1. Please Sit in These Groupings: A—Sabrina, Kellie, Katrina, Micki B—Susan, Chris, Rita, Beverly C—Jennifer, Bob, Jeremy, Yelena D—Jamie-Marie, Sandy, Julie, Faye E—Jackie, Richard, Becky

2. Appalachian Teacher Partners Appalachian Math Science Partnership October 22, 2010 We will begin at 9:01

3. Group Norms Place cell phones on silent or vibrate Come prepared for each meeting Listen actively as others are speaking Avoid sidebar conversations Respect and solicit opinions Rule of 2 feet

4. Review of September Review Preview My ATP Role Self-Assessment Technology Integration

5. Where To Today? Games Unit Examination Deepening Assessment Understanding Technology Integration

6. Community Building

7. Debrief What is the importance of games in the classroom? Examine the Marzano Instructional Design Questions on page 13 of the CD Folder. Where could games be an answer to these questions?

8. Time to Reflect

9. Classroom Curriculum Design Learning Target –I can identify strengths and weaknesses in an example unit as well as my own using criteria from the Curriculum Design folder. –I can develop a plan of action for strengthening my unit.

10. The Portfolio What is the benefit of effective design for students? For teachers? Step 1--Identify consequences to instruction and learning if this step is not well developed. Step 2—Essential Questions—So what? Step 3—Why plan this now? What should be the foundation for this step? Step 4—Why would it be beneficial to think in this manner about learning activities? Why provide varied strategies? What are keys points to consider?

11. Let’s Look at an Example Step 1 –Working with your partner, use the Curriculum Analysis Questions to: Examine the example unit—What evidence is present to support your answers? After discussing in pairs, discuss in groups of 4. Now examine your own unit using the same questions. On the organizer, provide the evidence for your answers. For areas that need improving, identify your plan for strengthening these pieces.

12. Step 2: Design Your EQ’s Examine the example unit. Again…provide evidence for your answers. Examine your own essential questions. Where are they hitting the mark? Missing it? Provide evidence on your organizer.

13. Before we move on to Step 3… …Let’s Deepen our Understanding!

14. CASL Plan of Action On a sheet of paper: –Identify the CASL chapter you focused on. –List 3 insights you gained from your study. –How did this study increase your assessment literacy? –List any areas you have questions about. –Identify 3-4 actions you are going to take in your instruction/assessment practices in order to improve your effectiveness in this area. Turn in to a facilitator

15. Current Status of U.S. Educational Assessment System Three Positives Reduction of assessment bias in large-scale tests Research ratification of the formative assessment process Increased advocacy of the formative assessment process Four Negatives Educator’s abysmal assessment literacy Uncritical adoption of interim assessment system(s) Computer adapted testing’s seductive allure Instructionally insensitive accountability tests James Popham, July 2010

16. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

17. Black & Wiliam Research on Effects of Formative Assessment:.4 to.7 Gain..7 Standard Deviation Score Gain =  25 Percentile Points on ITBS (middle of score range)  70 SAT Score Points  4 ACT Score Points Largest Gain for Low Achievers Reprint of “Inside the Black Box” in September, 2010 Kappan http://www.kappanmagazine.org/content/92/1/81.full.pdf+html

18. 18 High-Impact Practices Increased descriptive feedback, reduced evaluative feedback Increased student self- and peer- assessment Increased opportunities for students to communicate their evolving learning during the teaching Source: Inside the Black Box, (Black and Wiliam)

19. Formative Assessment in Action Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. –FAST/SCASS Project of CCSSO

20. Five Attributes that Render FA Most Effective Learning Progression –Clearly articulated sub-goals of the ultimate learning goal Learning Goals and Criteria for Success Descriptive Feedback –Evidenced based feedback that is linked to the instructional outcomes and criteria for success Self- and Peer- Assessment Collaboration –Teachers and students are partners in learning.

21. Classroom Vignettes Examples and Counter-examples of FA Individually, read vignette 5. Determine if FA practices are present and provide justification for your reasoning. Discuss with an elbow partner.

