1. Assessment Literacy Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Career and College Readiness MODULE 2

2. Gain a deeper understanding of: Characteristics of Highly Effective Teaching and Learning (CHETL) Assessment Literacy

3. I can identify Characteristics of Highly Effective Teaching and Learning (CHETL). I can identify components of a Balanced Assessment system. I can compare indicators of Balanced Assessment to CHETL. I can reflect upon my current practice as it relates to CHETL and Balanced Assessment.

4. College & Career Readiness Middle Elementary High Kentucky Core Academic Standards HIGHLY EFFECTIVE TEACHING & LEARNING Assessment SENATE BILL 1 4 Module 1 Module 2

5. Creates a common point of reference for discussing effective practices in teaching and learning. Describes the role of the teacher and student in an exemplary instructional environment. Allows discussions around a set of research-based descriptors for five components of effective classroom practice: 1. Learning Climate 2. Classroom Assessment and Reflection 3. Instructional Rigor and Student Engagement 4. Instructional Relevance 5. Knowledge of Content 5

6. Read the CHETL Section assigned to your group Highlight key words. What does this definition mean to you ? Read the teacher characteristics Record examples from your practice or instructional strategies that support these characteristics. Be prepared to share out.

7. Classroom Assessment and Reflection: The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction. To be assessment literate means to be skilled both in gathering accurate information about students learning and in using it effectively to promote further learning. Classroom Assessment for Student Learning, p 21

8. An assessment literate teacher understands: the uses and purposes of classroom assessments for and of learning. who the users of those assessments are and their information needs. Gathering accurate information Effective use of information and procedures Assessment Literacy

9. Balanced Assessment is Formative and Summative and includes: Day to day classroom assessments Periodic interim/benchmark assessments Annual standardized testing Chappuis, Commodore, and Stiggins 2010

10. Look at the descriptions in Section 2 of the CHETL document. Where do you think you are in your practice using day to day classroom assessments, interim/benchmark assessments and yearly state assessments? What support do you still need in order to become assessment literate? Let us know!

11. The KDE leadership networks, as well as JCPS, are using Classroom Assessment for Student Learning (Stiggins, Arter, Chappuis, and Chappuis, 2006) as a guide to support our implementation of balanced assessment practices and improve assessment literacy.

12. Module #3 – Deconstructing Standards Module #4 – KCAS by grade level, Learning Targets and Formative Assessments Summer Professional Development – KCAS, CHETL, Assessment Literacy (preparation for first 12 weeks of the school year) Continuing Professional Development – differentiated to meet the needs of individual schools 12

13. 13 VISIT FOR MORE INFORMATION

14. Rollout – introduction and progressive learning about the standards, assessment and CHETL (Module 1) Characteristics of Highly Effective Teaching and Learning – CHETL (Module 2) Balanced assessment including effective use of formative assessment - Assessment Literacy (Module 2 and 3) Classroom Assessment for Student Learning – CASL (Stiggins, Arter, Chappuis, and Chappuis, 2006) Kentucky Core Academic Standards - KCAS 14

15. College & Career Readiness Middle Elementary High Kentucky Core Academic Standards HIGHLY EFFECTIVE TEACHING & LEARNING Assessment SENATE BILL 1 15 Module 1 Module 2

16. Gain a deeper understanding of: Characteristics of Highly Effective Teaching and Learning (CHETL) Assessment Literacy

17. I can identify Characteristics of Highly Effective Teaching and Learning (CHETL). I can identify components of a Balanced Assessment system. I can compare indicators of Balanced Assessment to (CHETL). I can reflect upon my current practice as it relates to CHETL and Balanced Assessment.

18. Where am I now? Rank yourself 1-5, 5 being the best, with regards to each component of CHETL. Rank yourself 1-5 about your understanding of the components of a balanced assessment system. Where do I need to go? What additional professional development do you need?