1. Gathering Evidence to Achieve Results

2.  ALL CSD students and educators are part of ONE proactive educational system.  Evidence-based instruction and interventions are aligned with rigorous content standards.  Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.  CSD educators use instructionally relevant assessments that are reliable and valid  CSD educators make decisions based on student needs.  Quality professional development supports effective instruction for ALL students.  Leadership at all levels is vital.

4. A Culture of Collaboration -Norms -Systems Support A Focus on Results -Pre-assessments -Common Formative Assessment -Common Summative Assessments Ensuring that Students Learn -What we want each student to learn? -How do we know they learned it? -What do we do if they didn't learn it ? Prioritize Standards (What is essential?) Determine what students should know and do. Develop and Refine CFA around standards Score and Analyze CFA's Use data to differentiate instruction for increased student achievement

5.  “...if the results from the assessment can be used to MONITOR and ADJUST instruction in order to improve learning for CURRENT students, the assessment can be said to be formative. If NOT, the assessment is summative.” -Larry Ainsworth & Donald Viegut

6. -Purpose: to evaluate the end result of learning -When: the end of an instructional period -How: tests whether students have met objectives by the end of an instructional period -Examples:  High-stakes tests (Utah’s CRT)  Final exams and term papers  Reportcards

7. ◦ Purpose: to improve teaching and learning effectiveness for learning in order to inform instruction ◦ When: occurs before or during instruction ◦ How: identifies problems early; provides feedback for teachers and student; helps design, modify, intensify instruction ◦ Examples:  Curriculum Based Measurement (CBM)  Early paper drafts evaluated with rubric and returned for corrections  Pretests

8. 1. Form groups of 4. 2. What assessments do you currently use in your classrooms? Write one per index card. 3. How can information from that assessment inform what or how you teach? What questions do they help answer?

9. 1. Who is at risk for not meeting objectives? 2. How should students be grouped to meet needs? 3. Are students progressing at a sufficient rate to meet objectives on time? 4. Are students and teachers getting regular feedback on progress? 5. What skills do students need to master before they can meet final objectives?

10. COMMON FORMATIVE ASSESSMENTS are developed collaboratively by a team of teachers responsible for the same grade level or course.

11. For Teachers: Information to effectively teach EVERY student. For Students: Feedback necessary to learn required core standards. WHAT do they provide?

12.  “When feedback to students takes the form of grades, they are likely to see assessment as a way to compare their achievement with others. Students with a track record as losers see little point in trying; however, when they are clear on intended learning outcomes and are provided with feedback as part of a formative process for improving their work, and are then given support in clarifying how they can close the gap, they are more likely to continue working until they achieve the targets ….” Learning by Doing pg. 158

13.  Diagnose student learning difficulties so interventions can be provided  Set individual teacher goals and team goals for student improvement  Identify and share effective teaching strategies to accomplish goals  Plan ways to differentiate instruction so that ALL students can succeed  -Larry Ainsworth & Donald Viegut

14.  More efficient  More equitable for students  Provide timely, accurate, and specific feedback to students and teachers  Inform the practice of individual teachers  Build a team’s capacity to improve its program  Systematic, collective response to students who are experiencing difficulty

15.  Common formative assessments are administered frequently to know the level of student understanding to determine needs and drive instruction.

16. What is essential for our students to know? How will we know if they have learned? How will we respond when students don’t learn? How will we respond for those who demonstrate learning? See Linking Assessment and Instruction The "How To" Guide

17. “One incontrovertible finding emerges from my career in and around schools: The nature of relationships among adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.” -Roland Barth, 2006

22.  Pre-test on Nov. 10th  8 Days on Cells  Cells Quiz on Nov. 18 th - Rise and Stretch Nov. 19 th  4 Days on Osmosis/Diffusion  Diffusion/Osmosis Quiz on Nov. 26 th – Rise and Stretch Dec. 3 rd  5 Days on Levels of Organization  Quiz on Levels of Organization on Dec. 5 th – Rise and Stretch Dec. 10 th  5 Days on Body Systems  Quiz on Body Systems on Dec. 15 th - Rise and Stretch Dec. 17 th  Standard 3 Review Dec. 16 th & 17 th - Rise and Stretch Dec. 17th  Post-Test on Dec. 18 th