Formative Assessment: Planning for Learning Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS Lee Ann Pruske Mary Mooney March 15, 2013

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been made in the absence of that evidence. Dylan Wiliam, 2011

Domain, Cluster, Standard(s) Posted Learning Intention Context of Learning In what ways was the math surfaced? Find your best example of a learning intention. Use this piece to complete at least 2 grade level posters.

 We are learning to use the formative assessment process to plan for learning.  We will know we are successful when we can implement a plan to develop classroom based planning for learning with teachers.

“…-teachers almost always plan the instructional activities in which they will engage their students, but they rarely plan in detail how they are going to find out where the students are in their learning.” D. Wiliam, p.71 What are the teachers in your school doing to plan for learning?

 Use the student work to identify misconceptions.  Discuss possible reasons for these misconceptions.

 What is a misconception?  Where does it come from?

 Turn and Talk about decisions around misconceptions to plan for learning.

 How might you connect your work with Learning Intentions and Success Criteria and misconceptions generated by examining student work to improve planning for learning with teachers in your building?

 Work with one teacher on the formative assessment process. Elicit, interpret, make decisions about the next steps in instruction, and implement those decisions with students.  Prepare a short vignette around the work with teachers and students to share at the April ACM meeting.

 1. Clarifying, sharing, and understanding learning intentions  2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning  3. Providing feedback that moves learning forward.  4. Activating learners as instructional resources for one another.  5. Activating learners as the owners of their own learning. Leahy, Lyon, Thompson & William, 2005

Milwaukee Public Schools TITLE OF PRESENTATION MPS Board of School Directors Dr. Michael Bonds, President Larry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Executive Director, Curriculum and Instruction Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway, Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent