Developing Assessment Capable Learners

Developing Assessment Capable Learners
Part 3: How Can I Close the Gap? To Know/To Say: Good morning/afternoon! We will begin in _____ minutes. To Do: Greet participants.

1/6/2011 Acknowledgements Special thanks to all contributors to the development and revision of this module. The original collection of learning packages was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2013 after being developed by a team of content experts. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. Content Development and Revision Support UMKC Institute for Human Development Ronda Jenson, Director Stefanie Lindsay Arden Day Carla Williams Jodi Arnold SPDG Management Team To Know/To Say: Special thanks to all contributors to the development and revision of this module.

1/6/2011 Initial Content Development Team, Mary Richter, Team Leader, MO SW-PBS Ginger Henry, DESE Winona Anderson, South Central RPDC Amy King, Kansas City RPDC Julie Blaine, Central RPDC Debbie Litner, Southeast RPDC Deb Childs, MO SW-PBS Jana Loge, Southwest RPDC Janet Crafton, South Central RDPC Kris Luginbill, Southwest RPDC Susan Feeback, Central RPDC Robert Rethemeyer, Central RPDC Diane Feeley, MO SW-PBS Patty Wilmes, Northwest RPDC Doug Hatridge, Central RPDC Liz Condray, South Central RPDC (Enhancent, ‘14) 2016 Revision Team Nancy Steele, Facilitator, NE SIS Alan Bancroft, C RPDC Beverly Colombo, StL RPDC Ginger Henry, DESE Bev Kohzadi, C RPDC Stephanie Kuper, SE RPDC Lori Ladwig, NE RPDC Sarah Spence, C SIS Terri Steffes, Hook Center To Know/To Say: Thank the contributors.

Opening & Introductions
Purpose: Provide an overview of the day, including reviewing learner objectives, outcomes, and essential questions Content: Universal slides explaining; Organization of learning packages, Infographic, Hattie’s barometer Missouri Teacher Standards Session at-a-glance Learning Targets Essential questions Norms To Know/To Say: Welcome to Developing Assessment Capable Learners Part 3: How Can I Close the Gap? The introductions may be formal or informal depending on how well you know the group. Trainers should use whatever process is comfortable for introductions. I am/we are _______________ (provide some background about trainers.) Please introduce yourself to the group (name, district, position.) To Do: (optional) Consultant develop an ice-breaker or introductory activity.

To Know/To Say: Missouri’s professional development learning packages are organized in three categories: Foundations, Effective Teaching & Learning Practices, and Implementation Supports. All schools begin their professional development journey with the Foundations, as these learning packages provide foundation knowledge in three key areas: Collaborative Teams, Data-based Decision-making, and Common Formative Assessment. Effective Teaching & Learning Practices encompass research-based instructional practices for deepened learning. These learning packages address ways of connecting with students, ways of helping students learn how to learn, and feature specific instruction practices. Implementation Supports are learning packages designed to help school staff support and enhance the Implementation of Effective Teaching & Learning Practices through using technology and peer coaching supports. To Do: Explain how the graphic depicts professional development in Missouri. To Know/To Say: Developing Assessment Capable Learners, an Effective Teaching & Learning Practice, is divided into an overview and three parts.

1. Where Am I Going? 2. Where Am I Now? 3. How Can I Close the Gap? Assessment Capable Learners can identify: To Know/To Say: Assessment Capable Learners (ACL) focuses on the three questions that students can identify: Where am I going? Where am I now? How can I close the gap? Today we will focus on ACL Part 3 which addresses question 3

To Know/To Say: The ACL infographic summarizes key content from the learning package.
Handout: Developing Assessment Capable Learners References: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. Hattie, J. (2015). Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. Visible Learning. Retrieved from

Hattie’s “Barometer of Influence”
Medium To Know: EFFECT SIZE “An effect size is a useful method for comparing results on different measures (such as standardized, teacher-made tests, student work), or over time, or between groups, on a scale that allows multiple comparisons independent of the original test scoring (for example, marked out of 10, or 100), across content , and over time. This independent scale is one of the major attractions for using effect sizes, because it allows relative comparisons about various influences on student achievement.” (Hattie, 2012) To Know/To Say: John Hattie’s 2009 book, Visible Learning, was based on more than 800 meta-analyses of 50,000 research articles, about 150,000 effect sizes, and about 240 million students. Hattie’s new research (2015) has updated effect sizes for the effective teaching and learning practices. Effect size is a standard measure that can be calculated from any number of statistical outputs. (Biddix, 2009) Perhaps the most significant discovery from evidence was almost any intervention can stake a claim to making a difference to student learning. Any effect above zero means that achievement has been raised by the intervention. The average effect size is 0.40; there are just as many influences on achievement above the average as there are below the average. For any particular intervention to be considered worthwhile, it needs to show an improvement in student learning of at least an average gain – that is, an effect size of at least 0.40, referred to as the hinge-point for identifying what is and what is not effective. Half of the influences on achievement are above this hinge-point. This is a real-world, actual finding and not an aspiration claim. That means that about half of that we do to all students has an effect of greater than 0.4 or greater, while half are in classes that get less than the 0.4 effect. (Hattie, 2012) Hattie’s Barometer of Influence represents a summary of the effect size from the studies that were reviewed. The average effect size, 0.40, may be viewed as a typical one year of growth in student learning. Missouri’s Collaborative Work has identified from Hattie’s research Effective Teaching and Learning Practices which are in the high rank of desired effects for student learning outcomes. To Do: Explain Hattie’s Barometer of Influence. References: Biddix, P. (2009, July). Effect Size. Retrieved from Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Hattie, J., Masters, D., & Birch, K. (2015). Visible learning into action: International case studies of impact. Routledge. (Hattie, 2009)

