (outer circles)?

46. Relevance

48. Mental duct tape— like mental Velcro but stronger! The Kidney Heist and other urban legends Successful is predictable. Stickiness

49. 21 st Century Skills

50. You want to invent new ideas, not new rules.

51. Results How many of you thought you did a great job of tapping out the song? How many of you correctly guessed the song? Perception 1 in 2 50% Reality 1 in 40 2.5%

52. How many footballs has Manning thrown? 4-14 repetitions to learn something new Students with disabilities need 250-350 repetitions over the years We must provide practice!

53. Concrete Write down as many things you can think of that are white in color.

54. Concrete Write down as many white things in your refrigerator as you can think of.

55. Concrete Most people can list as many white things in their fridge, as they can list white things in general, despite the fact that our fridges do not normally encompass a large part of the universe.

56. Clarifying Content Priorities Big Ideas Important to Know Worth Being Familiar With Nice to know Foundational Concept Skills Big Picture

57. 21 st Century Skills

59. Filling the Assessment Tool Box

60. Clock Buddy Activity DI K – 4 Booklet pg 8-9

61. Clock Buddy

62. Clock Buddy Activity 1.Please make appointments for 1, 3, 5, 7, 9, 11 o’clock. 2.Your appointments are to be made with a person who has a DIFFERENT color popsicle stick for 1, 3, 5, 7 o'clock. 3.Make an appointment at 11 o'clock with a person who has the SAME color popsicle stick.

63. Clock Buddy Activity 1 O'clock Appointment

64. Menus DI 4-12 Booklet pg 11-12

65. Menus

66. Guided Questions Choose a content area or class. Develop at least two assignments for each menu item. When could a teacher use Menus? What grade level would be appropriate for Menus? How could this be used as a formative assessment?

67. Clock Buddy Activity 3 O'clock Appointment

68. Tic Tac Toe DI 4-12 Booklet pg 14-15

69. Tic Tac Toe

70. Guided Questions Choose a content area or class. Develop a Tic Tac Toe assignment and complete in the chart provided. When could a teacher use Tic Tac Toe? What grade level would be appropriate for Tic Tac Toe? How could this be used as a formative assessment?

71. Clock Buddy Activity 5 O'clock Appointment

72. M & M Resource and slide from January training

73. M & M’s

74. Guided Questions Choose a content area or class. Develop a six M & M questions based on Bloom’s Taxonomy. When could a teacher use M & M ? What grade level would be appropriate for M & M ? How could this be used as a formative assessment?

75. Clock Buddy Activity 7 O'clock Appointment

76. Save the Word for Me Resource and slide from March training

77. Save the Word for Me

78. Guided Questions Choose a content area or class. Develop an objective for this assignment. When could a teacher use Save the Word for Me? What grade level would be appropriate for Save the Word for Me? How could this be used as a formative assessment?

79. Clock Buddy Activity 9 O'clock Appointment

80. Pick one of your own strategies to share.

81. Guided Questions Choose a content area or class. Develop and differentiate your strategy. When could a teacher use this strategy? What grade level would be appropriate for this strategy? How could this be used as a formative assessment?

82. Clock Buddy Activity 11 O'clock Appointment

83. How does Differentiated Instruction and Formative Assessment look in your building/district?

84. Anchor Activities DI K – 4 Booklet pg 16-19

85. Anchor Activities

86. Technology Tools Wordle Awesome Highlighter Google Timeline Google Wonder Web Survey Monkey (Handout Only)

87. Day Two

88. Credit Options Sign-up participants Reminder: Sign in each In-service day Two PTSB Credits Two Graduate Credits – University of Wyoming

89. Tool: Human Histogram

90. Human Histogram Description: An activity involving creating a live histogram showing student mastery using the students themselves to form the bars of the histogram Purpose: The histogram provides the visual illustration of the level of student achievement regarding any particular learning target.

91. Human Histogram

92. Crumble your paper into a “snow ball” Now relax and let loose throwing your “snow ball”, pick up a new “snow ball” and throw it After 3 throws pick up a piece of paper

93. Form Human Histogram This shows facilitator/teacher where group is by anonymously compiling results. Chart results.

94. Form Human Histogram Now we can see where we are as a group. Where do we need to spend our energy?

95. Learning Targets Revisited

96. Hitting the Target Summative Assessment (Learning Target) Pre-Assessment (formative assessment) Formative Assessment

98. Verbs Every Student Should Know

99. McREL completed a research study on the use of vocabulary found on standardized tests. The research showed that almost forty percent of errors on standardized tests are due to the misunderstanding of directions or question stems due to vocabulary students did not know or understand.

