1. Adapting: Assessing Students for Prerequisite Learning (Grades K-5)
Winter 2017
Participants should sit at grade-level tables.
This slide is displayed as participants return from their Lunch Break.
Gather everyone’s attention and start (CLICK)

2. AM Session PM Session Today’s Agenda I. Connect to Day 1
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Today’s Agenda
AM Session
I. Connect to Day 1
II. Model Planning w/ Progressions
III. Practice in Planning for Gaps
IV. Reflect
PM Session
I. Connect w/ AM Session
II. Expand on Planning w/ Progressions
III. Practice
Speaker Notes: (1 – 2 min)
Say: “Welcome back to our afternoon session. I hope you enjoyed lunch and were able to take recharge for our session. I’d like to get us started by doing a quick activity to help us connect with the morning. We will then expand on the planning moves we have discussed by doing a quick dive into some of the planning decisions we modeled earlier before you are able to practice by completing your own planning guides. And to complete the day, we will engage in a little reflection activity and complete the survey for today.
Are you ready to begin?”
CLICK

3. I. Connect with AM Session
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
I. Connect with AM Session
Morning: Planning
Afternoon: Adapting
Log on to
GAME PIN #######
ENTER
Speaker Notes: Engage participants into one of the activities below (5 – 10 min)
Activity: Kahoot (ALTERNATIVE: Create a Headline in case technology is absent)
KAHOOT Materials: internet & Kahoot Quiz (
KAHOOT: Engage participants in completing a Kahoot:
SAY: “Before we engage in our activities for the afternoon, I thought it would be nice if we took a few minutes to help us reflect on what we experienced this morning. We have prepared an online game to help us recall what we learned so far about planning Coherent Content in Context. It’s called Kahoot! Has any one used Kahoot before?”
Acknowledge participants who are familiar with Kahoot and ask them to explain how one plays an online game using Kahoot.
Ask participants to use their devices (phone, computers, ipads, computers) to log on to and enter the Game PIN on the screen (further directions for Room Facilitator available separately)
KAHOOT QUESTIONS:
A) When planning interventions for a Unit, the first step should be to thoroughly understand:
i) the assessment approach
ii) the prerequisite standards/knowledge/skills
iii) the curricular intervention
iv) the standards/major work for the grade (CORRECT)
Display the tally of answers and point out that the first step in this planning protocol is to select the standards that represent the major work for the grade.
B) Which of the following does NOT represent Coherent Content in Context design principles?
i) Provide interventions that are fast and effective
ii) Focus instruction on the important concepts of the CCSS
Iii) Leverage fluency expectations (CORRECT)
Iv) Honor the progression of grade learning
Display the tally of answers and point out that even though knowledge of the fluency expectations for the grade levels may be useful to planning our curriculum, it is not a design principle for planning interventions
C) The Content Guides discuss information that explains the standards, EXCEPT for:
i) the meaning of the standards for the grade level
ii) how the standards connect to assessments in the grade (CORRECT)
Iii) how the standards connect within the grade
Iv) how the standards progress across grades
Display the tally of answers and point out that even though assessments are based on the standards, the Content Guides do not address any connections to assessments beyond the clear statement of what students should know and be able to do.
Transition to Objectives:
General Framing is that we use the content guides to support focused, intentional planning for students who have gaps in learning by incresing our knowledge about the standards and its progression.
NOTE: This HEADLINE activity is an alternative to Kahoot!. It should only be used if the technology in the venue does not support online interactions.
Materials: markers & chart paper.
Set Up: In small teams of 3-5 people per table, have participants create a news headline that describes what they learned this morning at Institute.
Say: “ Before we engage in our activities for the afternoon, I thought it would be nice if we took a few minutes to help us reflect on what we experienced this morning. We will divide our table groups into teams. Each team must have between 3 and 5 members.”
“Each team will create a headline that highlights/summarizes what you have learned this morning.” You will have 2-3 minutes to brainstorm within your teams and write your headline. We will then share out. “
Distribute Materials
Allow teams 2-4 minutes to create and write their headlines.
FACILITATE:  Teams share out the headlines by having one member of the group read the headline out loud to the whole room and having the headline related to a specific learning/event from the morning session. Call at teams randomly or ask for volunteers. After 3-5 minutes, invite all teams to place their headlines on the walls around the room and focus  to the work the afternoon work.
SUMMARIZE: the main themes that emerged and invite participants to consider your question below
ASK: How do you think what we did this morning will connect with what we will do this afternoon?
General Framing is that we use the content guides to support focused, intentional planning for students who have gaps in learning by increasing our knowledge about the standards and its progression.

