1. Assessment for Learning
October 14, 2014
Heather Rottermond
Sandy Riley

2. Today’s Agenda 0. Preliminary Slides © 2012 Pearson Education, Inc.
Time
Topic
Learning Target
Facilitator
8:30 – 9:15
Introduction and Welcome
Find Someone Who?
Mr D’s Grading Video
What Keys Did this Violate?
Housekeeping Items
2 & 4
Sandy
9:15 – 10:00
Vision of this Work
ARG Data
Joyce and Showers (this year and next)
Expectations 1
Heather
10:00 – 10:15
BREAK 4
10:15 – 11:00
Forming Group Agreements
11:00 – 11:45
Golden Lines
Chapter 1 of CASL book 2
11:45 – 1:00
LUNCH
1:00 – 1:45
Align, Assess, Achieve Video
1:45 – 2:00
Blueprint of this Work
2:00 – 2:15
2:15 – 3:00
Deconstruct Standards 3
3:00 – 3:30
Wrap Up
Complete Self Assessment
Journal Entry
Select Unit to Use in the Process
Homework: Read Chapter 3 CASL Book
Pages
1, 2, 3, 4
© 2012 Pearson Education, Inc.

3. Today’s Learning Targets
0. Preliminary Slides
Today’s Learning Targets
I have a clear understanding of the long-term plan and expectations for this group. This means I understand and support our group norms and I understand my level of responsibility (journal entries, pre/post surveys, pre/post assessments, board presentation, etc.)
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.
I can deconstruct my content standards into student-friendly language.
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.
Make sure to go over each learning target with the group. And mention that each agenda item is linked with each LT. The next slide is Introduction and Welcome. Once all 4 learning targets are shown, if you hit the next button, LT 2 & 4 will be starred because they are directly linked with welcome and introduction. Make sure to state that.
© 2012 Pearson Education, Inc.

4. Introduction and Welcome
Housekeeping Items
Scech’s
Bathrooms
Coffee, Tea
Breaks
Lunch

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

6. What keys did this video violate? How?
Video Observation
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. Assessment Literacy Plan and Expectations
Long Term Plan
Assessment Research Group’s Data
Research to Support Your Learning
Expectations

8. Achievement Initiatives 7-10 Year Plan
75 teachers trained (Cohort 1)
Sustained support for teachers throughout the year
500 more teachers trained (Cohort 2)
Teachers from Cohort 1 become facilitators for Cohort 2 within their buildings
1500 more teachers trained (Cohort 3)
Cohort 1 teachers are the trainers for these teachers
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
Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers.
This means 500 teacher leaders in both counties 50
100
200
300
Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN*
Leadership Networks: ALN, HS Principals, EL Principals, MS Principals, CIT, CAAN

9. Assessment Literacy Training Plan
Sept ATI Training
Oct SCAL (Steering Committee for Assessment for Learning) CD and WISD
Jan 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 – 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 – 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 – 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. Data to Support our Vision

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. Survey Questions
Before my teacher presented the lesson in this class, I knew specifically what I needed to learn.
After my teacher presented the lesson in this class, I knew specifically what I needed to learn.
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.
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. Survey Questions
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.
I was given the opportunity to practice learning without being graded in this class.
Before taking assessments/tests/quizzes in this class I felt…****
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. Survey Results from Elementary School

15. Survey Results from Middle School

16. Survey Results from High School

17. Individual Classroom Results

18. Individual Classroom Results

19. Individual Classroom Results

20. Student Growth

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

22. 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

23. 1. Five Keys to Classroom Assessment Quality
POTTY BREAK – 15 minutes
1. Five Keys to Classroom Assessment Quality
Have participants find a partner and discuss the questions on the slide. They will also need to be looking at the handout.
© 2012 Pearson Education, Inc. 23

24. Group Agreements Time Activity 5 Minutes
Select two of the most important agreements to you
10 Minutes
At your tables, consolidate the norms to 2 per table
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

25. 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

26. 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.

27. LUNCH

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

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

30. 3 4 2 1 Learning Target Lesson/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 3 4 2 1

31. 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” 2 4 3

32. 1. Five Keys to Classroom Assessment Quality
POTTY BREAK – 15 minutes
1. Five Keys to Classroom Assessment Quality
Have participants find a partner and discuss the questions on the slide. They will also need to be looking at the handout.
© 2012 Pearson Education, Inc. 32

33. Deconstructing Standards
Model deconstructing a standard
Practice deconstructing your own standard
Find another person that teaches a different grade level and subject and share your “I can” statements

34. 6. Audit Assessments for Clear Targets
Wrap Up – Journal Entry
6. Audit Assessments for Clear Targets
Go to and find the tab Network-> Assessment Literacy Resources -> (Password: wisd) Cohort II -> October Reflection Journal
Have participants find a partner and discuss the question. You can conduct a large-group discussion at the close of this activity.
© 2012 Pearson Education, Inc. 34

35. 6. Audit Assessments for Clear Targets
Wrap Up - Homework
6. Audit Assessments for Clear Targets
Homework:
Read Chapter 3 of CASL Book (pgs )
Bring all of your unit materials
Including assessments, worksheets, standards, etc.
Have participants find a partner and discuss the question. You can conduct a large-group discussion at the close of this activity.
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