1. Lynn Radicello

2. Here are some notices from 3,2,1….

3. WHAT WAS SOMETHING YOU THOUGHT ABOUT OR SHARED WITH SOMEONE REGARDING OUR WORK LAST TIME? Welcome Back!

4. Day One Agenda Creating The Learning Environment  Introductions & Building Community Framing the Learning  Agenda, Purpose, Goals, Outcomes  In The News and Influencing Our Thinking Framework Focus: Planning Instruction  Standards-Based Education: Beginning with the end in mind  Overview of the SBE Planning Process

5. Day Two Agenda Framework Focus: Planning Instruction  SBE Planning Process  Standards Based Instruction  Essential Understanding/Questions  Task Analysis  NYS – Common Core Learning Standards

6. Binder: Workshop Exercised Page 1 Table Turn-N-Talk What do you remember?

7. Focus Questions: What makes planning for teaching and learning in a standards based environment different from the past? How can we be more purposeful in our instructional decision making so that we can provide students with the rehearsals and practice they need to meet the standard to be successful?

8. Day Three Agenda  Welcome  Professional Practice Conversations  Move into Oval Two  Assessment

9. Boarding Pass 9

10. Boarding pass Personal information What is your favorite vacation spot? What do you like to do there? If you could have any job other than being an educator, what would it be? What would you like to see happen in education before you retire?

11. Sit with this partner

12. Each person draw the ovals Explain to your partner

15. Professional Practice: for Day 3 Identify unit/lesson for Jan. Presentation Identify NYS Standard Refine essential and guiding question  How will you define Success?  Write a brief description- include”  Standard, Outcomes, Essential and Guiding Questions and how to define success Resources to Support:  Demonstrate ENGAGE NY  Overview of NYS CCLS  Just Ask Sample Units  While you are there, sign up for newsletter

16. As you have your conversation… Find the planning questions –top ten or top 19 What oval are you in-so far?

17. In December What CCLS will your unit be aligned with? While there may be several – what 1-3 will be the focus?

18. Moving to Oval Two Harvard Video

20. Self-Assessment: Classroom Assessment SEE PAGE 151 INSTRUCTION FOR ALL

21. Time to Take a Break! 10 Mins. BATHROOMS, DRINKS, REFRESHMENT, AND MOVEMENT!

22. Self – Reflection: page 151 Share with partner….  Where do you shine?  Where might be a goal?

23. VIDEO Dr. Seinfeld

24. WHAT ASSESSMENT PRACTICES MIGHT HAVE BEEN USEFUL FOR THIS TEACHER? Video Reflection:

26. COMPLETE AT YOUR TABLE….. Binder p. 23 and 24

27. Numbered Heads Together….(p. 103) Count off at your tables…. To share responses….  A number will be selected  Then a table  That person will share  Others will support

28. At your tables…. Formative vs. Summative

29. Know Your Purpose

30. Formative? Summative?

33. An assessment is formative if it…

34. Examples of INFORMAL Formative Assessments

35. Summative if it…

36. Examples of Summative Assessments

37. What are some ways you use formative and summative assessments?

39. Balanced Assessment

41. WHAT DOES COMMON MEAN?

42. COMMON? NOT COMMON?

43. Common? Not common?

44. What does common mean? An assessment is common if it…

45. Sound Familiar?

46. Putting It All Together Grant Wiggins, 2006

47. Where do interim assessments fit? BALANCED ASSESSMENT SYSTEM

48. HALLMARKS OF INTERIM ASSESSMENTS

49. BALANCED ASSESSMENT SYSTEM Formative Interim Summative

50. Learning Targets

51. Decide HOW to assess

52. Assessment methods MethodIdeal for assessing ExamplesScoring Selected Response Knowledge -level learning targets Multiple Choice Fill-in-the-blank T/F Matching Number or percent of points Extended written response Chunks of knowledge that interrelate & student reasoning Essay Short Answer Rubric Performance Assessment Learning best achieved through observable actions ( skills ) (or the development of products Playing an instrument Changing the oil in a car Conversing in a foreign language

59. Widening the Assessment conversation: Assessment Jigsaw Binder p 25 (Everyone is a 5!) Count off 1-4 or 1-5 Regroup into expert groups-read, discuss, determine key points to share Regroup into base group- to share--- Hold off on reading p 159- 161 if you are a 5!

