1. Student Centered Assessment
A Classroom Look at Growth

2. The Role of Assessment in a Community
Support
Accountability
Focus
Shared Vision

3. Stop and Jot What is your vision for your writers?
What is your vision for your writers’ identities?
Individual identities?
Their collective identity as a community?

4. Turn and Talk Please share one thought with a partner.
Then share the “why” behind your thought.

5. Tools to Promote Instructional Change
“What we do has little impact unless we are cognizant of how to do those things in the most effective ways and for legitimate purposes.”
- Good to Great Teaching
by Mary Howard, 2012

6. Primary Agent of Assessment
Peter Johnston’s new book:
RTI in Literacy: Responsive and Comprehensive
“Regardless of grade,
students’ development looks different – so, too, must literacy instruction.”

7. Growth Mindset & Skill Progressions
Teaching students to measure their work against a progression of skills requires:
A vision for the writing work
An expectation that all writers are capable of sharing that vision, as partners in the process

8. Peter Elbow’s Evolution as a Writer
Started with a fixed mindset
Then…
“I couldn’t write when I tried to write everything right. And I could write when I let myself write things wrong.” 8

9. Teachers of writers need…
Learning progressions across units of study
Tools that can be used for multiple purposes
Processes for looking at writing with colleagues

10. Teachers of writers need…
Exemplars of work at all stages
Lesson design with structures for differentiation
Flexibility to USE data to adjust instruction

11. Where’s the time??

12. What Makes a Difference?
John Hattie’s Meta-Analysis
Learning goals
Emphasize meta-cognitive strategies
Multiple exposures / opportunities to practice over several days
Feedback
Formative evaluation 12

14. Lesson Structure Model/ Demonstrate Active Engagement
Direct Instruction
Active Engagement
All Students - try it
Teacher – observes, gives feedback
Independent Practice
Students – enact
Teacher – confers, observes, assess, reflects, adjusts
Share
Students & Teacher – confer, assess, reflect, adjust

15. Feedback / Conference
Research – What are you working on today? Compliment – I see you tried Decide What to Teach – What is the student doing/ just about to do? Teach – Demonstrate/ Model/ Exemplar Link – Whenever you’re writing . . .

16. Where’s the time??

17. Turn & Talk
What are you thinking about now?

18. “Audience Participation” time!
Please decide one person per table with a laptop or tablet to be your spokesperson on this site:
If you have questions for the teachers on the panel, please jot and pass to your spokesperson for submission to the site.

19. Thank you, Panelists! Michelle Kemp, 12th Grade
Muskegon Public Schools
Megan Perreault, Middle School Special Education and Literacy
Orchard View Public Schools
Amy Miller, 5th Grade
Grand Haven Public Schools
Terri Fortmeyer, 3rd Grade
North Muskegon Public Schools

20. LEARNING TARGETS are… the day-to-day learning that we plan for our
students
posted in the classroom
in understandable language
assessable

21. Types of Learning Targets
Knowledge Targets
Reasoning Targets
Skill Targets
Product Targets
Disposition Targets

22. Megan’s Student-Facing Rubric
Level 1
Level 2
Level 3
 Grouped information into sections
 Each section contained information that was mostly about the same thing
 Organized into a sequence of separate sections
 Wrote each section according to an organizational plan
 Used subheadings or clear transitions to separate sections
 Put sections in an order that emphasizes key points
 Used transitions and introductions or topic sentences to highlight main points
Adapted from Writing Pathways by Lucy Calkins and TCRWP Colleagues, 2013

23. Megan’s “Please Notice” Card

24. Amy Miller’s Continuum Poster

26. Summative Assessment

27. Summative Assessment

28. Assessment in Writing is coming into its own…
NWP
TCRWP
FAME
Quality Assessment Practices

29. Thank you for doing that today, panelists!
We WILL grow together…
You will grow your practices as you assess for learning.
Our students will grow as writers.
This is just the beginning. We will all share our findings as a part of this network.
Thank you for doing that today, panelists!