PLC and Assessment: The Dynamic Duo

1. PLC and Assessment:The Dynamic Duo! Presented by Dr. Laurie Robinson

2. Framing a meaningful day together���

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4. �We need to pull the weeds before we plant the flowers���.Doug Reeves

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7. LEADERSHIP is vital in this process. �THE GUIDING COALITION� Musicians have their instruments�.. Engineers have their computers� Accountants have their calculators� Leaders have each other. They are their own instruments. Jim Kouzes, author of The Leadership Challenge

8. CHARLIE PARKER, JAZZ MUSICIAN � IF IT AIN�T IN YOUR HEART, IT AIN�T IN YOUR HORN! �

10. If all of us are to commit to a laser focus on learning in our site-based schools��. HOW do we embed time to work collaboratively with our colleagues? And most importantly����� �What will it look like if we REALLY mean it?�

11. Why Dialogue?

12. Talk at your tables, how would you describe the work of a profressional learning community?Talk at your tables, how would you describe the work of a profressional learning community?

13. �Tight� PLC THREE! (3) LEARNING COLLABORATION RESULTS

14. TeamworkMerriam-Webster N: Work done by several associates with each doing a part but all subordinating personal prominence to the efficiency of the whole.

16. WHO are you as a staff and HOW do you FUNCTION? THE COMPASS ACTIVITY

17. NORTH: (Doing) �Let�s move ahead!� Likes to see things happen/plunge in and forge ahead���. SOUTH: (Caring) likes to know everyone�s feelings have been taken into account and voices are heard before acting����.. Feel deeply about everything! EAST: (Speculating) like to look at the big picture and all the possibilities before taking action. WEST: (Detailing) likes to know the who, what, when, where, and why before acting�Show me the details!

18. COMPASS DIRECTIONS Cultural Common Assessment An Exercise in Understanding Group Work Dynamics You are invited to go to the �direction� that most fits you. NO ONE is only one direction, but everyone must choose one predominant style. Report out as a group: * What are the strengths of the group? (4 adjectives) * What are the limitations of the group? (4 adjectives) * What style do you find most difficult to work with? Why? * What do the other directions need to know about you, so you can work more effectively together?

19. Note the distribution of the group. * What does this mean for us as a school? * What is the best combination for a group to have? Does it matter? * How can you avoid being driven crazy by another direction? * How might you use this exercise with others? Students?

20. 1. Direction(N-S-W-E) 2. FOUR ADJ. (STRENGTHS) ______ _______ _______ _________ 3. FOUR ADJ. (WEAKNESSES) ______ _______ _______ _________ 4. Direction difficult to work with _______________ 5. What other directions need to know about your direction _________________________________________

21. What does the data tell us?

22. What is Quality Collaboration? � A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.�

23. PLC�s require TRUST! Little happens in a relationship until the individuals learn to trust each other.

25. Our primary focus today? FINDING EVIDENCE!

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27. Data is the enemy of comfortable routines. Without data, you�re just another person with an opinion.Michael Schmoker, Results

28. How the BUYER assesses..

29. Comparing Instructional Models

30. Burning Questions What are your burning issues? Please have one recorder for the group. All voices need to be heard.

31. Building Common Assessments Welcome Introduce �self� as the trainer and let them know we will do �group� introductions in just a little bit. Big picture overview: The focus of this workshop is on building common assessments. As schools deepen their work with Professional Learning Communities, the need arises to understand quality assessment practices in the context of collaboration. Quality common assessment practice is key in helping Professional Learning Communities function to support and increase student learning. Focus on Learning; Maximize the Power of Collaboration The practice of using common assessments is not designed as another high stakes testing hoop for kids and teachers to jump through. It�s about gathering and using meaningful data to help teachers and students understand where students are in relationship to the intended learning and what they need to do next to achieve more. It�s a way to hold our collaborative teams accountable to focusing on learning for all students. It�s a way to plan instruction that focuses on the needs of students. In turn, when we collaboratively discuss the intended learning for our students; determine an assessment to check in on the learning; and dialogue and plan to analyze and respond to our assessment data � we are creating a quality common assessment systems that have great potential to support students. Welcome Introduce �self� as the trainer and let them know we will do �group� introductions in just a little bit. Big picture overview: The focus of this workshop is on building common assessments. As schools deepen their work with Professional Learning Communities, the need arises to understand quality assessment practices in the context of collaboration. Quality common assessment practice is key in helping Professional Learning Communities function to support and increase student learning. Focus on Learning; Maximize the Power of Collaboration The practice of using common assessments is not designed as another high stakes testing hoop for kids and teachers to jump through. It�s about gathering and using meaningful data to help teachers and students understand where students are in relationship to the intended learning and what they need to do next to achieve more. It�s a way to hold our collaborative teams accountable to focusing on learning for all students. It�s a way to plan instruction that focuses on the needs of students. In turn, when we collaboratively discuss the intended learning for our students; determine an assessment to check in on the learning; and dialogue and plan to analyze and respond to our assessment data � we are creating a quality common assessment systems that have great potential to support students.