Assessment Capable Learners
(Self-Reported Grades) (1.33 effect size) To Know: This slide is animated. To Know/To Say: ACL are at the top of the ‘teaching’ domain! ACL has a 1.33 Effect Size. So, how do you develop Assessment Capable Learners? Today is an overview to enhance your understanding and explore how to help students become ACL. Reference: Hattie, J. (2015). Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. Visible Learning. Retrieved from (Hattie, 2015)

Missouri Teacher Standards
Standard 1: Content knowledge aligned with appropriate instruction. Standard 2: Student Learning, Growth and Development Standard 6: Effective Communication Standard 7: Student Assessment and Data Analysis To Know/To Say: ACL aligns with Missouri Teacher Standards. Standard #1: Content Knowledge and Perspectives Aligned with Appropriate Instruction: The teacher understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students. Standard #2: Understanding and Encouraging Student Learning, Growth and Development: The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social and personal development of all students. Standard #6: Offering effective communication, especially in the form of feedback to students: The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. Standard #7: Use of Student Assessment Data to Analyze and Modify Instruction: The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress, uses assessment data to plan ongoing instruction, monitors the performance of each student, and devises instruction to enable students to grow and develop. Reference: Missouri Department of Elementary and Secondary Education (MO DESE), (2013). Teacher Standards: Missouri's educator evaluation system. Retrieved from: (Missouri Department of Elementary and Secondary Education, 2013)

Session-at-a-Glance Review and reflect Parts 1 and 2.
Discover strategies for teachers and students. How Can I Close the Gap? Use evidence of student learning to determine next steps in teaching. To Know/To Say: In the previous sessions we focused on two questions. Where am I going? Where am I now? This module will focus on, How can I close the gap? Teachers and students are equal users of assessments (each a side of the same coin). The key is “teaching” students to be ‘assessment capable learners’. At the end of the training, action planning is provided for teams to determine their next steps. Included are examples for embedding ACL in professional practice.

Learning Targets I can reflect on/discuss how I have helped students know “Where am I going?” and “Where am I now?”. I can implement strategies for teaching students to determine “How can I close the gap?”. I can determine next steps in teaching from evidence of student learning and design focused instruction. I can teach students to track, reflect on, and share their learning. To Know/To Say: Target 1 asks participants to reflect on what they learned in the previous sessions. Targets 2, 3 and 4 are the targets for this module.

Essential Questions Why is it essential to provide a clear picture of where we are going and the success criteria? How have you helped students understand where are we going and assess where they are? How can we teach students to close the gap? How can we use a combination of strategies to promote assessment capable learners? To Know/To Say: The first two questions are reflecting on the previous sessions (Strategies 1-4) and the third question is the primary question for this module. Question 4 is the question for all 7 strategies.

Norms Begin and end on time. Be an engaged participant.
Be an active listener—open to new ideas. Use notes for side bar conversations. Use electronics respectfully. To Know/To Say: Review the norms and ask if anyone would like to add any norms. To Do: Add norms if any are suggested.

Part 3: How Can I Close the Gap? To Know/To Say: Today’s workshop focuses on the third question that assessment capable learners should be able to answer: “How Can I Close the Gap?”

Teacher Strategies for Developing Assessment Capable Learners
To help students know where they are going, I need to: Provide clear and understandable vision of the learning target. Use examples and models of strong and weak work. To help students know where they are now, I need to: Offer regular descriptive feedback. Teach students to self-assess and set goals. To help students know how to close the gap, I need to: Use evidence of student learning needs to determine next steps in teaching. Design focused instruction, followed by practice with feedback. Provide students opportunities to track, reflect on, and share their learning progress. To Know: A handout of this slide was distributed in the ACL Overview. To Say: Jan Chappuis has organized seven teacher strategies within the three ACL questions. Handout: Teacher Strategies for Developing Assessment Capable Learners (This is a participant copy of these 7 strategies aligned with the three questions.) Reference: Chappuis, J. (2015). Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Questions Students Need to Answer
Where am I going? 1. I know what I am supposed to be learning and it makes sense to me. 2. I know what quality work looks like. Where am I now? 3. It is clear to me what I am doing well and what I need to do next. 4. I self-assess and set my own learning goals. How can I close the gap? 5. I know what the next step is for my learning. 6. I rework, refine, and revise my work to reach my learning target. 7. I reflect on my work and keep track of my progress in order to share my learning with others. To Know/To Say: These questions and strategies are written in student friendly language. Reference: Adapted from: Chappuis, J. (2009). Seven strategies of assessment for learning. Allyn & Bacon. (Chappuis, 2009)

