N E P F N evada E ducator P erformance F ramework

1. N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net Secondary Mathematics Standard 5 Part 2

2. NEPF: 5 High Leverage Instructional Standards and Indicators

3. Standard 5 Module for Mathematics Part I – What and Why • Goal 1: What is Standard 5? • Goal 2: What are the indicators for Standard 5? Part II – Implications for Mathematics • Goal 3: What activities/instruction in the classroom would provide evidence of them? • Goal 4: What specific plans can be designed to implement them?

4. NEPF Standard 5 Teacher plans on-going learning opportunities based on evidence of all students’ current learning status. Teacher aligns assessment opportunities with learning goals and performance criteria. Assessment is Integrated into Instruction 2 1 Teacher structures opportunities to generate evidence of learning during the lesson of all students. Teacher adapts actions based on evidence generated in the lesson for all students. 3 4

5. Unit Assessment Structure

6. Formative Assessment This Type of Assessment is NOT about accountability… it is about GETTING BETTER!! Assessment for Learning!

7. Two Types of Formative Assessment • Formal formative assessments “Planned for interaction/Curriculum embedded” • 1-4 times per month • Quizzes, investigations, activities, projects (can be the same as classroom) • Teams of teachers create/data is analyzed by teams • Informal formative classroom assessments “On-the-fly” • Daily • Created by individual teachers • Data relates only to that class

8. Essential Components of Formative Assessment • Gathering evidence of learning through multiple strategies (Standard 5, Indicator 3) • Engaging students in monitoring their own learning (Standard 4, Indicator 2) • Informing teaching and learning based on data and feedback (Standard 5,Indicator 1 & 4) • Advancing learning outcomes and progress towards standards (Standard 5, Indicator 2) • Guiding curricular and instructional decisions (Standard 5, Indicator 2)

9. When do we use formative assessment? • Beforewe start a lesson/unit as a pre-assessment to determine what they already know and what they need to know • Duringa lesson to continually check for understanding and guide instruction • Afterthe lesson to determine what students have learned and to make responsive decisions based on that knowledge

10. Brainstorm Formative Assessment Strategies • ____________________ • ____________________ • ____________________ • ____________________ • ____________________ • ____________________ • ____________________ • ____________________

11. BEFORE INSTRUCTION:PRE-ASSESSMENT To determine what students know and need to know • Pre-tests, open ended questions, selected response, etc. • Graphic organizers and concept maps: KWL, ABC, Venn diagrams, etc. • Anticipation/reaction guides • Graffiti wall/carousel brainstorming • Diagram and images • Quick writes, pair share • Share the learning objectives, targets, and exemplars in advance – have students set goals, predict, etc.

12. RESPONDING TO PRE-ASSESSMENTS • Decide what evidence to use (prior scores, standardized scores, pre-assessment data) • Group students(homogeneous or heterogeneous) based on data and learning outcomes • Begin instruction based on student’s entry knowledge • Provide additional support and scaffolds—individual or small group

13. DURINGINSTRUCTION Continuouschecking to pinpoint learning and guide instruction • Graphic organizers • Vocabulary: sort/apply • Signaling, fingers-up, cards up • Think (Write)-Pair-Share/Quick writes • Two or three column notes/reflect/question • Questioning

14. RESPONDING DURING INSTRUCTION • Clarify misunderstandings • Re-teach; alternate modality • Use different instructional strategies • Scaffolding and tiered activities • Differentiate instruction • Re-group students • Provide second tier support • Allow processing time • Questioning • Cooperative learning activities

15. AFTER INSTRUCTION To account for what students learned and make responsive decisions • Minute paper, muddiest point, exit card • Q and A Mix-up • ABC review • Reflection, 3-2-1 • Demonstrations of learning: create a product, teach another • Oral presentation • Post-test review • Students reflect on goals already set/Self-evaluation • Problem-solving activities

16. RESPONDING AFTER INSTRUCTION • Identify prevalent points of confusion • Review key/common errors • Peer review and assistance • Utilize support services • Prepare for summative assessment • Differentiate assessment/levels of rubric • Reconsider standards • Plan future lessons based on data

17. Video • Formative Assessment: Tools and Techniques • What do teachers learn at each stage of a Classroom Challenges formative assessment lesson? • Hear teachers share insights on the benefits of each stage of a Classroom Challenge and their instructional techniques to reach all of their students. Discover when to use the provided materials and how these resources shed light on student learning and understanding. • http://educore.ascd.org/Resource/Video/b441650e-b0f6-4b6b-806f-25fc952c10cc • Classroom Challenge Lessons • (Steps to Solving Equations) • http://map.mathshell.org/materials/download.php?fileid=1261 • (Evaluating Statements About Length and Area) • http://map.mathshell.org/materials/download.php?fileid=675

18. Formative Assessment Strategies Used During the Video • Pre-assessment activity • Think-Pair-Share • Whiteboards • Postulate buddy • Shoulder buddy • Groups of 4 • Share with different groups (data collector) • Student presentation to class • Questioning • Thumbs up/down • Collaborative Activity • Revisit the pre-assessment (annotate) • Student reflection • Post-assessment problems • Use cell phone to record student work (evidence)

20. VideoMy Favorite No Consider these questions as you watch. https://www.teachingchannel.org/videos/class-warm-up-routine How does this strategy provide opportunities for formative assessment? How does it allow for immediate response to prepare for summative assessment?

21. Where Can Teachers Find More about Formative Assessments?

22. For additional NEPF resources rpdp.net Select NEPF Secondary Math

23. “Formative assessment isn’t an end in itself, but the beginning of better instruction.” Carol Ann Tomlinson, 2008