32. �You can enhance or destroy students� desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.� Purpose of Quote This quote is included ONLY to help provide the context for assessment in PLCs. If we are to design yet another system of accountability in �common assessments� then let�s design with best practices in mind and move toward �balancing� the system with more formative examples along the way� Assessment done poorly can be a dangerous tool. Think of a time when you experienced a poor assessment. What did that do for your learning? Examples: Briefly illustrate the power of assessment practice: A story that illustrates motivation, confidence and/or risk taking� i.e. When kids say �I don�t care. This is stupid.� it often means �I don�t know.� or �I don�t know what to do next.� Purpose of Quote This quote is included ONLY to help provide the context for assessment in PLCs. If we are to design yet another system of accountability in �common assessments� then let�s design with best practices in mind and move toward �balancing� the system with more formative examples along the way� Assessment done poorly can be a dangerous tool. Think of a time when you experienced a poor assessment. What did that do for your learning? Examples: Briefly illustrate the power of assessment practice: A story that illustrates motivation, confidence and/or risk taking� i.e. When kids say �I don�t care. This is stupid.� it often means �I don�t know.� or �I don�t know what to do next.�

33. Essential Question: How can we create common assessments to monitor and promote student learning? Our work over the next two days will focus on this essential question. It once again, highlights the notion that the common assessments we are talking about here is not a high stakes test� it�s a collaborative system designed to help us use meaningful data to help students learn more. Our work over the next two days will focus on this essential question. It once again, highlights the notion that the common assessments we are talking about here is not a high stakes test� it�s a collaborative system designed to help us use meaningful data to help students learn more.

34. The Engaged Learner As we begin the work, ask yourselves: Where am I now? Where would I like to be? How will I get there?

35. What AreCommon Assessments? �Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.� �Douglas Reeves, CEO and founder The Leadership and Learning Center In line with standardized tests and benchmark assessments, but they are designed or created by teachers and administered by teachers so that instructional decisions can be made immediately and students can receive and understand what they know and what they need to do next to go deeper or take another step to achieving the intended learning. Timeframes are decided on by teams so that teachers use the results to plan instruction and students use the feedback from the assessments to know what they know and know what to do next to achieve the intended learning.In line with standardized tests and benchmark assessments, but they are designed or created by teachers and administered by teachers so that instructional decisions can be made immediately and students can receive and understand what they know and what they need to do next to go deeper or take another step to achieving the intended learning. Timeframes are decided on by teams so that teachers use the results to plan instruction and students use the feedback from the assessments to know what they know and know what to do next to achieve the intended learning.