Reflection – Think, Write, Share
How have you helped your students understand where they are going? What do you do routinely? What strategies have you tried? Think, write and then find a partner and share. How have you helped students assess “Where am I now?” in relation to a learning target or standard? To Know: This is an animated slide. To Know/To Say: The first question asks participants to reflect on which strategies they have used to help students know where they are going. Presenters can use any collaborative structure for pairing and sharing, e.g. turn to your neighbor, find a “sole mate” (someone with similar shoes), or number participants 1 and 2 – 1’s tell 2’s and 2’s share, then 2’s tell 1’s and 1’s share. Then ask participants to reflect on which strategies they have used to help students know where they are now. Presenters may want to then facilitate a large group discussion about participants’ successes and challenges.

Use of These Strategies Is Not Linear
Strategies 1 through 3, provide a clear picture of where we are going. Strategy 4 and Strategy 7, explain where we want our students to arrive. Strategies 5 and 6, can happen at any time and often use Strategies 1-4 as part of the lessons. To Know/To Say: The Seven Strategies of Assessment for Learning comes from the work of Jan Chappuis. While the seven strategies seem like a continuum of when to use each strategy, the strategies can actually be used at various points of instruction. Research: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

“Indispensable Conditions” for Improvement in Learning
The student: comes to hold a concept of quality roughly similar to that of the teacher. (Where am I going?) is able to monitor continuously the quality of work produced during the act of production. (Where am I now?) has a repertoire of alternative learning strategies to employ when faced with incomplete mastery. (How can I close the gap?) To Know/To Say: Sadler’s “indispensable conditions” for improving learning aligned to the three questions. Reference: Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), (Sadler, 1989)

Benefits of Using Strategies for Learning
“Taken together, these formative assessment strategies represent actions that will strengthen students’ sense of self-efficacy (their belief that effort will lead to improvement), their motivation to try, and ultimately, their achievement.” To Know/To Say: As a reminder, the ultimate benefits are increased self-efficacy, motivation, and achievement (words in larger font and colors.) Reference: Chappuis, J Seven strategies of assessment for learning, 2e (p.14). Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015, p. 14)

Today’s Focus: How Can I Close the Gap?
Strategy 5: How do you (or could you) use evidence of student learning needs to determine next steps? Strategy 6: How do you (or could you) design focused instruction followed by feedback? Strategy 7: How do you (or could you) help students track, reflect on and share their learning progress? To Do/Know: Give participants time to write a brief reflection. This reflection by participants helps them identify “Where am I now?” on this topic and can be used to see growth at the end of the training. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015).

How Can I Close the Gap? To help students close the gap, I need to:
5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress. Form a group of three. One person read about strategy 5. One person read about strategy 6. One person read about strategy 7. All readers highlight important points from the reading. Come together and share information about your strategy. To Do: Distribute the handout titled, How Can I Close the Gap? and follow the directions on the slide. Handout: How Can I Close the Gap? Reference: “Seven Strategies of Assessment for Learning” is excerpted from Chappuis, J. (2015). Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education, pp. 11‐14. (Chappuis, 2015)

Strategy 5 Use evidence of student learning needs to determine next steps in teaching To Know/To Say: Strategy 5 is “Use evidence of student learning needs to determine our next steps in teaching.” This strategy was previously called “Design lessons to focus on one aspect of quality at a time.” Jan Chappuis and Rick Stiggins changed the name and purpose of the strategy based on further research and observations in classrooms. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education.

Strategy 5 Use evidence of student learning needs to determine next steps in teaching.
Effective teachers build in a feedback loop by: determining where students are in their learning and what students’ learning needs are throughout the instruction for a learning target. considering the teaching strategies that will best address the needs of the students. planning time in their instruction to take action. To Know/To Say: Chappuis and Hattie point out that what happens after instruction impacts whether students really learn. Effective teachers use a feedback loop to figure out where students are, what they need, and which instructional strategies will address those needs. Allowing for time during the instructional process to take action based on this diagnostic process is essential if we want all students to learn. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Feedback Loop: Zone of “What Happens Next?”
Instruction Student response Teacher (and student) analysis To Know/To Say: Hattie calls this critical feedback loop “the zone of what happens next.” Hattie, Chappuis and other researchers point out that teachers often think they do not have time for assessing student understanding and mastery after the initial instruction. Wiggins says teachers are really saying they do not have time for learning. After the initial instruction, the students respond in some manner. Then the teacher and students analyze their performance to determine if additional instruction is needed or if students can revise their work based on feedback from the teacher or based on their own self-assessment. This feedback loop is essential to ensure student learning takes place before work is graded. References: Hattie, J Visible Learning. 270 Madison Ave., New York, NY: Routledge. Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. Student revision based on feedback and/or self-assessment Additional instruction or experiences Summative assessment/grade (Hattie, 2009) (Chappuis, 2015)