60. BE TEMPORAL ELEGANT BE BACK IN 1 HOUR Lunch

61. “S’more” on Formative Assessment Read text p 159-161 and “Formative Assessment” JustASK article Put a ! Next to one you are intrigued by…

63. What is a RAFT? The RAFTs Technique (Santa, 1988) is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content. The RAFT Strategy is a writing technique that offers students a creative way to demonstrate understanding. Students take on an unusual point of view while writing for a specific audience. This is a great differentiation strategy because teachers can develop any number of possible RAFT’s that can be adjusted for skill level and complexity. Teachers can offer student choice, appealing to their interests and learning profiles, while adapting to student readiness levels. The possibilities for the RAFT categories are endless and the products are very creative.

64. RAFT: Purpose The purpose of RAFTs is to give students a fresh way to think about approaching their writing. It occupies a nice middle ground between standard, dry essays and free-for-all creative writing. RAFTs combines the best of both. It also can be the way to bring together students' understanding of main ideas, organization, elaboration, and coherence...in other words, the criteria by which compositions are most commonly judged.

65. RAFT: an acronym that stands for: Role of the Writer - Who are you as the writer? Are you Sir John A. Macdonald? A warrior? A homeless person? An auto mechanic? The endangered snail darter? Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? A local bank? Format - What form will the writing take? Is it a letter? A classified ad? A speech? A poem? Topic / Time - What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging

66. Learning about the RAFT Read page 135-40 in Instruction for All Students See list of ROLES: pp.189-194 See list of Products: pp. 183-188

67. RAFT Examples: ROLEAUDIENCEFORMTime/Topic DesertSunThank you Note Sun’s Role in the Desert Rain DropEarthPoem Beauty of the Water Cycle LungOwnerOwner’s Guide To maximize a productive life MLK Jr.TV Audience 2030 Speech The Dream Revisited ColonistKing GeorgeAn Advice Column How to make us happy Equivalent Fraction Song/Rap How we be came equivalent CommaStudentDiary Entry I wish you understood where I belong AdjectiveNounResume How I can help you

68. RoleAudienceFormatTopic Exponent Jury Instructions Laws of Exponents Acute Triangle Obtuse Triangle Dear John Letter Our Differences Percent Student How-To Guide Mental ways to calculate percent Prime Number Rational Numbers Club Membership Form How to Join My Club Parts of a Graph TV Audience Script Which of Us Is Most Important? Plus Sign Multiplication Sign Romantic Card Why We Go Together Math RAFT

69. Language Arts RAFT RoleAudienceFormatTopic Huck Finn Jim Letter What I Learned on the Trip Billy Colman Family Eulogy My Love for Little Ann and Old Dan Comma Sentences Thank You Note Glad I Could Be of Service Prepositional Phrase Author Persuasive Speech How I Can Help You Express Yourself Juliet Self Diary My Short Romance Grendl Beowulf Letter You Need to See My Side of the Story

70. Science RAFT RoleAudienceFormatTopic Experienced Water Drop New Water Drops Travel Guide Journey through the Water Cycle Lungs Brain Persuasive Speech Why Quit Smoking Seed Self Diary Changes As I Germinate Cell New Cells Owner’s Manual My Parts and How They Function Safety Goggles Family Letter Safety in the Lab White Blood Cell Red Blood Cell Romantic Letter I Will Keep You Safe

