1. “Readiness” November 11, 2009 Periods 1-6 2:20-3:00

2. Survey Results Based on the data collected in October, staff indicated the following as the greatest challenges to planning and implementing differentiated instruction: 1.Readiness (22)4. Product (17) 2.Learning Profile (21)5. Flexible Grouping (16) 3.Process(19) Strengths included: 1.Process(6)4. Flexible Grouping (5) 2.Interest(6)5. Content (5) 3.Product (6)

3. Outcomes By the end of the session, we will have : Reflected on our own perspectives about assessment. Considered a rationale for a consistent use of preassessments. Examined several preassessment techniques. Reviewed peer observation guidelines.

4. When I was a student, I preferred to be assessed by I typically preassess my students by… When I don’t preassess my students I have found that… In my upcoming unit I might Try to preassess by… Please complete Not yet!!!!

5. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” Carol Tomlinson

6. The first question to ask is…

7. WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

8. Skills Who are your students and what are their skill levels? Consider researching past performance: Final Exams/Achievement Series External Assessments (PSATs) MAP-R scores (will provide RIT and Lexile) Anecdotal information Possible Resources: My MCPS Gateway Check for IEPs, 504 plans, etc.

9. “Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

10. Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. In a differentiated classroom assessment is ongoing.

11. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

12. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Feedback and Goal Setting Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning ConferenceExit Card Peer evaluationPortfolio Check 3-minute pauseQuiz ObservationJournal Entry Talk aroundSelf-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

13. Theorizing Formulating Readiness Questioning

14. Preassessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. Provides data that can determine options for students to take in information, construct meaning, and to demonstrate understanding of new information. Helps teachers anticipate differences before planning challenging and respectful learning experiences Assists with constructing flexible grouping patterns. Helps determine which students are ready for advanced instruction. Allows teachers to meet student where they are: –Interests –Experiences –Passions

16. Assessment refers to what happens on a daily basis in the classroom. “…ways to use instruction to inform next steps” …continual feedback that helps students progress over time. “Assessment-Instruction Cycle” used to be instruct, instruct, instruct, then assess now assessment and instruction are interwoven Students should be learning to self-assess, make adjustments, and improve performance. Not helping students gauge their performance can be costly to them. We need to give students models for what we are asking them to do. SOME THOUGHTS ON ASSESSMENT

17. When I was a student, I preferred to be assessed by I typically preassess my students by… When I don’t preassess my students I have found that… In my upcoming unit I might Try to preassess by… Please complete Based on what you just learned take a minute or so to complete the bottom clouds. Be prepared to share with your neighbor.

18. Peer Observations Three required by April, 2010 Observed lessons should reflect integration of strategies/concepts presented throughout the year. Forms available on T-sharedFormsT-shared

19. Ticket to Leave Summarizer: In order to guide future presentations rank your top three challenges to planning and implementing differentiated instruction. Feel free to still include “readiness”. Questions: If you have additional questions or concerns note these as well. (Don’t forget to include your name so I can get back to you!) Please leave it on the table before you leave. Thank you!

20. Resources Diane Heacox Differentiating Instruction in the Regular Classroom Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html http://www.wilmette39.org/DI39/DIPA/DIPA2.html http://www.wilmette39.org/DI39/assess.html#2 http://www.flaguide.org/cat/minutepapers/minutepapers1.php http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs /ppts/Assessment.ppt