36. What Are Common Assessments? Any assessment given by two or more instructors with the intention of collaboratively examining the results for: Shared learning Instructional planning for individual students Curriculum, instruction, and/or assessment modifications This definition offers parameters for WHO administers and analyzes common assessments. Examples may include (but is not limited to): 2nd grade teachers on reading or math 5th grade teachers on writing Interdisciplinary team on persuasive writing Vertical math team on rationalizing answer to word problems. World Language teachers (levels 1, 2 and 3) on writing Be sure teams know that this does not suggest that departments of 10 can break off into smaller factions of 2. This definition also offers more specific insight into the value and remit in collaboratively scoring the assessments. It�s about� Shared Learning: Understanding the extent to which students are learning the targets and teasing out patterns of misunderstanding; it also offers deeper discussion on the importance and interpretation of the learning targeted Instructional planning for individual students: common assessment data is designed to help plan responses that address the needs of specific students Curriculum, instruction, and/or assessment modifications: these are revisions that would happen most often for the next time around (with the next group of students) Gaps in common assessment data may indicate a need to revise the curriculum, our instruction, or the actual assessment itself in order to help support learning more effectively. This definition offers parameters for WHO administers and analyzes common assessments. Examples may include (but is not limited to): 2nd grade teachers on reading or math 5th grade teachers on writing Interdisciplinary team on persuasive writing Vertical math team on rationalizing answer to word problems. World Language teachers (levels 1, 2 and 3) on writing Be sure teams know that this does not suggest that departments of 10 can break off into smaller factions of 2. This definition also offers more specific insight into the value and remit in collaboratively scoring the assessments. It�s about� Shared Learning: Understanding the extent to which students are learning the targets and teasing out patterns of misunderstanding; it also offers deeper discussion on the importance and interpretation of the learning targeted Instructional planning for individual students: common assessment data is designed to help plan responses that address the needs of specific students Curriculum, instruction, and/or assessment modifications: these are revisions that would happen most often for the next time around (with the next group of students) Gaps in common assessment data may indicate a need to revise the curriculum, our instruction, or the actual assessment itself in order to help support learning more effectively.

37. Why Common Assessments? Efficiency Fairness Effective monitoring Informed practice Assessment literacy Raised expectations Team capacity Collective response Let�s look at the list we created and compare it to the ideas that Rick DuFour offers. Is there anything on this list we didn�t mention? If so, how does it contribute to the reasons why we should do common assessments? Other Possibilities: Link this list to the participant list and/or ask each table to take one idea from the list and describe why/how that might be so. Why is that idea on this list? Why Common Assessments � Efficiency - by sharing the load teachers save time � Fairness - promotes common goals, similar pacing, and consistent standards for assessing student proficiency � Effective monitoring - provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned � Informs individual teacher practice - provides teachers with a basis of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching � Team capacity - collaborative teacher teams are able to identify and address problem areas in their program � Collective Response - helps teams and the school create timely, systematic interventions for students NOTE: This is DuFour�s response, with the exception of the bullet point on �team literacy. We added that one and THIS workshop is about helping to develop that idea. Stiggins talks about the importance of team literacy while learning by doing So, let�s get started on �Team Literacy� � shift into the 5 keys. Let�s look at the list we created and compare it to the ideas that Rick DuFour offers. Is there anything on this list we didn�t mention? If so, how does it contribute to the reasons why we should do common assessments? Other Possibilities: Link this list to the participant list and/or ask each table to take one idea from the list and describe why/how that might be so. Why is that idea on this list? Why Common Assessments � Efficiency - by sharing the load teachers save time � Fairness - promotes common goals, similar pacing, and consistent standards for assessing student proficiency � Effective monitoring - provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned � Informs individual teacher practice - provides teachers with a basis of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching � Team capacity - collaborative teacher teams are able to identify and address problem areas in their program � Collective Response - helps teams and the school create timely, systematic interventions for students NOTE: This is DuFour�s response, with the exception of the bullet point on �team literacy. We added that one and THIS workshop is about helping to develop that idea. Stiggins talks about the importance of team literacy while learning by doing So, let�s get started on �Team Literacy� � shift into the 5 keys.

38. HO p. 80 The first part of team literacy is understanding the overall process and the role each piece plays in effectively collaborating and using common assessments. The team work that PLCs engage in initially is described in the boxes to the left of the graphic. The yellow star is where we begin to establish the common assessment process.HO p. 80 The first part of team literacy is understanding the overall process and the role each piece plays in effectively collaborating and using common assessments. The team work that PLCs engage in initially is described in the boxes to the left of the graphic. The yellow star is where we begin to establish the common assessment process.

39. Understanding Accurate Assessment Design Our first few activities were designed to help us understand the big picture of common assessment work and compelling reasons to engage in this practice. Now, we�re going to move into examining some of the characteristics of quality assessments � characteristics that are critical for our consideration as we plan our common assessment frameworks.Our first few activities were designed to help us understand the big picture of common assessment work and compelling reasons to engage in this practice. Now, we�re going to move into examining some of the characteristics of quality assessments � characteristics that are critical for our consideration as we plan our common assessment frameworks.