71. Social Studies RAFT RoleAudienceFormatTopic President Franklin D. Roosevelt His wife, Eleanor Roosevelt Conversation Why I issued Executive Order 9066 Neighbor of a Japanese American family An uncle in New York City Friendly Letter What I think about the situation with the Japanese Americans Young Japanese American girl or boy Future generations of Americans Poem of at least 8 lines Why people should be judged on their merit, not their race, religion, or the way they look. Guard at an internment camp Writing in a personal diary Diary entry of at least 8 sentences Describing daily life in the internment camps

72. RAFT Rubric 1234 Accuracy The information provided in RAFTS is very incomplete and/or has major anachronisms. The information provided in RAFTS has some small inaccuracies, omissions or anachronisms. The information provided in RAFTS is accurate but could use more support or specific details related to subject or time period. Information & details in RAFTS are always accurate and properly reflect information, ideas and themes related to the subject and time period. Perspective Viewpoint or ideas are sketchy and not drawn from time period. RAFTS does not show insight into how characters feel or act during the event(s). Viewpoint or ideas reflect current concerns rather than time period. RAFTS does not show insight into how characters feel during the event(s). RAFTS maintains a reasonably consistent point of view and includes ideas relevant to role and time period played. Character’s feelings about the event(s) are evident. RAFTS maintains clear, consistent point of view, tone and ideas relevant to role and time period played. Ideas and information always tied to role and audience of time. Characters are insightfully shown. Focus RAFTS wanders from topic; focus cannot be seen or has many side comments. Central topic and purpose of RAFTS can be seen, but focus is inconsistent. RAFTS stays largely on topic; its ideas are mostly supported. RAFTS stays on topic, consistently maintains form or type; details and information are included and directly support the purpose. Use of Class Time Class time used to disrupt others. Class resources are not or inappropriately used. Class time and resources used to do work for other classes and/or chat with friends. Class time used mostly effectively to research the era and create coherent stories. Class time used efficiently and appropriately to research the era and create interesting, well written, stories; extra effort or involvement beyond class. Presentation Writing is unclear and has gaps or confusions. Essay is marred by numerous errors, which disrupt reader’s understanding. Writing wanders or is somewhat repetitious. Essay contains several sentence errors and mechanical mistakes that may interfere with clarity of ideas. Audience is irritated by errors. Writing is clear and direct. Essay contains some fragments, run-ons or other errors; occasional mechanical mistakes. Audience is informed. Writing is fluent and interesting. Essay contains few or no fragments or run-on sentences; rare errors or mechanical mistakes result from risk-taking. It engages and informs audience.

73. Building Your Own RAFTS At your table group, and/or like subject area partners, brainstorm many ideas with your current standard or subject of study. Generate a few ideas that you could apply in your classroom before our next meeting.

74. RAFT P 135-139 in text for examples Rubric/checklist p. 175-180 Potential Products p. 183-194

75. Work Time Develop/Identify summative and pre-assessment for your unit….. What formative assessments will you use?

76. Professional Practice Continue to refine assessment for your December lesson/unit Active Learning- Be prepared to share a few that you have used ( from the list on p 88-89 or others)

78. With your New Learning Partner THINK BACK TO A SCHOOL OR COLLEGE EXPERIENCE WHEN YOU WERE POSITIVELY ENGAGED IN THE LEARNING EXPLAIN WHAT WAS HAPPENING IN THIS SITUATION THAT INFLUENCED YOUR ENGAGEMENT?

80. WHEN LEARNING IS ACTIVE AND INTERACTIVE STUDENTS ARE MORE ENGAGED WHEN INTERACTING WITH YOUR CONTENT Learning is ACTIVE and INTERACTICE

82. SELF-ASSESS YOURSELF USING THE SELF-ASSESSMENT: PAGE 85 Making Learning Active: How am I doing?

83. Active Learning Text Tagging See pp. 88 and 89 As you read the list of strategies Tag each with the following icons:   Check the ones you have either done with students or experienced as a student. You know it   Star the ones you have heard of but have never done  ! Exclamation Mark the ones you want to learn about

84. Work Time Develop/Identify summative and pre-assessment for your unit….. What formative assessments will you use?

85. MIP ost oint mportant

86. Balanced Assessment