4. Morning Session: Progressions in Grades K-5
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Objectives
Morning Session: Progressions in Grades K-5
Afternoon Session: Adapting Materials in Grades K-5
Objectives:
Learn a method for intentionally planning for gaps in your students’ learning.
Use Part III of the Content Guides to identify pre-requisite skills.
Use Part III of the Content Guides to plan learning of prerequisite skills.
Objectives:
Learn a method for intentionally planning for gaps in your students’ learning.
Decide assessment approaches to determine knowledge of pre-requisite skills for your unit of study.
Complete pre-planning process to address gaps in learning in your unit of study.
Speaker Notes: (1 – 2 min)
Acknowledge the information that participants recalled by engaging in the activity of the previous slide. Transition by saying something to the effect: “it’s great to know how much participants this morning. Let’s now recall what our stated objectives for the morning were and peek at what our intended objectives for this afternoon are.”
READ the objectives for AM and PM sessions.
General framing is, ”How can we use the content guides to support focused, intentional planning for students who have gaps in learning? It’s about building Coherent Content in Context. “

5. Minding the Gap Speaker Notes: (1 – 2 min)
Speaker Notes: (1 – 2 min)
SAY: “The premise of our work today is centered on the realization that nearly all students will have at least some gaps in their learning. These gaps - or even misconceptions - can severely hinder new learning. Our work, among many things, is to ensure we have uncovered and directly engaged those misconceptions so we can work toward helping students finish their learning - or complete the puzzle!”
SAY: “So, in order to complete the puzzle, we worked this morning on a completing a planning table according to our design protocol”

6. AM Session PM Session Where are we now? I. Connect to Day 1
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Where are we now?
AM Session
I. Connect to Day 1
II. Model Planning w/ Progressions
III. Practice in Planning for Gaps
IV. Reflect
PM Session
I. Connect w/ AM Session
II. Expand on Planning w/ Progressions
III. Practice
Speaker Notes: (< 1 min)
SAY: “And that moves us right along into the expanding on the planning with progressions. We will review the steps we have already completed and the rationale behind our planning decisions as a platform to discuss the final steps of this planning process.”
CLICK

7. II. Expand on Planning with Progressions
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
II. Expand on Planning with Progressions
Let’s talk about how we can plan for this in a focused manner:
Assessment Approach
Pre-Requisite Skills
Curricular Intervention
[TOOL] + [TIME]
[STANDARDS] / [KNOWLEDGE] / [SKILLS]
[TYPE] + [RESOURCE]
Give G1 M4 L15 exit ticket at end of class Friday before M4 L16
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10…
Teach 2 full lessons adding ones with ones and making a 10 EngageNY G1 M4 L16-17 ?
Speaker Notes: with animation (5 – 6 min)
SAY: “Once we identified the most impactful prerequisite, we started filling out the planning chart.”
SAY: “The next part of the recipe was to plan the Curricular Intervention; which required us to identify the TYPE of intervention and the RESOURCE.”
(CLICK) We planned to teach 2 lessons on the standard 1.NBT.C.4 using Grade 1, Module 4, Lessons 16 & 17 from ENY.
(CLICK) Once we figured out the most impactful prerequisite standard and the INTERVENTION we were going to use, we planned an Assessment Approach to help us determine our students’ level of mastery of the prerequisite skills.”
“At this stage of planning, we paid particular attention to what TOOL would make the most sense to use. That meant figuring out a tool that would elicit evidence of student performance representative of the prerequisite standard. Another point to pay attention to was the TIME. Determining when in the Unit it would make sense to introduce this assessment so that there was enough time to collect and analyze the data, but also to review and adapt the intervention plan to reflect that information.”
TURN & TALK: “What new information or insight resonated the most with you as you engaged in this process in the morning?” Allow 1-2 minute exchange & reengage.
SAY: “This is where we stopped our work in the morning. This afternoon, we will reengage in this planning with a clear view of what the whole process looks like. Specifically, it is important that we understand that planning Coherent Content in Context has a protocol.”

8. ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
A Change in Practice?
Choose a lesson from your unit and note the standard, standards, or parts of a standard or standards that are the focus of a lesson.
Use the Content Guides to determine prerequisite skill(s)
Determine your curricular interventions
Determine what approach(es) you will take to determine whether students have those skill(s). Consider the tool and the timing.
Speaker Notes: (1 – 2 min)
SAY: “This is the protocol we have been using.”
The core idea is for participants to get clear about what their objectives are, what those prerequisite skills are, and, the new part, how they will determine whether students have those skills.
SAY: “In the morning session we identified a key standard in grade 2 (2.NBT.B.5) and by analyzing the progression in terms of prerequisite skills we identified 1.NBT.C.4 as a needed prerequisite.”
SAY: “Let’s look at what we accomplished this morning.”

9. ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
A Change in Practice?
Choose a lesson from your unit and note the standard, standards, or parts of a standard or standards that are the focus of a lesson.
2.NBT.B.5
Use the Content Guides to determine prerequisite skill(s)
1.NBT.C.4
Speaker Notes: (2 - 3 min)
FOR NUMBER 1 SAY: “In the example we completed in the morning, we looked at a grade 2 lesson about using strategies based on place value, properties of operations, and the relationship between addition and subtraction to fluently add and subtract within 100. The focus of this lesson related to standard 2.NBT.B.5.”
FOR NUMBER 2 SAY: “By reviewing the Content Guide, we can identify standard 1.NBT.C.4 as the prerequisite skills needed to engage in our lesson about using strategies to fluently add and subtract within 100.”
Facilitator is populating answers to 1-2 using work from earlier in the day, as a way to exemplify the protocol.

10. ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
A Change in Practice?
Determine your curricular interventions. Consider type of intervention and the resource.
Standard 1.NBT.C.4
TYPE: Two Lessons
RESOURCE: Engage NY, lessons 16 & 17 (Grade 1 - Module 4)
Determine what approach(es) you will take to determine whether students have those skill(s). Consider the tool and the timing.
Exit ticket from ENY aligned to those standards given one week before, to allow for planning
Observation during my unit on X previously in the year
Assessment data from previous year?
Add additional problem(s) into class work a day or two before.
Speaker Notes: with animations (15 – 20 min)
FOR NUMBER 3 SAY: “Once we identified the standard to be used on the intervention, we selected a couple of lessons from Engage NY that built the concepts our students needed to develop.”
SAY: AS you can see by the screen shots of the first activities for each lesson, the focus is on using multiple representations to help students develop the concept place value when adding, so that students make the connection of decomposing a ten to add or subtract and easier problem. By developing this concept, students will them be able to access 2.NBT.B.5, which is the grade-level content for which we are planning.” CLICK
FOR NUMBER 4 SAY: “Our last step in the morning was to think through how to assess so we could elicit evidence that students had developed mastery of the pre-requisite concepts. We identified the exit ticket from ENY, Grade 1, Module 4, Lesson 15 as an appropriate activity to help us gage our students’ level of mastery with 1.NBT.C.4.”
Let’s brainstorm a few other assessment activities we could also use to gage mastery of this standard. [5 – 10 min]
For instance: CLICK Student observation during a previous unit in the year provided me with some information.
Say, “”At your tables, brainstorm a few others. I will too” After 5 min, show yours and ask for others starting with, “Here are some I came up with:
CLICK Assessment data on the NF domain from the previous year also provides information about students’ level of mastery.
CLICK Data collected from problems on this topic that were introduced in the warm up a couple of days ago also helped me assess my students.”
SAY “What else did you come up with in your groups?”
Facilitator is populating answers to 5 using work from earlier in the day, as a way to exemplify the protocol.
Step 4 is FURTHER populated by F based on group discussions. (5 – 10 MIN)
GENERAL OBSERVATION:
A note of caution here- this may be uncomfortable for some, as it requires an assumption that the teacher does NOT already know.  This is healthy.  Instead of assuming what kids know and don’t, we want teachers to realize that it is crucial they “trust, but verify”, so to speak.  That’s the purpose of the assessment.

11. [STANDARDS] / [KNOWLEDGE] / [SKILLS]
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Adapting
Assessment Approach
Prerequisite Skills
Curricular Intervention
[TOOL] + [TIME]
[STANDARDS] / [KNOWLEDGE] / [SKILLS]
[TYPE] + [RESOURCE]
Give G1 M4 L15 exit ticket at end of class Friday before M4 L16
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Teach 2 full lessons on equivalent fractions on the number line using EngageNY G1 M4 L16-17 ?
Observation during my unit on X previously in the year
Assessment data from previous year?
Add additional problem(s) into class work a day or two before.
Speaker Notes: with animations (3 – 5 min)
Here, the Facilitator takes the table from the morning and adds to column 1 to complete it. It should be populated with the best answers from the share out from the table groups or from the question below. (may choose to CLICK to bring up 3 additional strategies)
SAY: “What other assessment approaches can we add to this plan?”
TURN & TALK: “Where in the unit should you do this intervention?”
Allow 1-2 minutes for peer discussion.
Have participants share out in table groups. Allow minutes and ask one person per table to share out.
SAY: “It is important to realize that this is part of the process, of the protocol. We assess, we find out what the gaps are, and we plan to address the gaps. However, we do it in a very particular order from a planning perspective.”