Designing Assessments to Diagnose Learning Needs
Look at these two assessments – which item will reveal more about students’ level of understanding? Find the circumference of a circle with the radius of 4 cm. How far will a wheel travel in one rotation if the diameter is 10 cm? To Know: This math problem is referred to in future slides. To Know/To Say: One way to determine student learning needs is to design assessment items that reveal errors and misconceptions. Ask participants to look at the two assessment items and find a partner (shoulder partner, eyeball partner, or other cooperative learning structure). With their partner discuss which one reveals more about the students’ level of understanding and why. Number 2 reveals more because it requires a higher level of understanding and reasoning. Number 1 only asks students to remember the formula and how to use the formula. Number 2 requires using the correct formula C=2πr and understanding that radius is half the diameter and reasoning. Applying understanding that circumference represents one rotation of a circle; students can solve the problem correctly. Accurate Answer: 31.4 cm

Types of Learning Needs
Three major types of learning needs: Errors due to incomplete understanding Errors due to flaws in reasoning Errors due to misconceptions To Know/To Say: Researchers have identified different types of student learning needs. Errors that students often make are due to three major types of problems: incomplete understanding, flaws in reasoning and misconceptions. Most of the problems students exhibit can be attributed to one of these causes. We will discuss each of these types of errors and some examples of each one. (Following slides provide more information and examples and ask participants to think about examples from their classrooms.) Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Incomplete Understanding
Students’ work shows they know something or have a partial understanding. Student is ready for more instruction on that skill or concept. Feedback or re-teaching is not the best strategy. Example: Students use a number line for subtraction but add the second number instead of subtracting. They know they can use a number line but are confused about how to use it for subtraction. To Know/To Say: Incomplete understanding means that the student knows something about the content/skill or partially understand the content, process or skill. They do not need re-teaching of the entire content or skill. They are not confused but they need more instruction. In this case feedback is not the best strategy because they need to complete their understanding before they can benefit from feedback. For example, a student may know how to use a number line to add numbers, but when presented with a subtraction problem, they add the 2 numbers rather than subtracting. They understand how to use a number line but do not know how to use it for subtraction. What additional instruction do they need? To Do: Ask participants to discuss, at their table, with a partner, or other collaboration structure, the instruction they would provide. Ask participants to share with the large group and discuss what seems to be the most effective instruction to promote the student’s understanding. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Relationship between the diameter, radius, and circumference of a circle
How far will a wheel travel in one rotation if the diameter is 10 cm? Inaccurate Answer: 5 cm Incomplete understanding: 10 divided by 2 equals 5 (may know that d=2r but may have incorrect understanding between radius and circumference of a circle) To Know/To Say: Based on the math problem we looked at earlier (How far will a wheel travel in one rotation if the diameter is 10 cm?), look at this student’s answer – 5 cm. One possible partial understanding is given: student divided 10 by 2 because he/she may know that the diameter = 2 times the radius. With your table discuss this partial understanding and any other partial understandings the student may have and how you would design instruction to help the student develop a more complete understanding of diameter, radius, and circumference and how to solve problems like this one.

Student always capitalizes titles (over-generalization)
I spoke to Mayor Slay yesterday. (correct) Francis Slay, Mayor of St. Louis, will not run for re-election. (correct) The Mayor is excited about his transition to his law practice. (incorrect) I would like to be Mayor someday. (incorrect) To Know/To Say: Ask participants to look at this example and discuss the partial understanding with their table. What instruction could help the student understand when to capitalize titles?

Your Turn What are some examples of incomplete or partial understanding in your classrooms? What kind of instruction do students need to move forward? To Know/To Say/To Do: Ask participants to discuss with their table or with a partner or use another cooperative learning structure: What are examples of incomplete or partial understanding from a recent lesson in your classroom? Ask groups to share with whole group. Then ask participants to discuss what instruction would lead to a full understanding and share with large group.

