WELCOME TO THE FUTURE!!! Williamstown Independent Schools

S HARE … WHAT ARE YOU THINKING AFTER WATCHING THIS VIDEO ?

WHAT IS THIS WORK ALL ABOUT? Senate Bill 1 New Standards in English/Language Arts and Math (Fewer, Clearer, Higher.. For all students to be college/career ready) Revised accountability model (Achievement, Gap, Growth, College/Career Readiness, Graduation Rate). Will receive points Program Reviews, EPAS system, End of Course Assessments Improve effectiveness of teaching and learning (CHETL) Balanced Assessment/Assessment Literacy (CASL) #1 priority is STUDENT LEARNING

KY’ S VISION EVERY STUDENT TO EXPERIENCE HIGHLY EFFECTIVE TEACHING, LEARNING, AND ASSESSMENT PRACTICES IN EVERY CLASSROOM, EVERY DAY! A QUOTE FROM THE COMMISSIONER “We must change from a teaching focused classroom to a learning focused classroom.”

D ISTRICT INFO. Mrs. Skinner, Mr. Poer, Mr. Johnstone, Mrs. Cummins, Mr. Keltner, Mrs. Walters Mrs. Saylor, Ms. Kennedy, Mrs. Dungan, Mrs. Middleton attending monthly trainings around key components. Mrs. Drysdale, Mrs. Withorn, Mrs. Keltner training in CASL Assessment Literacy Survey: Work to do with involving students District Wide Walkthroughs: Classroom Management Positive Teacher /Student interaction Common Language (learning targets) Formative Assessment Small Group Collaboration Using Technology Questioning Levels Recognize we need to be models: New Walkthrough “system”

WILLIAMSTOWN’S VISION Every teacher at WISD has a clear understanding of how to translate KCAS into clear learning targets and can share those targets with students. Every teacher is equipped with the knowledge and resources needed to engage students in high quality teaching and learning experiences every day. Every teacher proficient in assessment literacy so that high quality formative and summative assessments are used to plan/select rigorous and congruent learning experiences for students. WE MUST BE IN THIS TOGETHER!!

THE BIG 3 KENTUCKY CORE ACADEMIC STANDARDS (KCAS) HIGHLY EFFECTIVE TEACHING AND LEARNING (CHETL) ASSESSMENT LITERACY (CASL)

HOW DO THE BIG 3 FIT TOGETHER? CURRICLUM (WHAT) KCAS INSTRUCTION (HOW) CHETL ASSESSMENT (HOW WELL) CASL

O UR PLAN FOR THE YEAR Meet as a district..first Monday of each month or first Monday we are here of each month. Begin by focusing on CASL and CHETL and move to deconstructing new standards. Homework will be given prior to meetings. It is important to read/do homework. It is important to be here each meeting.

L ET ’ S GET TO WORK Elementary Middle/High (Content) K-1 (Pink) Math (Red) 2-3 (Purple) English (Orange) 4-5 (Green) Science (Black) Social Studies (Blue) Special Area Teachers (Brown) Special Education Teachers work with a grade level/content team.

CHETL D OCUMENT Focus on Section One: Learning Climate On the Chart Paper provided and with the marker color assigned to your group do the following; Gather examples for each characteristic based on what you use or would expect to see in the classroom. Try to have two examples for each characteristic. After you have examples, place a star on the characteristics your group feels most comfortable with in the classroom. Place a triangle beside the characteristics you want to learn more about. Tally these on the index card and give to me.

CASL: S EVEN S TRATEGIES First, independently evaluate your own classroom practice. This is a “pretest” After our study, we will revisit this survey. Work with your group to form a definition of formative and summative assessment. Formative = Informs the learning. Activities undertaken by teachers and their students to provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Promotes Growth! Summative = Verifies the learning. The purpose if for accountability. How much have students learned at a particular point in time. PG.8 EXAMPLES

IS IT OR ISN’T IT FORMATIVE ASSESSMENT? Individually, Read Vignette #5. Determine if Formative Assessment is present. Discuss with your group before we share as a district. Read the rest of the Vignettes with your group and discuss if this is or is not an example of formative assessment. Answers are provided on blue paper. Raise your hand when ready for answers.

W HY FORMATIVE ASSESSMENT ? EMPOWERING STUDENTS TO BECOME INVOLVED IN THEIR WORK BY DEVELOPING IN THEM THE CAPACITY TO MONITOR THE QUALITY OF THEIR OWN WORK, TO HELP THEM IDENTIFY WHERE THEY ARE, AND TO HELP THEM WITH SKILLS AND STRATEGIES TO REACH GOALS WILL GREATLY INCREASE STUDENT ACHIEVEMENT. (SADLER, 1989) Black and William Research: Regular, high quality formative assessment increases student achievement..7 Standard Deviation Score Gain= 25 percentile points on ITBS 4 ACT Score Points Largest Gain is for Low Achievers

STRATEGIES… N OT NEW, BUT NEED TO BE MORE INTENTIONAL ABOUT USE. 1.Provide students with a clear and understandable vision of learning target. 2.Use examples and models of strong and weak work. 3.Offer regular descriptive feedback. 4.Teach students to self-assess and set goals. 5.Design lessons to focus on one learning target or aspect of quality at a time. 6.Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

F ORMATIVE ASSESSMENT AT WORK Summary

N EXT S ESSION.. N OVEMBER 1 ST AT 3:15 Incorporate Formative Assessment into your classroom. Make notes about what worked/didn’t work. Bring examples to our next meeting. Read Pages 17-top part of page 42 in 7 Strategies book. Read article titled, “Putting Testing in Perspective. It’s About Student Learning” Post on our “blog” Twiducate.com Class Code: demons1Twiducate.com I leave you with these words from Frederick Douglas “If there is no struggle, there is no progress”