1. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

2. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Review and Focus: Formative Assessment Strategies Common Core Leadership in Mathematics (CCLM)

3. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Learning Target and Success Criteria Learning Target: What is the difference between an activity and a learning target?

4. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Review: A Balanced Assessment System Key IssuesFormative Context (FOR)Summative Context (OF) Key decision(s) Decision Makers Information needed Levels Classroom Assessment (pg. 21) Interim/Benchmark Assessment Annual Testing

5. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Seven Strategies of Assessment for Learning Look over the 7 strategies of Assessment for Learning, which strategies were a focus for our Formative Assessment assignment this summer? In triads, share some of your take-aways from the Formative Assessment assignment.

6. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Formative Assessment Assignment What were your take-aways? LessonLearning Target CCSSM shorthand summary Assessment Item Lessons

7. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Take - Aways Learning Targets Assessments

8. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 “Students can hit any target they can see that holds still for them.” ~Rick Stiggins

9. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Clear learning targets shift us away from what we, as teachers, are covering towards what our students are learning.

10. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Classifying Targets Knowledge Reasoning Skill Targets Product Targets What are the characteristics that distinguish these types of learning targets?

11. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Knowledge Targets Factual information: verbs such as names, lists, identifies, recalls Procedural knowledge: knowing a protocol or memorizing a series of steps Conceptual understanding; can explain the concept clearly E.g., Identify tenths in decimal form on a number line. Indicate the approximate location of thirds, fourths, and fifths on a number line.

12. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Reasoning Targets Specify thought processes students are to apply effectively e.g., solve problems, make inferences, defend judgments. Ability to apply knowledge in authentic contexts Engage in reasoning using their knowledge E.g., Compare fractions, decimals and mixed numbers by identifying their relative position on a number line.

13. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Skill Targets Real time demonstration Physical performance E.g., Use a protractor to draw acute and obtuse angles. Use a compass to draw concentric circles.

14. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Product Targets  Creation of a product What is the intended learning? E.g., Create a table, lab report, make a graph, scatter plots.

15. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Formative Assessment Table In Triads, examine and offer feedback to your partners on their learning targets. Spend some time in your discussion on: 1.the classification of the learning target 2.the student-friendly language 3.the target as an activity or a learning

16. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Writing a Learning Target Grade Level groups (Triads) 1.Read the designated lesson. 2.Individually: choose the standard that aligns best to the lesson. List the activities students will do. From the activities write a learning target. Classify your target. 3. Share and discuss your target with your triad. 4. If time, share you target with another grade level group.

17. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 In Classroom Practice Targets Should: Be posted daily for students to see. Be used throughout the lesson by students to monitor their learning, and by teachers to guide their instruction. Forecast: How do you know students reached the target?

18. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Teacher’s Role in Assessment FOR Learning 1.Identify the standard. 2.Deconstruct it to enabling targets. 3.Transform to student friendly version. 4.Create accurate classroom assessments. 5.Use with students to track growth.

19. Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Learning Target What is the difference between an activity and a learning target?