Flaws in Reasoning Examples of reasoning: cause and effect, summarizing, classification, compare/contrast, inference, evaluation, analysis Students’ work shows confusion about the steps of reasoning or concepts in the pattern of reasoning Examples: Students identify characteristics as similar when they are actually different. Students make an illogical inference based on incorrect information (not in text, not implied, etc.). To Know/To Say: Another type of error is due to flaws in reasoning. When the teacher analyzes the student’s work, the work shows that the student is confused about the steps or the concepts in that type of reasoning. For example, the student may not understand the concept of cause and effect or classification or they may not know how to use the steps for summarizing or inference. As a result, the teacher may see these kinds of examples: students identify characteristics as similar when they are different or they make an illogical inference. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Reasoning: “one rotation” represents the circumference of the circle
How far will a wheel travel in one rotation if the diameter is 10 cm? Inaccurate Answer: 10 cm 1 x 10 = 10 cm (one rotation times the diameter 10) What is the flaw in the student’s reasoning? To Know/To Say: Based on the math problem we looked at earlier (How far will a wheel travel in one rotation if the diameter is 10 cm?), look at this student’s answer – 10 cm. With your table discuss this flaw in reasoning: what is the flaw? What instruction could help the student understand how to use correct reasoning to solve problems like these?

Synonym Reasoning Error
Evidence: The writer substitutes one term for another in the argument, yet the terms are not the same. Example: The undemocratic government of Mexico had only one political party with real power. This dictatorship has been in control of Mexico since 1919. To Know/To Say: Ask participants to look at this example of a reasoning error and discuss what is the reasoning error. Explanation: The writer substitutes dictatorship for undemocratic. However, not all undemocratic forms of government are the same as dictatorships. What instruction would correct this type of reasoning error?

Your Turn What examples of errors in reasoning do you see in your classrooms? What are some ways to help students who exhibit flaws in reasoning? Ideas from Jan Chappuis: Help students identify the flaw (Strategies 1 and 2) Ensure students understand the definition, steps, rubric, and strong and weak work. To Know: This is an animated slide. To Know/To Say/To Do: Ask participants to discuss with their table or with a partner or use another cooperative learning structure, e.g. Hand up, Stand up, Pair up. What are examples of errors in reasoning from a recent lesson in your classroom? Ask groups to share with whole group. Then ask participants to discuss what instruction would lead to a correct errors in reasoning and share with large group. Then show ideas from Jan Chappuis. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Misconceptions Students’ responses or work show they have learned something inaccurately, have formed a conception that is not based on current thinking, or are misapplying rules Examples: Multiple meaning words – students think a word used in a content area means the same as common usage Social studies – thinking that ‘civil war’ always means the U.S. Civil War or misconceptions about ‘socialism’ To Know/To Say: A third type of error is due to misconceptions. Student work shows they have either learned a concept incorrectly, have formed a conception that is not supported by current thinking or are not applying rules correctly. For example, they think the sun revolves around the earth or a civil war is only the U.S. Civil War. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Interchangeable Use of Commonly Misused Words
How far will a wheel travel in one rotation if the diameter is 10 cm? Inaccurate Answer 62.8 cm C=2πD (Incorrectly interchanged radius and diameter) To Know/To Say: Based on the math problem we looked at earlier (How far will a wheel travel in one rotation if the diameter is 10 cm?), look at this student’s answer – 62.8 cm. With your table discuss this misconception: what is the misconception and what instruction does the student need?

Interchangeable Use of Commonly Misused Words
Evidence: Student typically uses the wrong word. Examples: I would like to except this award for my father. (accept/except) As a teacher, I effect many students. (affect/effect) To Know/To Say: Ask participants to look at this example of a misconception. What is the misconception? What instruction does the student need?

Your Turn What are some examples of misconceptions in your classrooms?
What kind of instruction do students need to move forward? To Know/To Say/To Do: Ask participants to discuss with their table or with a partner or use another cooperative learning structure: What are examples of misconceptions from a recent lesson in your classroom? Ask groups to share with whole group. Then ask participants to discuss what instruction would lead to a better understanding of the concept and share with large group.

Diagnosing Learning Needs
What are some sources we can use to identify learning needs? Which of these could you use? Learning progressions Deconstructed standards (supporting standards) Diagnostic assessments Rubrics To Know: This is an animated slide. To Know/To Say/To Do: Ask participants to think about what sources/assessments they currently have they that could use to diagnose learning needs. After participants share ideas, show list from Chappuis and ask if they have these sources and how they could use them. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education.

MO ELA Learning Standards: Learning Progressions Example
K.R.1A.b. With assistance, ask and respond to questions about texts read aloud. 1.R.1.A.b. Ask and respond to relevant questions. 2.R.1.A.b. Ask and respond to relevant questions. 3.R.1.A.b. Draw conclusions and support with textual evidence. 4.R.1.A.b. Draw conclusions by providing textual evidence of what the text says explicitly. 5.R.1.A.b. Draw conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text. To Know/To Say: Read aloud and briefly discuss the differences that illustrate how the learning complexity has increased at that level for this standard. Participants will need to be able to replicate this process by themselves several times later during this training with other standards, so make sure you go slow enough for them to understand it. Handout: MO ELA Learning Standards Reference: Missouri Department of Elementary and Secondary Education ( ). Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved from (Missouri Department of Elementary and Secondary Education, )

