Taking a closer look at DACL… Using and Creating a Walkthrough Tool Reflect and assess your own DACL practices or quickly record implementation observations by using this handy tool. This session will examine teacher actions, student actions, and classroom practices that support effective DACL implementation as well all provide tips on creating your own walkthrough tool. Developing Assessment Capable Learners

Developing Assessment Capable Learners (Defined) Goal: Students feel deeply accountable for their own progress and become motivated, effective, self-regulating learners. What it looks like: Understand what they are supposed to learn Monitor their own progress Set goals Reflect on their learning So what exactly does DACL mean? This is the goal and what it looks like. Reference: Booth, B., Hill, M., & Dixon, H. (2014). The assessment capable teacher: Are we all on the same page? Assessment Matters, 6, 137-157. Retrieved 8 December 2016, from http://www.nzcer.org.nz/system/files/AM2014_6_137.pdf. Student (Booth, Hill & Dixon, 2014)

How do we get there??? Teacher Actions Student Classroom Actions To Know/To Say: So, how do we, as educators, enable students to become assessment capable? We are going to take a look at the teacher actions, student actions, and classroom practices and supports that can help us achieve that goal. As each section is presented\discussed, educators can use the DACL walkthrough tool and put a check by those indicators they are already implementing. This is a great way to encourage teachers to reflect on and assess their practices. Classroom Practices & Supports

What is the DACL Walkthrough Tool ? Checklist…of implementation practices for Developing Assessment Capable Learners Why use it? Self-reflection and assessment Observation tool Where can it be found? www.moedu-sail.org professional learning materials DACL additional resources

Taking a closer look… DACL Online: DACL Walkthrough tool handout To Do: Each participant will access a copy of the DACL Walkthrough tool. To Say: We will begin by taking a closer look at what DACL looks like/sounds like. Let’s first take a quickly review the walkthrough tool that is aligned with the DACL Practice Profile. Then, as we continue and discuss each of these indicators, reflect on what is currently taking place in your classroom. Put a check by each indicator that you feel is being implemented effectively. The checklist can then be used to determine next action steps.

Teacher Actions Models how to assess progress using DACL language and vocabulary Models feedback strategies Refers to learning goals Discusses next steps in relation to learning target with students Highlights student progress, rather than grades Handout: DACL Vocabulary Briefly discuss each indicator as teachers reflect on their practice.

Student Actions Show or tell learning target Provide example of lesson or unit’s learning target Use rubrics to assess and identify next steps Use instructional tools (e.g. discussion techniques, hand signals, personal white boards, desk arrangement) that encourage feedback with peers/teacher) In relation to learning target, students: Verbalize progress Verbalize next steps Collaborate on work Share work Create evidence of their understanding

Students (cont.) Model feedback strategies and language with peers and teacher Share understanding and progress with peers and teacher Feel comfortable making mistakes Use vocabulary and phrases indicating self-assessment of work and progress To Know/To Say: Emphasize: the importance of teacher’s using “think alouds” to model self- assessment. Encouraging the use of DACL language by students The value of turning mistakes into learning opportunities

Students (cont.) Use data to set learning goals (“Where am I going? Where am I now? How do I close the gap?”) Use rubrics to assess and improve their work Feel comfortable sharing work with peers and teacher Use DACL language when they share and collaborate To Know/To Say: Emphasize: Involve students in the assessment process. Engage students in data reflection and goal setting.

Classroom Practices Student progress, rather than student grades, is highlighted Classroom activities aimed at helping students understand their progress in relation to the learning target (formative assessment) Examples of ongoing and fluid assessment of student progress are present (thumbs up/thumbs down, think-pair-share, random student call-outs, personal white boards, discussion) To Know/To Say: Emphasize: The importance of developing a learning orientation and growth mindset in students.

Examples of students keeping track of their learning progress are present (notebooks, charts, checklists, folders, web-based portfolios) Room arranged for easy sharing Room easy to move around in

Classroom Visuals Assessment capable language/vocabulary Where am I going? Where am I now? How do I close the gap? Daily learning targets Displayed where students can see and teachers/students can refer. Other visuals should include: Examples of strong and weak work DACL vocabulary Data tracking visuals (possibly data charts, data notebooks, portfolios, etc.)

Student goals in relation to learning target Rubrics Student reflections Student goals in relation to learning target Student work (examples/non-examples; weak/strong) Resources aimed at supporting students’ understanding of their progress Additional classroom visuals that help engage students in becoming self-directed learners.

Design your own DACL walkthrough tool Example: Focus: Learning Targets Teacher refers to learning targets throughout lesson. Students show, tell, and/or provide a example of a L.T. Daily LT’s are displayed so students and teacher can see and refer to them. Students set goals in relation to the learning targets Determine the focus Align teacher, student, and classroom practices Make it easy and manageable. Design your own walkthrough and tailor it to your focus and needs.

How might the DACL walkthrough tool benefit you, your school, your district Remember…DACL is a Process! To Know/To Say: DACL is a process. It takes time to get all the pieces in place. Just like students, teachers are most likely at different places in the implementation process because of various factors. Take time to reflect on where you want to go, where you currently are, and what next steps you’ll take to move implementation forward. Staff is at different levels of implementation. Progress is the goal!