40. Keys to Quality Classroom Assessment Share the big picture of the 5 keys. This slide is the summary of the section and introduction to the keys that we will take apart, in depth, over the course of this session. Each key will get further definition and each team will have time to talk about each key in their team work. Share the big picture of the 5 keys. This slide is the summary of the section and introduction to the keys that we will take apart, in depth, over the course of this session. Each key will get further definition and each team will have time to talk about each key in their team work.

41. Inside the Black Box Raising Standards Through Classroom Assessment Slides 45 � 52 can be done in approx. 5 min. Let�s take a quick look at some research on assessment for learning or formative assessment so that as we plan our common assessment work, we understand more fully the impact this work can have on student learning. This research also begins to describe some of the practices associated with quality formative assessment practice. It�s important to note that the notion around quality assessment FOR learning (or formative assessment) practice can be applied to our common assessment work. These ideas can also be implemented as an individual teacher. Inside the Black Box Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam This quick review of the research is intended to help contextualize the idea of formative assessments as �common� assessments. If we are going to take the time to learn from �common� assessments, then let us mirror best practices along the way and establish assessment systems that empower students to learn along the way as well. Highlight the significance of the research and its relationship to this training. Encourage participants to read the actual article when they can find the time. This section is used as the �lead� into understanding the power and need for formative assessment and beginning to define Key 1 relative to knowing the purpose of an assessment. Slides 45 � 52 can be done in approx. 5 min. Let�s take a quick look at some research on assessment for learning or formative assessment so that as we plan our common assessment work, we understand more fully the impact this work can have on student learning. This research also begins to describe some of the practices associated with quality formative assessment practice. It�s important to note that the notion around quality assessment FOR learning (or formative assessment) practice can be applied to our common assessment work. These ideas can also be implemented as an individual teacher. Inside the Black Box Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam This quick review of the research is intended to help contextualize the idea of formative assessments as �common� assessments. If we are going to take the time to learn from �common� assessments, then let us mirror best practices along the way and establish assessment systems that empower students to learn along the way as well. Highlight the significance of the research and its relationship to this training. Encourage participants to read the actual article when they can find the time. This section is used as the �lead� into understanding the power and need for formative assessment and beginning to define Key 1 relative to knowing the purpose of an assessment.

42. Does better formative assessment = higher test scores? Does formative assessment need improving? What improvement is needed? Black & Wiliam Questions

43. Does better formative assessment = higher test scores? Black & Wiliam Questions Debrief what the research foundDebrief what the research found

44. Research Findings Bloom (1984) Mastery Learning Black and Wiliam (1998) formative assessment Meisels RodriguezBloom (1984) Mastery Learning Black and Wiliam (1998) formative assessment Meisels Rodriguez

45. Does formative assessment need improving? Debrief what the research found: Much of our practice in assessment involves summative assessment and even when the intention of quizzes or shorter assessments is to help us plan instruction or help students learn more, the extent to which this actually happens is in question. As a result, Black and Wiliam concluded that our focus on assessment for learning or formative assessment needed significant attention and improvement.Debrief what the research found: Much of our practice in assessment involves summative assessment and even when the intention of quizzes or shorter assessments is to help us plan instruction or help students learn more, the extent to which this actually happens is in question. As a result, Black and Wiliam concluded that our focus on assessment for learning or formative assessment needed significant attention and improvement.

46. What improvement is needed? Debrief what the research found and what brings us here today. Debrief what the research found and what brings us here today.

47. Crucial DistinctionAssessment of Learning:How much have students learned as of a particular point in time?Assessment for Learning:How can we use assessment to help students learn more?

48. A Balanced Assessment System Balanced Assessment Briefly define assessments OF learning and assessments FOR learning. Provide essential question for each: OF: What have students already learned? FOR: How can we help students learn more? Balanced Assessment Briefly define assessments OF learning and assessments FOR learning. Provide essential question for each: OF: What have students already learned? FOR: How can we help students learn more?

49. Which Is Which? It isn�t the method that determines whether the assessment is summative or formative, it is how the results are used. This slide highlights the biggest difference between formative and summative assessment or Assessment FOR and OF Learning.This slide highlights the biggest difference between formative and summative assessment or Assessment FOR and OF Learning.

50. How do you know when students have arrived at the destination? What�s the location? How do you know they are there? If they are not yet there, how do you know where they are? How do we measure achievement?

