1. Assessment and Instructional Planning
Planning and Adjusting
Along the Way
Welcome. We look forward to walking you through a piece of the assessment process. Today, we will focus on how assessment is an important part of instructional planning.

2. There are 5 parts of Quality Classroom Assessment of which our district has chosen to focus on.

3. As you can see, our focus is on the aspect of how teachers use assessment to drive their instructional planning.

4. Learning Targets
Define the purpose of using assessment during the instructional process (Knowledge)
Analyze the relationship between assessment and instructional planning decisions (Skill)
Make instructional decisions using assessments (Reasoning)
Explain learning targets

5. Bridge to Learning
When a teacher teaches, no matter how well he or she might design a lesson, what a child learns is unpredictable. Children do not always learn what we teach. That is why the most important assessment does not happen at the end of learning – it happens during the learning, when there is still time to do something with the information. Dylan Wiliam
Brief overview – think about assessment as a bridge – connecting the gap between today’s learning with tomorrow’s lesson.
Read the quote.

6. Assessment: Quick Review
Quick Write – Individually write answer to your assigned # on post-it.
Who
What
When
Where
Why
Stand up/# up/pair up – find someone with same number & share. Discuss how answers compare.
“We want to honor what you already know about assessment, so let’s take a minute to reflect on your prior knowledge.” At your table, please number off, starting at 1 and ending with 5. Look at the screen and see which aspect of assessment matches your assigned number. There are no right answers, so feel free to express your understanding with confidence!
Walk participants through the steps:
1) Quick-write – All teachers individually write their answers to these questions in 1 minute on a post-it.
2) Stand up/number up/pair up - Walk around the room, find someone with your same number and share with that one person. Compare answers
3) Round Robin - Return to your table, then discuss in small groups what you learned. Allow each participant about 1 minute to share.
Group up – return to your group, share what you learned.
Engage

7. What do the experts say?
Q: How should we use assessment throughout the instructional planning process?
Read, develop a claim; support with evidence.
“Thank you for sharing your expertise. Now let’s explore what other experts have to say.”
Direct participants to the Weebly (link is set up for weebly – click on picture or what do the experts say). Consider their previous number assignment, read the excerpt that correlates to their number. After they have read their assigned one, pick another number to read as well.
Then develop a claim to answer the question, based on their reading; remind them to support the claim with evidence. Side note – this is a fundamental skill we are teaching our students (KCCR).
Explore

8. What did we learn? As a group:
Summarize your key points in a sentence.
Summary
At their table, ask each tablemate to share (reminder they are already numbered 1-5, so ask number 1 to start, then proceed to go around to number 5). After groups have shared and discussed, each group should be directed to summarize key findings within their group by developing a group summary statement. If time permits, ask for a couple groups to share their answers with the larger group.
Explain

9. The purpose of using assessment during the instructional process is to close the gap between students’ current status
and the learning goals.
Ask participants to reflect – was your summary similar to this? Do you have anything to add?
Unit Plan
Unit Evaluation
Explain

10. Assessment as part of instructional planning is an ongoing process (continuous cycle).
Blueprint and bridges – using assessment results creates a learning bridge to the unit evaluation.

11. Data Action Decision Analysis Interpretation 5E Instructional Process
5 min. explanation for this slide and the next 2 slides: direct instruction. Sharing the information, which should also summarize what participants have read. Try to reiterate anything groups have previously shared within the cycle.

12. What will I do to improve learning?
Data
5E Instructional
Process
What does the data show?
Now, I’ll do it.
What will I do to improve learning?
What does the data mean?

13. Data Do it. 5E Instructional Process What? Now What? So what?
Create a lil’ chant here…
Read through the cycle questions for them
Ask them to read aloud with you the cycle questions
Repeat – do it again with extra umpf 
Repeat – do it one more time with even more umpf! 
KEY – cognitive training – tricking your mind to remember these simple questions when it comes to assessing throughout the instructional process.
Now What?
So what?

14. Diagnostic assessment occurs throughout the instructional
planning & implementation process.
Assessment & 5E Instruction
Emphasis diagnostic assessment occurs throughout the instructional planning & implementation process. Distribute Assessment & 5E Instruction reference sheet to participants. Read through the introduction with them. Ask them to review the sheet and discuss how assessment occurs within each phase of 5E. Suggested prompt, “Whether you are familiar with 5E or not, what you will see as you read through this, is that this is what teachers do every day.” Ask them to do some self-reflecting…”does this make sense…is there ever an activity you do where you are not watching/observing to see how your students are doing/where they are at?”
Then based on your audience needs – you can dig further – “What kinds of assessments do you see here…are they all formal…”
“This is what good teachers do all the time – adjust based on student needs.”

15. What will I do to improve learning?
How should I change the plan?
Activity
Data
What does the data show?
What does the data mean?
What will I do to improve learning?
Engage
Explore
Explain
Elaborate
Evaluate
Display Chart. Explain this is a tool to help consider how to adjust their plans throughout the lesson/unit based on assessment data (student learning). Emphasize this is only a tool to help them think through the cycle, not something they would actually have to fill out each lesson.
Provide participants with a copy of the partially completed chart (Elementary – lesson based on story elements, Secondary – lesson based on the Declaration of Independence)
Walk through the “ENGAGE” example with the whole group.
Ask participants to attempt the other aspects of the lesson (complete the chart) with a partner or small group.
Distribute completed chart. Ask participants to review the completed chart and discuss with their partner/group how it compares to theirs. Ask participants to discuss how they might use a chart or similar tool to support instructional planning using assessment (e.g. with their PLCs).
Elaborate

16. Data Do it. 5E Instructional Process What? Now What? So what?
Wrap up chart activity – “Could you see this cycle happening/turning in your mind as you did the last activity?”
“Remember, you do not have time to fill out a chart to help you adjust your lesson. Often times decision have to be made quickly and responsively. However, this cycle is something that we can ingrain into our thinking to support making those quick and responsive decisions.”
Repeat question chant from earlier.
Now What?
So what?

17. Assess to Inform Instruction
Assessment is the bridge to tomorrow’s learning.
Bring it back to our bridge analogy – assessment is the bridge to tomorrow’s learning. Each day, throughout each aspect of your lesson, you collect information to help support the bridge that connects to tomorrow’s learning.
Engage Explore Explain Elaborate Evaluate

18. ! Ahas ? Questions I still have Evaluate
Quick formative assessment – ask participants to write down one “Aha” from today and one question they still have. This information can help you as the facilitator determine the next steps in regards to assessment PD.
Evaluate

19. Bridge to Learning
“Assessment of each learning experience informs plans for the next learning experience. Such assessment never ends.” Carol Ann Tomlinson
Wrap it up – read quote. Thank them for their time and participation.