1. + Using the Assessments in Making Meaning to Assess Progress and Guide Instruction

2. + Please… Turn off the speakers on your computer Mute your phone line (*1) Use the chat box to type in your questions Raise your hand if you have something to add to the conversation

3. + Nonprofit. Research Based. Mission Driven. Since 1980.

4. Funding for DSC has been generouslyprovided by:

5. + Guiding Principles Motivation Inclusion Social and ethical integration Inquiry Pedagogy Access Teacher practice.

6. + What Assessments are included in the Making Meaning Program? How do teachers use the assessments for monitoring progress and guiding instruction? How might teachers use the Assessments in Making Meaning for determining and reporting grades?.

7. + Components of the Making Meaning Program

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9. + Assessments in the Making Meaning Program Designed to help you… Make informed instructional decisions Track student’s reading comprehension and social development over time

10. + Share findings Build on ideas from others Deepen understanding Read independent-level text Apply comprehension and self– monitoring strategies Receive feedback and support teacher conferences conversations with peers Discuss excerpts Find examples Give evidence Practice cooperative structures Practice using strategies and vocabulary together Students Listen to read-alouds Think together about text The Teacher Teaches strategies Introduces new vocabulary Teaches social skill Whole ClassPartner work Whole Class Independent Application Workshop Model Teacher Observes, Listens, Assesses, Supports

11. + Assessments in the Making Meaning Program Three types of assessments:* Class Comprehension Assessments (1–8) Social Skills Assessments (1–8) Individual Comprehension Assessments (2–8) *Found in the Teacher’s Manual and the Assessment Resource Book

12. + Assessments in the Making Meaning Program As you teach the Lessons in the Teacher’s Manuals an assessment box and icon alert you when an assessment is suggested and will direct you to the corresponding pages in the Assessment Resource Book.

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14. + Class Comprehension Assessment Record (Grades 1-8)

15. + Class Comprehension Assessments Once a week Designed to help you assess the needs and performance of whole class Occurs when students should be demonstrating their use of the strategies Observe a range of students and ask yourself key questions Record your thinking on CCA Record Sheet Reflect and make decisions about next instructional steps

16. + Social Skills Assessment Record

17. + Social Skills Assessment Occurs formally 3 times a year Allows you to reflect on and note how well each student is learning and applying the social skills SSA Record Sheet allows you to track students overall participation and integration of social skills Useful for sharing with students and their parents

18. + Individual Comprehensio n Assessment

19. + End of unit assessment Designed to assess the comprehension of individual students Review each student’s work and IDR Conference Notes Identify evidence of student’s sense making and use of strategies

20. + Examples of Student Work over the Unit

21. + ICA Class Record Sheet

22. + IDR Conference Notes Document at least one IDR conference per unit.

23. + Informal Portfolio Assessment IDR Conference Notes Student Response Book Reading Log and IDR Response Entries Periodically meet with the student to discuss… Pieces of work that represent good thinking Areas they would like to improve upon

24. + What questions do you have? You can type your questions in the chatbox or use the icon on the right to raise your hand. Please be sure to un-mute your phone line to ask the question and then mute again (*1) to listen to the response.

25. + Why Standards-Based Grading practices? Grades… provide information on students’ progress toward standards help students self-evaluate and know what they need to work on encourage students in taking ownership for their learning. Provide information about what students have and haven't learned. Teachers… communicate to students and their parents a clear rationale and policy for grading based on growth toward the standards devise clear guidelines and criteria for grading grade carefully, consistently, and with adequate documentation

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27. + Class Assessment Grading Rubric Grade 4, Unit 5, Week 1, Day 2 Standard1234 Key Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Using the excerpt from Hurricane, student underlines words or phrases that do not suggest it is storming, or, with support from the teacher, is able to underline clues that it is storming but is not able to explain how the passage tells them it is storming. Using the excerpt from Hurricane, students work with a partner to underline clues in the text that it is storming but are not able to tell how the passage tells them it is storming. Using the excerpt from Hurricane, students work with a partner to underline clues in their own copy of the text that it is storming and explain how the underlined passage tells them that it is storming. Using the excerpt from Hurricane, students work with a partner to underline several clues in their own copy of the text that it is storming and explain in detail how the underlined passage tells them that it is storming.

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29. + IDR Grading Rubric Example Standard1234 Range of Reading and Levels of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Student has difficulty sustaining his/her reading and needs help from the teacher to select text that he/she is able to read and comprehend. Student is unable to explain in writing how self- monitoring questions help him/her as a reader. There is little or no evidence in the student’s reading log that he/she explores a range of genre during IDR Student is gradually increasing the amount of time he/she can read but sometimes needs help from the teacher to find text that he/she is able to read and comprehend. Student is able to explain how self- monitoring questions help him/her as a reader. There is some evidence in the student’s reading log that he/she explores a range of genre during IDR. Student sustains reading up to 30 minutes each day in text that he/she is able to read and comprehend. Student is able to explain in writing how self- monitoring questions help him/her as a reader. There is evidence in the student’s reading log that he/she explores a range of genre during IDR including fiction, expository non- fiction, narrative non-fiction, and poetry. Student sustains reading up to 30 minutes each day in text that he/she is able to read and comprehend. Student is able to explain in writing how self- monitoring questions help him/her as a reader. There is evidence in the student’s reading log that he/she explores a range of genre during IDR and that he/she is regularly reading texts that are on and beyond grade level.

30. + What questions do you have? You can type your questions in the chatbox or use the icon on the right to raise your hand. Please be sure to un-mute your phone line to ask the question and then mute again (*1) to listen to the response.

31. + Professional Development Online Courses Forums, blogs, live chats Making Meaning and Being a Writer Facilitator’s Guide Common Core Correlation Tool Customized onsite support For a link to these presentation slides and YouTube/TeacherTube channels email Tracy_Arrowsmith@devstu.org.

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