22. Classroom Vignettes Examples and Counter-examples of FA Number 1 – 4 at your table, if more than 4, keep numbering. Read the vignette that corresponds to your number. Determine if FA practices are present or not and justify your choice. Starting with vignette 1, provide an overview of your vignette, and share your justifications. Compare your responses to the rationales provided by the FAST/SCASS project through CCSSO.

23. Classroom Vignettes Formative Assessment in Practice Read the vignette that corresponds with your subject area. Each person at the table should select a different vignette from the ones that remain. Analyze your assigned vignettes using the 5 attributes of effective formative assessment. Highlight where you see the attributes evidenced. Provide a brief overview of your vignettes and indicate how it aligned with the five attributes. As each table member shares, begin to look across the vignettes and focus on ways one attribute appears across multiple vignettes.

24. A Teacher in Action Todd County High School-Jessica Addison As you view the video, think about these questions: –How are learning targets used by the teacher and also by the students? –How did the teacher differentiate and what was the basis for this differentiation?

25. Five Attributes that Render FA Most Effective Learning Progression –Clearly articulated sub-goals of the ultimate learning goal Learning Goals and Criteria for Success Descriptive Feedback –Evidenced based feedback that is linked to the instructional outcomes and criteria for success Self- and Peer- Assessment Collaboration –Teachers and students are partners in learning.

26. Where do you stand? Examine the descriptors for an Assessment Literate Teacher and self assess… –3—A Regular part of my practice or have deep understanding of –2—Occasional part of practice or surface understanding of –1—Rarely used in practice or very little understanding of Compare this to your self- assessment from September Note similarities and differences.

27. Balanced Assessment Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Assessment for learning Use classroom assessments to inform teacher’s decisions

28. Educational Leadership Skim the article “Every Day in Every Classroom”. Select an assessment strategy that you have never used before. Utilize this strategy before the next meeting. Be prepared to discuss in November—bring student samples if appropriate.

29. We have studied Franzipanics and it is now TEST time! Working alone, take the Franzipanics test. As you do, keep track of how you are figuring out the right answers. When finished, compare your answers to the key. How did you do?

30. HOMEWORK: CASL Chapter 5 Selected Response Assessment Read Chapter 5—pp 123- 151 As you do, think about the unit you are CURRENTLY teaching. Complete the following activities: –5.1 page 126 –5.2 page 127 –5.3 page 133 –5.4 page 135 –Look back at the Franzipanics test..what guideline(s) does each item address. (pg. 139) –5.6 page 151—show evidence of your work. Bring a copy of work to turn in. Reflect: What are the benefits of designing assessments in this way… …To teachers? …To students? …To stakeholders?

31. Step 3: Establish Assessment Design Examine the example unit. Be sure to provide evidence. Now repeat for your own unit. Use the organizer to record your thoughts and plans.

32. Step 4: Learning Activities In the example unit...think about each room-- Are these activities tightly or loosely aligned to the purpose? Now examine your own. Have you provided multiple opportunities and ways to engage in the learning? Is the learning anchored in the standards? Use the organizer for your thoughts.

33. Why think & plan like this? A good unit engages thinking! Instruction is tightly aligned to standards. Learning and therefore understanding is increased.

34. For Next Month Examine the reflection questions on page 100 in the Curriculum Planning Folder. Answer these questions as you think about your unit and the process of design. Once your unit is ready, complete the self- assessment instrument on page 101. Bring these back to the next meeting.

35. Learning Targets: EXPECTATIONS Learning Targets should now be a normal part of your instruction….. –Introduced at the beginning—verbally & written –Referred to during instruction –Student self-assessment concerning the LT –Reflection of the LT in relation to what was done in class at the end of the lesson

36. Time to Reflect

37. For Next Month Our next meeting will be November 12. Try an assessment strategy from the article. Complete the activities for CASL Ch. 5 as outlined on the slide. Complete pg. 100 and 101 in Curriculum folder—bring back. Va—Bring a copy of the SOL’s for your courses.