51. If they�re not there, where are they? What can you say about those who have not yet arrived? How could you have a better idea of where they are?

52. Two Types of Assessments Assessment of Learning Did the kid make it to California? Assessment for Learning Was the kid passing through Nebraska at the time I thought s/he might? How long did it take him/her to get to NC to KS? At this rate, when do I think s/he�ll reach CA? Do I need to investigate alternate transportation methods? What kind of support does the child require to catch up with his/her peers? There are two types of assessments examined in this resource: Assessment for Learning. Turn to pages 22 and 23 Have IRTs work in pairs � one reads assessment of and one reads assessment for Have each pair list 3 important reasons for assessment of Have each pair list 3 important reasons for assessment for Share out There are two types of assessments examined in this resource: Assessment for Learning. Turn to pages 22 and 23 Have IRTs work in pairs � one reads assessment of and one reads assessment for Have each pair list 3 important reasons for assessment of Have each pair list 3 important reasons for assessment for Share out

53. Two Types of Assessment Constructivist learning activity designed to help participants understand Key 1, done with bicycle partners. HO p. 113 (Key on page 119 � one way to respond) Constructivist learning activity designed to help participants understand Key 1, done with bicycle partners. HO p. 113 (Key on page 119 � one way to respond)

54. One could compare summative assessment to an autopsy, and formative assessment to a physical examination. Dufour, Dufour, Eaker & Many

55. A summative assessment, like an autopsy, can provide useful information that explains why the �patient� has failed, but the information comes too late... at least from the patient�s perspective. Reeves, Ainsworth

56. A formative assessment, like a physical examination, can provide both the �doctor� and the �patient� with timely information regarding the patients� well-being and can help with a prescription for an ailing person or assist a healthy person to become even stronger. Reeves, Ainsworth

58. Process Assessment OF and FOR Learning Give examples of both kinds of assessments that you currently use

59. What is the target? Begin with the end in mind��.

60. Keys to Quality Classroom Assessment Share the big picture of the 5 keys. This slide is the summary of the section and introduction to the keys that we will take apart, in depth, over the course of this session. Each key will get further definition and each team will have time to talk about each key in their team work. Share the big picture of the 5 keys. This slide is the summary of the section and introduction to the keys that we will take apart, in depth, over the course of this session. Each key will get further definition and each team will have time to talk about each key in their team work.

61. What Are the Learning Targets? A learning target is any achievement expectation we have for students on the path toward mastery of a standard. It clearly states what we want the students to learn and should be understood by teachers and students. Learning targets should be formatively assessed to monitor progress toward a standard. A LASER FOCUS ON LEARNING! Learning targets are the underpinning knowledge, reasoning, skills and products needed to achieve a standard. Stiggins� describes four different types of learning targets in order to deeply understand the intended learning as well as choose an appropriate assessment method. Learning Targets describe the intended learning and need to be understood by teachers as well as students.Learning targets are the underpinning knowledge, reasoning, skills and products needed to achieve a standard. Stiggins� describes four different types of learning targets in order to deeply understand the intended learning as well as choose an appropriate assessment method. Learning Targets describe the intended learning and need to be understood by teachers as well as students.

