1. 1 Pre-Assessments, Instructional Strategies, and Grouping Decisions Differentiation As you enter, please place a dot on the continuum. Rate your level of comfort with using pre- assessments to guide instructional strategies.

2. 2 Agenda Part I: What? Define Part II: So What? Use provided scenarios to discussion decisions that can be made based on assessment data Part III: Now What? Time to Plan: How can this be implemented in our school? In the classroom?

3. 3 Brainstorm  Time for a focused conversation around pre-assessments.  As you brainstorm what you know about pre-assessments, write your topics in the columns provided.

4. 4 Rationale: Why use Assessments?  The essential motivation for using assessments is to increase the likelihood of student success by matching the student’s instructional needs with the teacher’s instructional strategies.  Effective pre-assessments help build a road map from a student’s current level of achievement to the content and skills needed to meet a specific standard.

5. 5 Pre-Assessment Basics Definition Purpose Compare your brainstorm with the support materials. What’s missing from Handout A?

6. 6 Think-Pair-Share Describe a method you have used in class that has produced some of these instructional benefits What benefits would you like to see more of in your classroom? Instructional Benefits

7. 7 “Think Abouts”  Start small  Make a plan for using your pre- assessment data  Incorporate all types of instructional strategies  Utilize your Professional Learning Communities/Teams/Collaboration

8. 8 Examples Dots Other ContinuumsContinuums Frayer Model Text-based Pre-Test Fist to Five

9. 9 Scenarios  Whole Group Example  Small Group Work  Share possible strategies based on assessment data