We will… Analyze an assessment task to determine if it will provide an opportunity for students to produce defensible evidence of intended learning.

What questions do you ask when determining if a [task, item, prompt, etc.] measures the intent of NGSS?  Think  Pair  Compare^2  Create  Think  Pair  Compare^2  Create

Based on your discussion and expertise:  What Qs are non-negotiable?  Is there an order you suggest we follow?  What additional questions would you add?  What Qs are non-negotiable?  Is there an order you suggest we follow?  What additional questions would you add?

Using the DRAFT Sample Analysis Protocol  Analyze the Guppies Assessment Prompt.  Make note of additional questions that bubbled up during the analysis for revision of the protocol.  Be prepared to share your analysis.  Analyze the Guppies Assessment Prompt.  Make note of additional questions that bubbled up during the analysis for revision of the protocol.  Be prepared to share your analysis.

We will… particularly Students as Resources for One Another  Develop a deeper understanding of and Plan to implement strategies of formative assessment, particularly Students as Resources for One Another

Reflect In your journal reflect about the guppy lesson in particular when you were using the argument protocol. When were opportunities built into the protocol to use others as resources for your own learning? In your journal reflect about the guppy lesson in particular when you were using the argument protocol. When were opportunities built into the protocol to use others as resources for your own learning?

Activating Students as Resources for One Another TECHNIQUES  Peer Feedback  Checking for understanding  Error analysis  C3B4ME TECHNIQUES  Peer Feedback  Checking for understanding  Error analysis  C3B4ME

We will…  Build capacity in myself as a teacher leader and in others in my school and district.

Let’s Reflect

Where Am I? Where Am I Going? TARGET 8:45 amAfter Session 2:45 pm Reach consensus on the intent of KCAS – Science *By exploring the necessity of scientific argument in the K-12 classroom. *By working with peers. Develop a deeper understanding of and Plan to implement strategies of formative assessment. Analyze an assessment task to determine if it will provide an opportunity for students to produce defensible evidence of intended learning. Build capacity in myself as a teacher leader and in others in my school and district. Got It Getting there Not yet

How Am I Going to Get There?  If, during your self-assessment, you didn’t rate a “Got It’ on any category,  What else do you need?  What can you do before the next meeting to grow in that target?  If, during your self-assessment, you rated “Got It’ on any targets,  How can you embed those practices into your own classroom?  How can you build capacity of others in your school/district?  What will you share with your District Leadership Team?  If, during your self-assessment, you didn’t rate a “Got It’ on any category,  What else do you need?  What can you do before the next meeting to grow in that target?  If, during your self-assessment, you rated “Got It’ on any targets,  How can you embed those practices into your own classroom?  How can you build capacity of others in your school/district?  What will you share with your District Leadership Team?