62. Deconstructing Standards Determine the type of standard: Knowledge Reasoning Skill Product Identify the underpinning learning targets. In order to find learning targets, we look at our standards. In general, standards have a �type� like targets. But each still requires deconstructing. Deconstructing standards involves multiple steps: Determine standard/outcome Find the verbs to see what is required of the learner Identify the types of underpinning targets for the standard/outcome Sometimes we have to tease out the targets ourselves. Not all standards are created equal across the country. Some are �too fat� and some are �too skinny.� Few are JUST RIGHT. So, when we get a standard WE have to decide what the targets are. (do at flipchart only if needed): Introduce the idea of �Deconstructing Targets� using the standard �Making Chocolate Chip Cookies�. Have group provide targets that underpin the standard As participants to identify the targets (knowledge, reasoning, skills, product) You may choose to chart the responses, unless time is a factor. In that case, just call the targets into the room Creating targets for �making chocolate chip cookies.� What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will they need to master? What skills are required (if any)? What product development capabilities must they acquire (if any)? Knowledge Know the ingredients. Know the measurements and which utensils to use in order to measure the ingredients accurately. Reasoning Evaluate the dough and make decisions about ingredients. Observe the �doneness� and make decisions about less or more oven time. Skills Mixing ingredients with mixer; measuring and dumping ingredients Products Chocolate chip cookies That is, we need to be able to �deconstruct� a target/standard.In order to find learning targets, we look at our standards. In general, standards have a �type� like targets. But each still requires deconstructing. Deconstructing standards involves multiple steps: Determine standard/outcome Find the verbs to see what is required of the learner Identify the types of underpinning targets for the standard/outcome Sometimes we have to tease out the targets ourselves. Not all standards are created equal across the country. Some are �too fat� and some are �too skinny.� Few are JUST RIGHT. So, when we get a standard WE have to decide what the targets are. (do at flipchart only if needed): Introduce the idea of �Deconstructing Targets� using the standard �Making Chocolate Chip Cookies�. Have group provide targets that underpin the standard As participants to identify the targets (knowledge, reasoning, skills, product) You may choose to chart the responses, unless time is a factor. In that case, just call the targets into the room Creating targets for �making chocolate chip cookies.� What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will they need to master? What skills are required (if any)? What product development capabilities must they acquire (if any)? Knowledge Know the ingredients. Know the measurements and which utensils to use in order to measure the ingredients accurately. Reasoning Evaluate the dough and make decisions about ingredients. Observe the �doneness� and make decisions about less or more oven time. Skills Mixing ingredients with mixer; measuring and dumping ingredients Products Chocolate chip cookies That is, we need to be able to �deconstruct� a target/standard.

63. Standards and Targets This slide highlights the notion of deconstructing by visually depicting multiple standards under the standard (derived from the standard) Wiggins, G., and McTighe, J. (2000).Understanding by Design , Upper Saddle River, NJ: Merrill Education/Prentice Hall.This slide highlights the notion of deconstructing by visually depicting multiple standards under the standard (derived from the standard) Wiggins, G., and McTighe, J. (2000).Understanding by Design , Upper Saddle River, NJ: Merrill Education/Prentice Hall.

64. Achievement Targets Knowledge Reasoning Performance skills Products As we indicated earlier, Achievement Targets or Learning Targets can be categorized into four different types (according to Stiggins). It is important to determine the type so that as we deconstruct our standards we are clear about our interpretation. It is also critical that we determine the type so that when we choose a method of assessment � a way to gather information about the extent to which students have achieved the learning target � we are using a method that will get us accurate information. So, let�s get a sense of these types of targets and some examples of each.As we indicated earlier, Achievement Targets or Learning Targets can be categorized into four different types (according to Stiggins). It is important to determine the type so that as we deconstruct our standards we are clear about our interpretation. It is also critical that we determine the type so that when we choose a method of assessment � a way to gather information about the extent to which students have achieved the learning target � we are using a method that will get us accurate information. So, let�s get a sense of these types of targets and some examples of each.

65. Knowledge �Mastery of substantive subject content where mastery includes both knowing and understanding it� Highlight the definition and have folks write one of their own in handouts. Highlight the definition and have folks write one of their own in handouts.

66. Knowledge Targets Read and write quadratic equations. Know the stages of clay and what can be done with it.

67. Reasoning �The ability to use knowledge and understanding to figure things out and to solve problems� Highlight definition and have them write one of their own. Important Note on Reasoning: It must be a novel experience o r example. So, if the class analyzed the effects of WWII on the US Stock Market and then individual students were asked to write an essay question addressing that same question. This reasoning that occurred during the discussion would only need to be recalled by students, so the type of learning we are asking students to do in this case is recall or knowledge (remembering the analysis done the day before in class). Instead, students would need to take another war and discuss implications on the stock market or another aspect of impact, such as relationship with the rest of the world, or schooling.Highlight definition and have them write one of their own. Important Note on Reasoning: It must be a novel experience o r example. So, if the class analyzed the effects of WWII on the US Stock Market and then individual students were asked to write an essay question addressing that same question. This reasoning that occurred during the discussion would only need to be recalled by students, so the type of learning we are asking students to do in this case is recall or knowledge (remembering the analysis done the day before in class). Instead, students would need to take another war and discuss implications on the stock market or another aspect of impact, such as relationship with the rest of the world, or schooling.