Example ELA Deconstructed Standard
Draw conclusions, infer, and analyze by citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Analyze what the text says explicitly (right there) Analyze inferences drawn from the text Find evidence in the text Decide which evidence most strongly supports Support analysis of text with strongest evidence To Know/To Say: Ask participants to look at this deconstructed standard and discuss how the standard was deconstructed and what are the supporting standards. Then ask them to discuss how this deconstructed standard could be used to diagnose student learning needs. Handout: Example ELA Deconstructed Standard

Example Math Deconstructed Standard
Analyze proportional relationships and use them to solve problems. Recognize and represent proportional relationships between quantities. Determine when 2 quantities are in a proportional relationship. Identify and/or compute the constant of proportionality (unit rate.) Represent proportion by equations Explain what a point on a graph means Solve multi-step ratio and percent problems To Know/To Say: Ask participants to look at this deconstructed standard and discuss how the standard was deconstructed and what are the supporting standards. Then ask them to discuss how this deconstructed standard could be used to diagnose student learning needs. Handout: Example Math Deconstructed Standard

Diagnostic Assessments
What are some diagnostic assessments your school/district uses and how can they be used to identify student learning needs? Examples: DAR (Diagnostic Assessment of Reading) Basic Reading Inventory (Jerry Johns) CORE Phonics Key Math To Know: This is an animated slide. To Know/To Say: Ask participants to discuss some diagnostic assessments used in their schools/districts and how they are or could be used to diagnose student learning needs. Handout: Diagnostic Assessments

Example Rubric For CER Standard 5 3 1 Claim
Introduces the claim that answers the question asked. Claim is accurate, complete and specific. Introduces the claim and answers the question asked. Claim is accurate but not complete or specific. Claim is not clearly stated, does not answer the question, is inaccurate and/or incomplete. Evidence Supports claim with specific evidence. Evidence is factual, accurate, credible, sufficient, and cited. Supports claim with some evidence, but evidence is either not factual, accurate, credible, sufficient and/or not cited. Claim is not supported by evidence or evidence is not factual, accurate, credible or sufficient. Evidence is not cited. Reasoning Logically links the claim to the evidence proving claim to be true. Shows detailed understanding. Links claim to evidence but does not use words to create a logical link between claim, reasons and evidence. Claim is not linked to the evidence. No connection between claim, reasons, and evidence. To Know/To Say: Ask participants to look at this rubric for Claim, Evidence and Reasoning (CER.) How could this rubric be used to diagnose student learning needs? Handout: Example Rubric for CER. (Note, this was a teacher-developed example.)

Reflection How can we know what learning needs we need to address?
How can we develop assessments that provide diagnostic information and create traction for instruction? How can we scaffold learning for students with misconceptions, errors in reasoning, and partial understanding? To Know/To Say/To Do: Ask participants to reflect on Strategy 5. What did they learn? What will be their next step for Strategy 5? In the coaching package participants can learn more about how to design assessments that provide more instructional traction.

Design focused instruction, followed by practice with feedback
Strategy 6 Design focused instruction, followed by practice with feedback To Know/To Say: Strategy 6 in the Seven Strategies for Assessment for Learning is now “Design focused instruction followed by practice with feedback.” It was previously called “Teach students focused revision.” Chappuis changed strategy 5 to encourage teachers to diagnose student learning needs and changed strategy 6 to encourage teachers to think about student learning needs and design instruction that will provide students to practice and revise their work before work in graded. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education.

Strategy 6 Design focused instruction, followed by practice with feedback
Process: Think about what you learned about students’ needs in Strategy 5. Focus on just one error/misconception. Design instruction that addresses that need. Provide practice with feedback on that one area before grading. To Know/To Say: Chappuis has noted that often teachers struggle to find the time to provide the needed practice with feedback and to allow students time to practice without grading the practice activities. She proposes that teachers follow these four steps when designing instruction. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Ways to Design Focused Instruction
Effective practice sequence and experiences Focused revision of work Rubrics with strong and weak work Experiences to learn the correct concept (or correct their misconception) To Know/To Say: Researchers suggest that we can design focused instruction in several ways; effective practice experiences, teaching students to engage in focused revision of their work, using a rubric to analyze strong and weak work, and providing more experiences to learn the correct concept. Each of these methods can be used to address specific learning needs. Ask participants for other ideas about how to provide focused instruction. Each of these instructional methods will be explored in this section. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Focused Practice Matters
We need to provide practice – how it is designed, what we ask students to do, and how we respond has a major impact on improvement. Using Strategy 6 requires: a belief that further instruction will benefit students. willingness to devote time to increasing achievement. a repertoire of instructional strategies for the targeted learning needs (discovered in Strategy 5). willingness to allow students practice without a grade. To Know/To Say: Focused practice has a major impact on achievement. Several conditions are required for practice to actually happen and for practice to be effective. Ask participants if they meet the requirements and if they think their colleagues meet the requirements. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Characteristics of Effective Practice
Spaced (versus mass) Students focus their attention toward mastery Produces incremental growth Example task: Compare/contrast rights and responsibilities of citizens in two countries – focus on rights of one country and then second country, then focus on responsibilities of each, and then focus on similarities and then differences. To Know/To Say: Chappuis lists three characteristics of effective practice. Students who struggle need spaced practice, practice that focuses on mastery, and practice that scaffolds their learning so they experience incremental and steady growth. (Spaced (versus mass) is an effective teaching and learning package which can be utilized at another time.) Ask participants tor examples of effective practice experiences that help their students. Reference: Chappuis, J Seven strategies of assessment for learning, 2e (p. 236). Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015, p. 236)