100. Verbs Every Student Should Know These twelve verbs consistently appear on standardized tests: Trace Analyze InferEvaluate FormulateDescribe Support Explain SummarizeCompare ContrastPredict

101. Verb Template

102. Unpacking Standards and Learning Targets

104. Now the conversation is… Pg. 17 - 42 Once your benchmarks are unpacked your team must decide when/what your next steps are… The next steps will be… –Determining target level. –Then determining assessment type.

105. Linda’s Experience…

108. 8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text. Verbs Defined: use -- apply in writing and/or speaking comprehend -- understand Key Terms Defined: Reading Strategies Skimming & Scanning word webbing predicting inferring visualizing synthesizing Content Skills

109. 8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text. Teacher Speak (Essentials for Learning): Students are able to use, through the writing process, reading strategies such as skimming and scanning, to comprehend the meaning of words and text. Students are able to use, through the writing process, reading strategies such as word webbing and visualizing, to comprehend the meaning of words and text. Students are able to use, through the writing process, reading strategies such as predicting and inferring, to comprehend the meaning of words and text.

110. 8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text. Teacher Speak (Essentials for Learning): Students are able to use, through speaking, reading strategies such as skimming and scanning, to comprehend the meaning of words and text. Students are able to use, through speaking, reading strategies such as word webbing and visualizing, to comprehend the meaning of words and text. Students are able to use, through speaking, reading strategies such as predicting and inferring, to comprehend the meaning of words and text.

111. 8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text. Student Speak (Learning Target): I can apply through my writing skimming and scanning to form an original idea or to comprehend the meaning of words and text. I can apply through my writing word webbing and visualizing to form an original idea or to comprehend the meaning of words and text. I can apply through my writing predicting and inferring to form an original idea or to comprehend the meaning of words and text.

112. Form groups of 2-3 Choose a benchmark from your content. Identify the Verbs and Key Terms in the benchmark. Unpack and write the essentials for learning for the benchmark. H ANDOUT : U NPACKED STANDARDS

113. Unpacking Benchmarks 1.Draw a line dissecting your paper in ½. 2.Using a marker, circle all verbs in the standard. 3.Using a different color marker, circle all the content and skills in the standard. 4.Write the unpacked benchmark (essentials for learning) on the top ½ of paper. 5.Write benchmark in student friendly language (learning target) on the bottom ½ of the paper: “I can” statement for students.

114. NCLB NCLB states that all students will improve. The students from kindergarten on up need the added support and reinforcement of every person they see during the day. Every person in the school is responsible for student achievement.

115. Conversation about Benchmarks What have we done to address benchmarks? What evidence of student learning/understanding do we have?

116. Learning Targets

117. Include teacher speak from standards Include student speak from standards Include vocabulary from standards Include students in the process It is important to include common testing vocabulary when developing learning targets.

118. Paperball Activity

119. Learning Targets How do you currently communicate the intended learning of a lesson, activity, task, project, or unit to students? When does this communication occur?

121. Your turn!!

122. Professional Development Planning

123. Professional Development Set the vision for year-long professional development – based on data –Handout at August In-service –Year-long professional development plan –Professional development content –Expectations of implementation

124. Professional Development All districts are in different places A Professional Development Journey Handout –Color One: Currently evident –Color Two: Weak area or not evident You will have 20 minutes to begin your discussion

125. Individually, complete Professional Development Capacity Survey As a group, score your survey (Refer to example on how to score survey) Determine perceived strengths and weaknesses 20 minutes to complete this activity Professional Development

126. Select weak area or area of focus Brainstorm why this area might be weak or needs to be a focus (true brainstorm) –2 minutes Cross off what you can’t control Professional Development

127. How can you have input into 2010-11 professional development calendar? How many professional development days are scheduled in your district? Consider PD Planning Guide for 10-11 Professional Development. What additional resources might your district need? Professional Development

129. See you next year!