68. Reasoning Targets Classify the behavior of substances using kinetic and collision theory, and determine quantities for substances in a kinetic situation. Analyze measurement accuracy, error, and tolerances. Write your own�. Share with large group Write your own�. Share with large group

69. Performance Skills �The development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language, or using a psychomotor skills� Highlight the definition and have folks write one of their own.Highlight the definition and have folks write one of their own.

70. Performance Skill Targets Manipulate tires, wheel balances, and tire changes. Perform a one-octave chromatic scale, ascending and descending.

71. Products �The ability to create tangible products, such as term papers, science fair models, and art products, that meet certain standards of quality and that present concrete evidence of academic proficiency� Highlight the definition and write one of your own.Highlight the definition and write one of your own.

72. Product Targets Create a scripted scene based on improvised work. Share Share

73. Deconstructing a Standard First, CIRCLE all of the verbs. Second, UNDERLINE all of the knowledge components that provide the content. Third, STAR any performance skills. Fourth, BOX any products. In order to find targets, we are going to deconstruct standards. Some folks call it unwrapping, unpacking, etc. There are lots of different ways of doing this. This is the process we will use today. May ask participants �who is familiar with the process of unpacking or deconstructing?� HO p. 123In order to find targets, we are going to deconstruct standards. Some folks call it unwrapping, unpacking, etc. There are lots of different ways of doing this. This is the process we will use today. May ask participants �who is familiar with the process of unpacking or deconstructing?� HO p. 123

74. Finding Targets in Standards The student will design and conduct a scientific investigation. Design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation with appropriate controls, analyzing data, making conclusions based on evidence, and comparing conclusions to the original hypothesis and prior knowledge. Classify data as being qualitative and quantitative. Apply mathematics and models to analyze data and support conclusions. Identify possible sources of error and their effects on results. Give examples of how different domains of science use different bodies of scientific knowledge and employ different methods to investigate questions. Sometimes we find our targets right within the standard. Sometimes they are explicit and sometimes they are implicit. Can you see the targets within this standard? What is explicit? Are there any implicit targets? (e.g. do students already know how to draw conclusions? Do they know �mathematics and models�?) Encourage them to think this through as they look at their own standards. What will they need to do to help students be successful with their standards? What are their targets? HO p. 124: Do the science standard with the golf partners Sometimes we find our targets right within the standard. Sometimes they are explicit and sometimes they are implicit. Can you see the targets within this standard? What is explicit? Are there any implicit targets? (e.g. do students already know how to draw conclusions? Do they know �mathematics and models�?) Encourage them to think this through as they look at their own standards. What will they need to do to help students be successful with their standards? What are their targets? HO p. 124: Do the science standard with the golf partners

75. 25 minutes (5 minutes demonstration; 15 minutes trying it on their own; 5 minute debrief) Once we have deconstructed our standard(s), we can map out an assessment plan. As we look at the deconstruction, of our standard we can use our past experience and our thinking around what it takes to achieve the standard, to map out this plan. Identify the standard we will focus on Sketch out the summative assessment (notion of beginning with the end in mind) Estimate the number of days Decide on the learning targets that need to be formatively assessed along the way -- these are the knowledge, reasoning, skills or products that are critical for achieving the standard. In the template you will find a place for three formative assessments. It is important to note that this does not mean you have to have three common formative assessments for each standard. It is a guide and your PLC needs to determine the number and timing for each common formative assessment. This is especially important in terms of timing when considering when you will analyze and plan your response to the data. The common assessment data is designed to give your team quality information at a key moment in order to help students learn more. Another note: Some PLCs have listed a number of formative assessments that they will employ, but star the assessments they will analyze and respond to as a group. See sample Science Map on page 1225 minutes (5 minutes demonstration; 15 minutes trying it on their own; 5 minute debrief) Once we have deconstructed our standard(s), we can map out an assessment plan. As we look at the deconstruction, of our standard we can use our past experience and our thinking around what it takes to achieve the standard, to map out this plan. Identify the standard we will focus on Sketch out the summative assessment (notion of beginning with the end in mind) Estimate the number of days Decide on the learning targets that need to be formatively assessed along the way -- these are the knowledge, reasoning, skills or products that are critical for achieving the standard. In the template you will find a place for three formative assessments. It is important to note that this does not mean you have to have three common formative assessments for each standard. It is a guide and your PLC needs to determine the number and timing for each common formative assessment. This is especially important in terms of timing when considering when you will analyze and plan your response to the data. The common assessment data is designed to give your team quality information at a key moment in order to help students learn more. Another note: Some PLCs have listed a number of formative assessments that they will employ, but star the assessments they will analyze and respond to as a group. See sample Science Map on page 12

