1. Assessment for Learning August 19, 2015 Heather Rottermond Sandy Riley

2. 2 Today’s Agenda

3. 3 Today’s Learning Targets 1.I have a clear understanding of the long-term plan and expectations for myself. This means I understand my level of responsibility (journal entries, pre/post surveys, pre/post assessments, board presentation, etc.) 2.I have a clear understanding of the CASL process that I will take and apply to two units of study throughout the year. This means I know what unit I will be working with and how all the pieces of CASL fit into that unit. 3.I can deconstruct my content standards into student-friendly language. 4.I can develop a summative assessment aligned to my content standards. 5.I understand that part of this process is building relationships within and across districts for the purpose of deepening my knowledge of assessment literacy and building my own support network.

4. 4 Introduction and Welcome Housekeeping Items –SCECHs –Bathrooms –Coffee, Tea –Breaks –Lunch

5. 5 Review Find Someone Who… Move around the room and find a different person that can answer each of the five key questions. Be sure that it is someone you do not know and they can only sign once. Be sure you both sign for that key. We will use this the next two days.

6. 6 Video Observation https://www.youtube.com/watch?v=0fn_v Ahu_Lwhttps://www.youtube.com/watch?v=0fn_v Ahu_Lw What keys did this video violate? How? Work in triads (find two people that you do not know) –Introduce yourselves – 5 minutes –Discussion: What keys did this video violate?

7. 7 Assessment Literacy Plan and Expectations 1.Long Term Plan 2.Assessment Research Group’s Data 3.Research to Support Your Learning 4.Expectations

8. 2013-2014 75 teachers trained (Cohort 1) Sustained support for teachers throughout the year 2014-2015 500 more teachers trained (Cohort 2) Teachers from Cohort 1 become facilitators for Cohort 2 within their buildings 2015-2016 1500 more teachers trained (Cohort 3) Cohort 1 teachers are the trainers for these teachers 2016-2017 1500 more teachers trained (Cohort 4) Cohort 1 teachers are trainers and perhaps any teacher from Cohort 2 2017 and beyond 1500 more teachers trained (Cohort 5) Cohort 1 teachers and perhaps any teacher from Cohort 2 and 3 Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN* Leadership Networks: ALN, HS Principals, EL Principals, MS Principals, CIT, CAAN Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers. This means 500 teacher leaders in both counties 50100200300

9. 2012-20132013-2014 2014-20152015-2016 Sept. 2012- ATI Training Oct. 2012 - SCAL (Steering Committee for Assessment for Learning) CD and WISD Jan. 2013 Action Research Group (ARG) ARG: 10 teachers from W/L representing EL and Secondary Implement 1 week of instruction using CASL practices Pre and post assessment Inventory Aug. 2013 – Train 56 teachers Cohort 1 (4 per district) Ongoing monthly support Develop 2 units of instruction using CASL Pre-post data including pre and post assessment inventory Basia & Sandy support systems for these teachers Goal is to have 2 units of instruction created by end of 2014 Aug. 2014 – Train 112 teachers Cohort 2 (8 per district) Cohort 1 sits in on the trainings from a “Trainer” perspective Monthly support for Cohort 1 Cohort 1 become facilitators for their Cohort 2 teams in their buildings Pre/post assessment inventory Heather & Sandy support systems for Cohort 1 Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015 Aug. 2015 – Train 224 teachers Cohort 3 (16 per district) Cohort 1 facilitates the training Monthly support for Cohort 1 Cohort 2 & 3 teams in their buildings Pre/post assessment inventory Heather & Sandy support systems for Cohort 1 Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016 Cohort 2: 4 units Cohort 3: 2 units

10. 10 Data to Support our Vision

11. 11 Answer Choices for Survey Questions Answer choices for each question… –Always –Usually –Sometimes –Rarely Question 7 (felt) answer choices… –confident. –neutral. –nervous. –anxious.

12. 12 Survey Questions 1.Before my teacher presented the lesson in this class, I knew specifically what I needed to learn. 2.After my teacher presented the lesson in this class, I knew specifically what I needed to learn. 3.If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it. 4.Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.

13. 13 Survey Questions 5.The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice. 6.I was given the opportunity to practice learning without being graded in this class. 7.Before taking assessments/tests/quizzes in this class I felt…**** 8. After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.

