1. Welcome to the Future

2. WHY ARE YOU HERE?

3. Be Successful Analyze the direction of education in Kentucky
Because we are going to be unlike the man in the video. We are going to….
Analyze the direction of education in Kentucky
Work together to meet the criteria
Use the appropriate tools
CURRICLUM (WHAT)
KCAS
INSTRUCTION (HOW)
CHETL
ASSESSMENT (HOW WELL)
CASL
Be Successful

4. A Message from Our Superintendent
Mindset
Letter off at your table as A, B, A, B
A's will read "The Ideal Learning Culture:
B's will read "The Perils and Promises of Praise"
When finished reading, A and B match up and share your article
Identify each statement as fixed or growth mindset

5. Changing Teacher Practice Requires a Change in Teachers’ Belief Systems
Teachers must shift from a fixed mindset to a growth mindset.
Teachers must shift from extrinsic (carrot stick) to intrinsic (autonomy, mastery, purpose) motivation.
Teachers must be given the time/tools and support from all stakeholders.

6. Wrap Around
Use an index card to write down 3 things that are formative assessments.
Everyone stand up, we will go around the room and each person will share one item off their card.
If you hear something you have written down, check it off your list. When all three items on your list have been stated, sit down.

7. DO SOMETHING with the information received.
Think-Pair-Share
What is the one thing that must be consistent with every formative assessment to make it a true formative assessment?
The teacher must
DO SOMETHING with the information received.

8. Why Learning Targets?
Research indicates students who know and can articulate what they are learning out perform those who don’t.

9. What are Learning Targets
Clearly defined, manageable, measurable teaching chunks of what we want our students to know
When Should LT’s be posted?
EVERYDAY

10. How should LT’s be written?
How often should LT’s be changed?
The Majority… EVERYDAY!!!
How should LT’s be written?
In Student Friendly Language
All LT’s should be shared with students, referred to during the lesson, and focused on the learning that is to take place.. not the activity.

11. Stiggins classifies LT’s into 4 Types
Knowledge: Knowledge/facts/concepts to be learned outright; some retrieved using reference materials.
Reasoning: Using knowledge to solve a problem, make a decision, plan, etc.
Skills: Demonstrations where the doing is what is important. Using knowledge and reasoning to perform skillfully.
Products: Using knowledge, reasoning and skill to produce a final product.

12. Let’s Practice
Work with your table to identify each target as knowledge (K), reasoning (R), skill (S) or product (P).

13. Connecting the Dots between LT’s and FA’s:
A lesson is not a true lesson without a target, activities to reach the target, and a way to check if students understand the target.

14. Homework Follow Up
You read the article, “Putting Testing in Perspective.”
Look at the worksheet titled, Assessment Literacy. Individually, look at each statement and mark whether you agree or disagree.
Team up with a partner and discuss your answers.
Where did you find the evidence for or against?

15. 3-Minute Pause
Provides students a chance to reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. Please take a moment to fill out the sheet provided. You do not have to place your name on the paper.

16. Next Session..December 6th
7 Strategies….Read pages 42-51
Self Assess yourself on Section 2 of CHETL. Place a star by the characteristics you currently do well and a triangle where you need to be more intentional about the use.
In a class or particular content area, use Learning Targets along with Formative Assessments. Be ready to discuss at the next meeting. Bring Examples too.