78. Highlighting to Look for Patterns

80. Does color help? Purple - Exceeds Orange - Meets Yellow - Below Pink - Academic Warning Does color help? Purple - Exceeds Orange - Meets Yellow - Below Pink - Academic Warning

81. Student Involvement Students name their learning targets. Students manage their materials and their data, tracking their own progress on achievement. Students set goals and learning plans or activities for themselves as learners. Students self-assess, self-evaluate, and peer-evaluate their work. Students reflect on what they have learned. Students generate possible test items. Students participate in rubric development. Students engage in meaningful dialogue. Students support each other in addressing gaps. These are examples of student involvement strategies: Review them at your table and consider the following: How do you or your colleagues currently involve students? How might this type of involvement add to the common assessment process? What is important for your team or colleagues back in your own context to think about or consider in regards to student involvement? HO p. 145-148These are examples of student involvement strategies: Review them at your table and consider the following: How do you or your colleagues currently involve students? How might this type of involvement add to the common assessment process? What is important for your team or colleagues back in your own context to think about or consider in regards to student involvement? HO p. 145-148

83. May sample with peer editing Wrote on each other�s papers and gave an overall score. Only had 1 time when teacher needed to over-ride a peer score (friend was mad at a friend issue) Had class bar graphs to watch the class grow togetherMay sample with peer editing Wrote on each other�s papers and gave an overall score. Only had 1 time when teacher needed to over-ride a peer score (friend was mad at a friend issue) Had class bar graphs to watch the class grow together

84. Do: I need to write faster. I will make a list of things (writing ideas) to go faster. Check: reached goal Act: Set new goal Do: I need to write faster. I will make a list of things (writing ideas) to go faster. Check: reached goal Act: Set new goal

85. Self-Assessment Let�s try it together. Pretend you are all in my 3rd grade classroom. I am asking you to look at this �data� as if it is yours and together as a class, we�ll figure this out. Each �point� on the line is an assessment. The line across represents the average or �C� score. As a table team, what�s happening in the picture? (we�re all over the board, no consistency, etc.) As a table team, write some statements of fact (6 of the 8 points of data are at or above the midline. 2 points of data are below the midline, etc.) Why is this step important? Can you see how it �changes� your perspective of the data from your original observations (we�re all over the board)? As a table team, list some root causes for this result (I can never remember to bring my homework in on time, I have soccer every Wednesday, my mom�s not home and I need help, etc.) As a table team, select one cause that seems to be the most appropriate (you have to make this up and select one from your previous list). As a table team, write a goal to address your results. Debrief: if we break this down, is it easier for the kids to do self-assessment?Let�s try it together. Pretend you are all in my 3rd grade classroom. I am asking you to look at this �data� as if it is yours and together as a class, we�ll figure this out. Each �point� on the line is an assessment. The line across represents the average or �C� score. As a table team, what�s happening in the picture? (we�re all over the board, no consistency, etc.) As a table team, write some statements of fact (6 of the 8 points of data are at or above the midline. 2 points of data are below the midline, etc.) Why is this step important? Can you see how it �changes� your perspective of the data from your original observations (we�re all over the board)? As a table team, list some root causes for this result (I can never remember to bring my homework in on time, I have soccer every Wednesday, my mom�s not home and I need help, etc.) As a table team, select one cause that seems to be the most appropriate (you have to make this up and select one from your previous list). As a table team, write a goal to address your results. Debrief: if we break this down, is it easier for the kids to do self-assessment?

89. Cassie?Cassie?

90.

91. Celebrations Always start with a celebration Muffins with Moms/Magnificent Moms Donuts with Dads/ Dynamic Dads Red Carpet Treatment �Data Retreat�--- �Thinking Caps�--- Love the one you�re with! Come for Coffee!

92.  Type in as participants respond. Disseminate results.Type in as participants respond. Disseminate results.

93. Reflections and Evaluations�5 Minute University