12. AM Session PM Session Where are we now? I. Connect to Day 1
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Where are we now?
AM Session
I. Connect to Day 1
II. Model Planning w/ Progressions
III. Practice in Planning for Gaps
IV. Reflect
PM Session
I. Connect w/ AM Session
II. Expand on Planning w/ Progressions
III. Practice
Speaker Notes: (< 1 min)
SAY: “Now that we have gone over the process, it is time for you to practice.”

13. III. Practice – on your own!
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
III. Practice – on your own!
Lesson Objectives
Based on Content Guide, Prerequisite Skills
Intervention
Assessment Approach
Assessment Approach
Prerequisite Skills
Intervention
[tool] [timing]
[standard(s)/part(s) of standards(s)]
[type] [resource] [time frame] …
Speaker Notes: This slide alone will take about an hour (60 min)
Framing: (3 – 5 minutes)
SAY: “ Just to make sure we are all on the same page, our Process consists of the following steps:” (CLICK)
The first step was to determine objective and standard(s) of focus –
This should be based on the focus shift of the common core. The lesson or a unit we select should reflects the major work of the grade level. (CLICK)
Next, we determined pre-req skills/standards using the information on the Content Guides or the Coherence Maps (completed in the Winter Session of the Institute).
(CLICK) Based on the prerequisites, we design the interventions, keeping an eye on feasibility. We don’t want to kill the scope and sequence by spending 3 weeks on prerequisites.
(CLICK) And once we figured out the interventions, we determine the assessment tool and timing (note that time should be far enough in advance to allow for intervention planning to occur).”
(CLICK) We record our planning decisions on this planning chart to help us keep it all together and facilitate implementation.
CFU: Use the Thumbs UP, MIDDLE, DOWN protocol to check for understanding.
ASK: “Is this a clear representation of the planning process we have modeled so far?”
Based on participants’ response, answer
Assignment: (45 – 55 minutes of independent work at the table groups)
ASSIGN: Fill out rest of it on your own using your own materials with support from your table leader and table group. We will reconvene as a large group in about 45 minutes so we can do a gallery walk with your plans.
MATERIALS:
Planning Charts
CG or Coherence Maps
Own planning materials
Other planning resources
NOTE: Once groups get started, Table Leaders will communicate to participants that they are welcome to “take a break as needed if they feel they’re in a good place with the planning. There is no structured restroom break in the presentation.” Adult learners can self-regulate.

14. AM Session PM Session Where are we now? I. Connect to Day 1
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Where are we now?
AM Session
I. Connect to Day 1
II. Model Planning w/ Progressions
III. Practice in Planning for Gaps
IV. Reflect
PM Session
I. Connect w/ AM Session
II. Expand on Planning w/ Progressions
III. Practice
Speaker Notes: (< 1 min)
SAY: “Thank you for coming back together as a whole group. I’d like to take a moment for us to reflect about what we have done today.”

15. IV. Reflect: Gallery Walk and Reflection
ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
IV. Reflect: Gallery Walk and Reflection
Discuss:
1. What did you learn from engaging in this planning process?
2. How will you use the planning chart and the content guides in your planning next year?
3. How do you expect the use of this protocol to impact your instruction next year?
4. What further questions do you have? What further resources do you need?
Speaker Notes: (10 – 20 min)
Give participants 5-10 minutes to prepare their posters in response to the reflection questions
Table Leader will facilitate a 5-10 min walk. Notice that some tables may have already created the posters as a next step from having completed their planning.
SAY: “Our next steps involve doing a gallery walk and completing a reflection. Let’s start with our Gallery Walk. You will walk around your table and notice your groups’ response to the task. As you engage in this gallery walk, please think about what you have learned from engaging in this process.”
Then, allow participants to share inside their table groups with support from table leaders.

16. Takeaways and Feedback
What are your takeaways from this session? Please fill out the feedback survey.
Please fill out the feedback survey!
Speaker Notes:
What are you taking away from this session?
Thank you for your time today! Please fill out the survey.

17. ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Feedback
7 min
Speaker’s Notes:
Please fill out the survey to help us improve! The survey is located here:
Click “Winter 2017” on the top
Direct link: standardsinstitutes.org/institute/winter-2017-standards-institute#tab--overview
Click “Details” on the center of the page
Submit online via our website:

18. ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5)
Reference List
Slide
Source AM 7 16 PM 3 10 19

19. ADAPTING: ASSESSING STUDENTS FOR PREREQUISITE LEARNING (GRADES K-5) Image References
Slide
Source
AM SESSION 13
“Stop Sign" by Doug Sovde 20
"Latte art smile" by Brainy J (Flickr)
PM SESSION 3 5
Untitled by kropekk_pl (Pixabay) 16
Untitled by nguyentuanhung (Pixabay)