Assessment for Learning

1. Assessment for Learning August 19, 2015 Heather Rottermond Sandy Riley

2. Today’s Agenda

3. Today’s Learning Targets • I have a clear understanding of the long-term plan and expectations for myself. This means I understand my level of responsibility (journal entries, pre/post surveys, pre/post assessments, board presentation, etc.) • I have a clear understanding of the CASL process that I will take and apply to two units of study throughout the year. This means I know what unit I will be working with and how all the pieces of CASL fit into that unit. • I can deconstruct my content standards into student-friendly language. • I can develop a summative assessment aligned to my content standards. • I understand that part of this process is building relationships within and across districts for the purpose of deepening my knowledge of assessment literacy and building my own support network.

4. Introduction and Welcome • Housekeeping Items • SCECHs • Bathrooms • Coffee, Tea • Breaks • Lunch

5. Review • Find Someone Who… Move around the room and find a different person that can answer each of the five key questions. Be sure that it is someone you do not know and they can only sign once. Be sure you both sign for that key. We will use this the next two days.

6. Video Observation • https://www.youtube.com/watch?v=0fn_vAhu_Lw • What keys did this video violate? How? • Work in triads (find two people that you do not know) • Introduce yourselves – 5 minutes • Discussion: What keys did this video violate?

7. Assessment Literacy Plan and Expectations • Long Term Plan • Assessment Research Group’s Data • Research to Support Your Learning • Expectations

8. Achievement Initiatives 7-10 Year Plan Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers. This means 500 teacher leaders in both counties 50 100 200 300 Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN* Leadership Networks: ALN, HS Principals, EL Principals, MS Principals, CIT, CAAN

9. Assessment Literacy Training Plan 2012-2013 2013-2014 2014-2015 2015-2016 • Aug. 2014 – Train 112 teachers Cohort 2 (8 per district) • Cohort 1 sits in on the trainings from a “Trainer” perspective • Monthly support for Cohort 1 • Cohort 1 become facilitators for their Cohort 2 teams in their buildings • Pre/post assessment inventory • Heather & Sandy support systems for Cohort 1 • Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015 • Sept. 2012- ATI Training • Oct. 2012 - SCAL (Steering Committee for Assessment for Learning) CD and WISD • Jan. 2013 Action Research Group (ARG) • ARG: 10 teachers from W/L representing EL and Secondary • Implement 1 week of instruction using CASL practices • Pre and post assessment Inventory • Aug. 2013 – Train 56 teachers Cohort 1 (4 per district) • Ongoing monthly support • Develop 2 units of instruction using CASL • Pre-post data including pre and post assessment inventory • Basia & Sandy support systems for these teachers • Goal is to have 2 units of instruction created by end of 2014 • Aug. 2015 – Train 224 teachers Cohort 3 (16 per district) • Cohort 1 facilitates the training • Monthly support for Cohort 1 • Cohort 2 & 3 teams in their buildings • Pre/post assessment inventory • Heather & Sandy support systems for Cohort 1 • Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016 • Cohort 2: 4 units • Cohort 3: 2 units

10. Data to Support our Vision

11. Answer Choices for Survey Questions • Answer choices for each question… • Always • Usually • Sometimes • Rarely • Question 7 (felt) answer choices… • confident. • neutral. • nervous. • anxious.

12. Survey Questions • Before my teacher presented the lesson in this class, I knew specifically what I needed to learn. • After my teacher presented the lesson in this class, I knew specifically what I needed to learn. • If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it. • Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.

13. Survey Questions • The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice. • I was given the opportunity to practice learning without being graded in this class. • Before taking assessments/tests/quizzes in this class I felt…**** • After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.

14. Survey Results from Elementary School

15. Survey Results from Middle School

16. Survey Results from High School

17. Individual Teacher ResultsThird Grade Mathematics: Measurement Unit

18. Individual Teacher ResultsThird Grade Mathematics : Measurement Unit

19. Individual Classroom ResultsThird Grade Mathematics: Measurement Unit

20. Individual Teacher ResultsSeventh Grade Science: Astronomy Unit

21. Individual Classroom Results

22. Individual Classroom Results

23. Student Growth

24. Training Methods & Levels of Impact - Joyce & Showers (1980) KNOWING DOING

25. 2015-2016 Expectations • Attendance to Meetings • Fidelity of Implementation • Journaling • Pre and Post Surveys • Pre and Post Assessments • Board Presentation • Meet with your principal once per month

26. Cohort III Meeting Dates/Locations

27. POTTY BREAK – 15 minutes

28. Read Chapter 3: Clear Targets • As you read, select one or more pieces that represent new learning or pieces that were most significant. Be prepared to discuss these with a small group.

29. Text-based Discussion • Count off so there are groups of 4 • In your groups assign each person a number. • Number 1 shares, then group members can ask clarifying questions • Continue this until all members have shared

30. LUNCH

31. Align, Assess, Achieve Video • As you are watching the video, please use the graphic organizer to gather your thoughts

32. Work Time • Deconstruct the standards for the unit you will be teaching • Refer to pages 16-18 in your Learning Guide • Write down any questions you still have • Discuss at your tables • Share out any unanswered questions • Use the template to write out your learning targets • Keep in mind, you may need to define vocabulary in your learning targets.

33. POTTY BREAK – 15 minutes

34. Find Someone Who… • Find your Key 4 partner and share your “I can” statements • Give feedback to the other person

35. Wrap Up – Journal Entry • Journal will be emailed to the email address I have on file.

36. Wrap Up - Homework Homework: • Read Chapter 4 of CASL Book (pgs. 87-115) • Bring all of your unit materials • Including assessments, worksheets, standards, etc.