1. August 19, 2015 Do Now  On a ticket, write your name.  On scratch paper, write down definition of formative assessment  Find a partner to work with – one of you write “A” on your name ticket. One of you write “B” on your name ticket.

2. Goals for today…. I CAN Explain why “No opt out” strategies are important and how they can be formative assessment. Adopt a variety of strategies so there is “no opt out” when students answer questions.

3. Success Criteria for Today A commitment to making sure ALL students in the classroom are accountable for thinking! Walk away with “no opt out” strategies that can be applied to the classroom

5. Formative assessment is happening during instruction. As you are moving through your scaffolded lesson you are checking through specific questioning whether or not ALL students are understanding and providing differentiation.

6. Why Work On Formative Assessment? We know we are about students learning and not about us teaching. So we need to know what students have learned. According to Hattie, student self assessment of learning is the #1 impact on student achievement. Part of all 3 frameworks for TPEP

7. What do you predict research says about classrooms where students who raise their hand are called upon? Think for 45 seconds about that question. Pair/share your answers with your partner and turn cup to blue. I will be randomly calling

8. Return to Red

9. Reading about how we are perpetuating the achievement gap

10. Taking a risk…. High end students

11. Keys to no opt out strategies YOU MUST ASK THE QUESTION FIRST AND THEN CALL ON THE STUDENTS. If you draw the name of the student first, everyone else can turn off their thinking. Consistency – when you are not letting kids opt out, don’t let them opt out. Provide support through pair/share, group work, etc. for hard questions. That way students had an opportunity to learn an answer

12. Key to formative assessment Pre-planned, meaty questions that move students’ thinking up the ladder of the 3 story intellect (Bloom) or DOK (Winters)

13. Stand up and be ready to share why you like using this if…. You use a random method of calling on students (popsicle sticks, tickets, deck of cards, randomizer on computer.)

14. Stand up and be ready to share with evidence why you like using this…. A/B Partners

15. Remember that…. I don’t know is not an option instead… “phone a friend” say, “what do you know about this topic?” Say, “if you did know, what answer might you give?” come back to the person and have them repeat the answer from someone else.

16. What are the 3 keys to no opt out strategies? Turn to your partner and discuss. Turn cups to blue when you have an answer. I will be randomly calling

17. Return to Red

18. Stand up and ready to explain if… You frequently ask a student to summarize another student’s answer using random methods.

19. Stand up and ready to explain if… You use a stoplight and have each student write what they know and leave it on the red, yellow or green

20. Stand up and ready to explain if… Have used the “swap meet idea” – write answers on three cards and walk around and swap

21. Stand up and ready to explain if… You have used number heads together Procedure: 1. In your team, number off 1-3. 2. Up and out of chair 3. Heads together 4. Team voices 5. Sit when ready to share Ask question for group to answer/discuss Call on a random number between 1 and 3 and that person will share out selections for the group

22. Let’s do a 3x3 Provide a definition for TPT Initial _______ Explain how you plan to implement at least two TPT’s next week Initials ____ Describe an interesting experience with TPT and discuss how it enhanced learning. Initials _____ What is the most essential ingredient in TPT conducive classroom Initials ______ Explain how TPT’s might have helped you during your own school experience. Initials ___ Pretend you are talking to a parent, explain why you are using TPT’s Initials ____ Explain which TPT’s in your opinion, would do the most to ensure higher level thinking. Initials______ Describe how TPT’s can lessen the achievement gap. Initials______ Explain how including TPT has changed how you plan your lesson. Initials______

23. Think Pair Share For 2 minutes silently recall what we talked about the relationship between learning goals, success criteria, student talk and engagement, and formative assessment In partners, discuss the relationship between learning goals, success criteria, student talk and engagement, and formative assessment Turn cups to blue when you are ready to be called on randomly.

24. Return to Red

25. So far… I can…. Take turns role playing with your partner and convince them why no opt out or TPT strategies are so important to student learning. Each partner talk for 1 minute. Be ready to share your partner’s reasoning (turn to blue when ready) Partner A’s stand up

26. So far… I can Determine the 3 strategies you will try within the first month of school. Be ready to explain why you chose all three. Stand up when you are ready.

27. Pre-planned meaty questions are key– But that’s a whole other training. I am sharing my favorite resource!

28. Goals for today…. I CAN Explain the relationship between learning goals, success criteria, student talk and engagement, and formative assessment Explain why “No opt out” strategies are important Adopt a variety of strategies so there is “no opt out” with students answering questions.

29. With your partner answer… Formative assessment through No Opt Out is like….. Because…..

30. Modeling done today There was a learning goal Success criteria was provided A tie to previous learning and real world application The learning goals were revisted and connected with each other Engagement strategies were used (no opt out) A/B partners with random calling Stand up if… No opt out tickets/random calling Informal checks for understanding were done through calling on random people Participant reflection on learning was done

31. Feedback for Amy on this Presentation  Keep doing……  Consider doing the following differently….