Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction

1. Assessment Literacy & Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES)

2. Common language for teacher effectiveness Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

3. Professional Practice in the TPGES

4. Student Growth in the TPGES

5. Targets • I can explain the role of assessment in teaching and learning. • I can explain how these assessment practices are embedded in the goal setting for student growth process.

6. What is Assessment Literacy? Classroom assessment literacy is the knowledge and skills needed to do two things: gather accurate information about student achievement, and use the assessment process and its results effectively to improve achievement. Chappuis, Stiggins, Chappuis, & Arter, 2011

7. Which Assessment to Use Interpret Data Next Steps to Improve Learning Assessment Literacy

8. From Classroom Assessment for Student Learning: Doing it Right, Doing it Well -Stiggins, Arter, Chappuis, & Chappuis (2004)

9. Assessment Literacy & the TPGES

10. Traits of teachers who positively impact student learning: • Are adept at using and creating a variety of assessments to monitor student learning • Assess frequently • Understand how to interpret and use assessment data • Use assessment data to adjust instruction Stronge & Grant (2009)

11. Goal setting for student growth – Setting a goal based on current student need followed by an on-going process of reflection and analysis to support students in attaining that goal.

12. High-Level Assessment Practices and Goal Setting for Student Growth

13. 1: Clear purpose

14. Sources of Evidence: Variety Student Performances Products Common Assessments DistrictLearning Checks Projects LDC/MDC Classroom Evidence Student Portfolios Interim Assessments

15. Gathering Baseline data 2: Clear targets Once you know your students Decide upon sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.

16. 3: Sound design

17. Sources of Evidence: Variety Student Performances Products Comparable across Classrooms Aligned to Standards Common Assessments DistrictAssessments Projects Provide pre- and post-data Enduring Skills, Concepts & Processes LDC/MDC Classroom Evidence Student Portfolios Interim Assessments

18. Comparable across classrooms: Teacher Reflection Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor? Do my selected measures reach the level of rigor expected across the district?

19. Rigor Congruency to standards Do the measures ask students to demonstrate mastery of the identified skills, concepts or processes at the level of rigor intended in the standard?

20. It is the congruency to standards that make our measures both rigorous and comparable.

21. Making the Right Choices 3: Sound design

22. High-Level Assessment Practices and Goal Setting for Student Growth

23. A Science Goal This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to plan and carrying out scientific investigations. Each student will improve by two or more levels on the district science rubric, Designing and Implementing Scientific Investigations. Furthermore, 80% of students will perform at level 3 (Proficient) on the rubric.

24. 4: Effective Communication 5: Student Engagement

25. Seven Strategies of Assessment FOR Learning Where am I going? 1- Provide students clear learning targets. 2-Use models of strong and weak work. Where am I now? 3-Offer regular descriptive feedback. 4-Teach students to self-assess and set goals. How do I close the gap? 5-Focus on one learning target at a time. 6-Teach students focused revision. 7-Engage students in self-reflection/assessment.

26. 1: Clear purpose

27. A Science Goal This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to plan and carrying out scientific investigations. Each student will improve by two or more levels on the district science rubric, Designing and Implementing Scientific Investigations. Furthermore, 80% of students will perform at level 3 (Proficient) on the rubric.

28. What is Assessment Literacy? Classroom assessment literacy is the knowledge and skills needed to do two things: gather accurate information about student achievement, and use the assessment process and its results effectively to improve achievement. Chappuis, Stiggins, Chappuis, & Arter, 2011

29. Sample Connections to the Framework

30. Targets • I can explain the role of assessment in teaching and learning. • I can explain how these assessment practices are embedded in the goal setting for student growth process.

31. Resources • Classroom Assessment for Student Learning: Doing it Right –Using it Well by Stiggins, Arter, Chappuis & Chappuis • Seven Strategies of Assessment for Learning by Chappuis • Student Achievement Goal Setting: Using Data to Improve Teaching and Learning by Stronge & Grant • PD 360 resources on Assessment Literacy

32. QUESTIONS

33. Next steps . . . 1. Review the resources provided and those attached. Possibly a book study is a next step for you. 2. Pull on the expertise of teachers who have studied assessment literacy in the Ky Content Leadership Networks. 3. Use the Target-Method Match on slide 16 to inventory the kinds of assessments you use or that are available to you.

34. Next steps . . . 4. As a district, think about how you can provide guidance to schools on sources of evidence that meet rigor and comparability.