14. 14 Survey Results from Elementary School

15. 15 Survey Results from Middle School

16. 16 Survey Results from High School

17. 17 Individual Classroom Results

18. 18 Individual Teacher Results Third Grade Mathematics: Measurement Unit Description of Group Teacher A (trained in Assessment Literacy) Teacher BTeacher C Students at or above proficient 4%0%7% Students close to proficient 0% Students far from proficient 96%100%93%

19. 19 Individual Teacher Results Third Grade Mathematics : Measurement Unit Description of Group Teacher A (trained in Assessment Literacy) Teacher BTeacher C Students at or above proficient 96%38%50% Students close to proficient 4%12%19% Students far from proficient 0%50%31%

20. 20 Individual Classroom Results Third Grade Mathematics: Measurement Unit

21. 21 Individual Teacher Results Seventh Grade Science: Astronomy Unit

22. 22 Individual Classroom Results

23. 23 Individual Classroom Results

24. 24 Student Growth

25. Training Method How do we achieve it? Level of ImpactEvidence of Impact What does this look like? Didactic presentation of theory & concepts AwarenessParticipant can articulate general concept & identify problems. Modeling/demonstration (i.e. live, video) Conceptual Understanding Participant can articulate concepts clearly & describe appropriate actions. Practice in simulated situations with feedback (i.e. role play, written exercises Skill AcquisitionParticipant can begin to use skills in structured or simulated situations. Coaching & supervision during application Application of SkillsParticipant can use skills flexibly in actual settings. Training Methods & Levels of Impact - Joyce & Showers (1980) KNOWING DOING

26. 26 2015-2016 Expectations Attendance to Meetings Fidelity of Implementation Journaling Pre and Post Surveys Pre and Post Assessments Board Presentation Meet with your principal once per month

27. 27 Cohort III Meeting Dates/Locations September 22, 2015WISD October 20, 2015LESA November 10, 2015WISD DecemberOnline January 25, 2016LESA February 18, 2016WISD MarchOnline April 26, 2015LESA

28. 28 POTTY BREAK – 15 minutes

29. 29 Group Agreements TimeActivity 5 MinutesSelect two of the most important agreements to you 10 Minutes At your tables, consolidate the norms to 2 per table 10 Minutes Partner up with another table, consolidate the norms if possible Then place sticky notes on poster 20 – 40 minutes Whole Group Discussion of Agreements Agree You Can Live with Them Disagree

30. 30 Golden Lines 15 mins. Reread Chapter 1 of the CASL book keeping in mind the following questions: –A phrase or line that summarizes the reading –A phrase or line that you feel a personal connection to –A phrase or line that stirs an emotion

31. 31 Golden Lines 10 mins. – Share the phrase or line that summarizes the text. 10 mins. – Share the phrase or line that you feel a personal connection to. 10 mins. – Share the phrase or line that stirs and emotion.

32. 32 Read Chapter 3: Clear Targets As you read, select one or more pieces that represent new learning or pieces that were most significant. Be prepared to discuss these with a small group.

33. 33 Text-based Discussion Count off so there are groups of 4 In your groups assign each person a number. –Number 1 shares, then group members can ask clarifying questions –Continue this until all members have shared

34. 34 LUNCH

35. 35 Align, Assess, Achieve Video As you are watching the video, please use the graphic organizer to gather your thoughts

36. 36 Work Time Deconstruct the standards for the unit you will be teaching –Refer to pages 16-18 in your Learning Guide Write down any questions you still have Discuss at your tables Share out any unanswered questions –Use the template to write out your learning targets Keep in mind, you may need to define vocabulary in your learning targets.

37. 37 Blue Print for Our Work 1.Identify standard(s) to deconstruct 1.Deconstruct standard into learning targets (I can statements) 2.Create summative assessment that matches each learning target/I can statements 3.For each I can statement, create lessons/activities/assignments

38. 38 Learning TargetLesson/Activity How do you know students learned the target(s)? (FA) What happens if students have not learned the target? What happens if students partially learned the target? What happens if students learned the target? Summative Assessment 1 23 4

39. 39 Example of Blue Print 1 Standard 3 “I Can Statements” –3 lessons/activities/FA assignments linked with EACH “I Can Statement” –So a total of 9 1 Summative Assessment –9 questions (if SR) 3 questions for each “I Can Statement” 1 2 3 4

40. 40 POTTY BREAK – 15 minutes

41. 41 Find Someone Who… Find your Key 4 partner and share your “I can” statements Give feedback to the other person

42. 42 Journal will be emailed to the email address I have on file. Wrap Up – Journal Entry

43. 43 Homework: Read Chapter 4 of CASL Book (pgs. 87-115) Bring all of your unit materials –Including assessments, worksheets, standards, etc. Wrap Up - Homework