AEMP Grade Level Collaborative Module 8 Office of Curriculum, Instruction, and School Support Language Acquisition Branch Academic English Mastery Program for Standard English Learners Informing Culturally Responsive Teaching through Ongoing and Effective Assesment

PD Norms for Success Participate 100% of the time Be mindful of others - Put electronics on vibrate or meeting mode -Minimize sidebar conversations -Listen with a different ear, an open mind, and a receptive heart

Long Range Goals of the 8 GLC Modules: Increase knowledge and awareness of what authentic Culturally Relevant & Responsive Educational (CRRE) Practices are Build an authentic culturally relevant and responsive learning environment that teaches to and through the strengths of our students Validate and affirm the legitimacy of each student’s cultural and linguistic practices within the learning process

GLC Module 8 Objectives: To inform instruction through ongoing and effective assessment practices To utilize multiple alternative and authentic ways of assessing and evaluating To differentiate assessments through process and product, formal and informal, observational and student-focused methods

Culturally Responsive Icebreaker

Traditional Views of Assessment vs. Authentic Views Traditional Assessment Exams, tests, and quizzes (multiple choice, matching, fill-in) Teacher to student only Done at the end of the lesson, the unit Grade-based Objective Focuses on isolated skills and facts only (basics) One answer or solution No student reflection Knowledge-based. Outcome- driven Authentic Assessment Many methods and forms Teacher with student, student to student, student to self Continuous process throughout lesson, unit Multi-dimensional Flexible Demands use of higher-order thinking skills Encourages multiple solutions and a variety of processes to attain answers Always incorporates student reflection Integrates knowledge and process

Enhancing Professional Practice through Planning and Preparing Student Assessments Proposed approach to assessment is fully aligned with the instructional outcomes in both content and process. Assessment methodologies have been adapted for individual students as needed. Assessment criteria and standards are clear; there is evidence that the students contributed to their development. Approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher plans to use assessment results to plan future instruction for individual students. Source: Charlotte Danielson, 2007

Using Assessment in Instruction Rationale and Explanation Assessments are a critical element in teaching and accountability Tests and other forms of assessment are used to determine to what extent the students have mastered the content Assessments have come to signal the end of instruction (more recently assessment is viewed as a much needed on-going process throughout instruction)

Effective Assessment Practices for SEL’s Evaluation and assessment need to be consistent with daily authentic language experiences and what is known about language learning. Evaluation and assessment need to be multifaceted, including the product and the process, informal and formal, observational, and student-focused. Evaluation and assessment need to be an integral, ongoing parts of, (and not separate from) the teaching-learning process. Evaluation and assessment need to promote self- evaluation and self-monitoring.

Key Concepts and Classroom Connections Teachers of SEL’s should: Pre-assess students at the beginning of year and on a unit-by-unit or skill-by-skill basis focus on the learner’s strengths assess the students’ interests and attitudes Collect, record, analyze, and share data Assessments of SEL’s need to be diagnostic, descriptive and note growth, strengths, and weaknesses

Learning Cycle in and Decision Factors in Differentiated Instruction CRRE, Differentiated Instruction, and Assessment Curriculum: Reshaping the curriculum to make it relevant Student: Learning Preferences & Funds of Knowledge (Difference not Deficit!) Content: Planning considers students’ funds of knowledge for relevancy Process: -Delivered w/Learning Preferences in mind -Culturally Responsive Assessment of Content: Provides for a variety of ways to demonstrate mastery Summative Evaluation: Is now equitable Pre- Assessment: Consider biases

Interactivity Form professional learning groups of no more than 4 Follow directions provided on “Forms of Assessment” Activity sheet In your group, discuss the ways you are currently using authentic assessment in your classroom

Sources Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching (2nd Edition). Alexandria: Association for Supervision and Curriculum Development. Gay. G (2010). Culturally Responsive Teaching: Theory, Research, and Practice (2 nd Edition). New York: Teachers College Press. Heacox, D (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades Minnesota: Free Spirit Publishing Inc. Marzano, et. al. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Virginia: ASCD.