Success Principles for Practice
Design short sessions to ensure focus and intensity Practice small chunks Increase energy and motivation Provide high-quality feedback Move to elaborated practice quickly To Know/To Say: Mike Rutherford echoes Chappuis’ characteristics of effective practice and adds several other success principles. Reference: Rutherford, M Artisan teacher: A field guide to skillful teaching. Weddington, NC: Rutherford Learning Group, Inc. (Rutherford, 2013)

Success Principles for Practice (continued)
Practice in multiple domains (visual, spatial, cognitive, kinesthetic) Distribute practice across time (spaced vs. mass) Design challenging but attainable practice To Know/To Say: Mike Rutherford’s success principles continued. Reference: Rutherford, M Artisan teacher: A field guide to skillful teaching. Weddington, NC: Rutherford Learning Group, Inc. (Rutherford, 2013)

Chappuis and Rutherford Comparison
Spaced practice Students focus their attention on mastery Short sessions to ensure focus and intensity; practice small chunks Produces incremental growth Challenging but attainable practice Provide descriptive feedback Provide high quality feedback Practice in multiple domains Increase energy and motivation Move to elaborated practice quickly To Know/To Say: Ask participants to look at this comparison of Chappuis and Rutherford and discuss why these are important characteristics/principles of focused practice. Then ask participants to discuss if and how the practice they design reflects these principles. Handout: Chappuis and Rutherford Comparison References: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. Rutherford, M Artisan teacher: A field guide to skillful teaching. Weddington, NC: Rutherford Learning Group, Inc. (Chappuis, 2015) (Rutherford, 2013)

Effective practice sequence and experiences Focused revision of work Rubrics with strong and weak work Experiences to learn the correct concept (or correct their misconception) To Know/To Say: Other ways we can design focused instruction are teaching students to engage in focused revision of their work and using a rubric to analyze strong and weak work. In this section we will discuss these two methods. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Focused Revision Begin with an anonymous work sample/ performance that needs improvement. Focus on just one aspect of quality. Ask students to work in pairs to either revise the sample or create a revision plan. Have students apply the same process to their own work, either revising it to make it better or submitting a revision plan. To Know/To Say: Another strategy for focused instruction is focused revision. Chappuis emphasizes the importance of focusing on just one aspect of quality rather than many different components of quality. She and other researchers also advise that using an anonymous work sample allows students to critique the sample with a partner and to revise the sample or create a plan for revising it with more objectivity and less personal risk. Then they can apply the same process to their own work. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Using Rubrics with Work Samples
Rubrics can be used to analyze strong and weak work. Engaging students in developing a rubric while watching a performance or looking at work samples promotes assessment capable learners. To Know/To Say: Another strategy is to involve students in the development of rubrics by watching a performance or looking a student work. They can develop a list of quality indicators and then analyze strong and weak work to further develop the rubric. This process of creating a rubric and using it to analyze work helps students become more assessment capable. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Rubrics Do you use rubrics? When and how? Share examples
To Know/To Say: Ask participants how they currently use rubrics.

Components of a Rubric Reminders Criteria, categories of quality as defined by the learning standard(s) and the task instructions Performance level headings or ratings usually across the top of the rubric, (may be assigned a numerical value or a word like proficient) Descriptors, describe attributes of the product or performance for each criterion at each level To Know/To Say: The following slides are reminders about how to design rubrics. Ask participants how they have designed rubrics. (review from previous sessions.) References: Arter, J., & McTighe, J. (2000). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Corwin Press. Mueller, J. (2016). Authentic assessment toolbox: What is a portfolio? Retrieved from (Arter & McTighe, 2000) Muellelr, 2016)

Suggested Guidelines for Creating Rubrics
List performance levels from the highest to the lowest. Write descriptors in student-friendly language. Use specific learning standards. Rubric descriptors should provide specific descriptive feedback to student. Rubric development is a process – there is always room for improvement. To Know: This is an animated slide. To Know/To Say: Reminders about guidelines for rubrics from previous sessions. Ask participants to reflect about their rubrics. Do their rubrics reflect the guidelines? Reference: Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Ascd. (Brookhart, 2013)

Chappuis Guidelines Number of levels depends on learning target and intended use of the rubric. Some rubrics may have 4 levels but an odd number (3 or 5) can work well for simpler targets or when the descriptors more accurately represent the strengths and problems in student work. To Know/To Say: Chappuis suggests that the number of levels depends on the learning target and how the rubric will be used. Although some people advocate that four levels may be best, often an odd number can work better for simpler targets. Also, it is often difficult to develop four levels. Ask participants to discuss the pros and cons about different number of levels. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Revision Plan REVISION PLAN One part I did well is _________________________________ I need to work on ___________________________________ What I need to do next (my next steps) ____________________________________________________________________________________________________ To Know/To Say: This is a teacher made example of a revision plan students can use. Ask participants if they have other examples.

Mrs. Short’s 1st Grade Title I Small Group
To Know/To Say: This video shows a 1st grade student learning how to use a simple revision plan. The teacher is leading the student through the process of thinking about his strengths, an area he needs to work on, and the next steps to improve. (The video is from Ms. Short’s class in Potosi, MO.) Reference: Simmons, A. (2016). Mrs. Short [Video File]. Retrieved from (Simmons, 2016)

Effective practice sequence and experiences Focused revision of work Using a rubric with strong and weak work Provide more experiences to learn the correct concept (or correct their misconception) To Know/To Say: Another way to design focused instruction is to provide more experiences to learn the correct concept. Ask participants for other ideas about how to provide more experiences to learn the concept, e.g. experiments, graphic organizers that clarify the concept, manipulatives, etc. Reference: Chappuis, J Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Strategy 7 Provide students opportunities to track, reflect on, and share their learning progress. To Know/To Say: Strategy 7 in the Seven Strategies for Assessment for Learning is student self-reflection, providing students opportunities to track their own learning, reflect on what they have learned, and share their progress.

How do your students reflect?
Talk to a partner (or your table) How do you provide opportunities for students to track their own learning and reflect? How could you provide more opportunities? To Know/To Say: Ask participants to share how they currently promote self-reflection and how they could promote more reflection. Discuss as a large group.

Strategy 7 Methods Simple ways for students to self-reflect daily
Students track and share their learning progress using tools Student reflection about assessments, products, projects, etc. Portfolios Student-led conferences To Know/To Say: Acknowledge ideas from participants (from previous slide) and suggest other ideas to be discussed in this section. Each of these methods will be discussed during this section. We will begin with some simple ways for students to self-reflect daily and tools for students to track and share their learning progress.

Strategy 7 Ideas for Self-Reflection Daily
Have students answer the following questions on a daily basis: “What are two important things I learned today?” “What is one goal I have for tomorrow?” Teach students how to develop SMART goals for themselves. To Know/To Say: Students can reflect daily on what they have learned and set some goals for the next day. Ask participants how they encourage students to track and reflect on a daily basis. Ask participants: What are some other simple ideas for self-reflection?

Students track and share their learning progress using tools Student reflection about assessments, products, projects, etc. Portfolios Student-led conferences To Know/To Say: We will begin with some simple ways for students to self-reflect daily and tools for students to track and share their learning progress.

Rate Your Writing To Know/To Say: Students can reflect on their writing with a rubric. Example from school in St. Louis area.

Reflecting and Setting Writing Goals
To Know/To Say: Students can reflect on their writing and set writing goals. Example from school in St. Louis area.

Other Example Tools To Know/To Say: This exit ticket is one example of a tool for student self-assessment. Ask participants to look this example of a self-assessment tool and discuss how this could help students assess their own learning. How does asking students for evidence help them and help the teacher? Ask participants to look at other examples in the handout (and any examples they may use in their classrooms). Handout: Various examples of tools

Students track and share their learning progress using tools Student reflection about assessments, products, projects, etc. Portfolios Student-led conferences To Know/To Say: Another method for student self-assessment is portfolios.

Portfolios To Know/To Say: Another more complex strategy is portfolios. Ask participants about their experiences with portfolios.

Using Portfolios Use portfolios to allow students to:
reflect on learning. develop internal feedback loops. understand themselves better as learners. To Know/To Say: Portfolios have several benefits.

What is a Portfolio? A portfolio is not the pile of student work that accumulates over a semester or year. Rather, a portfolio contains a purposefully selected subset of student work. To Know/To Say: When we think of portfolios we come up with a mental model. Those models are very different to each of us. We want to keep in mind today that there are different types of portfolios depending upon how they will be used. "Purposefully" selecting student work means deciding what type of story you want the portfolio to tell. We will explore each in detail as we proceed with the content. References: Mueller, J. (2016). Authentic assessment toolbox: What is a portfolio? Retrieved from Barrett, H. (2003). The research on portfolios in education [blog]. Retrieved from (Mueller, 2016) (Barrett, 2003)

Purpose of a Portfolio Highlight and Celebrate Progress
Capture the Process of Learning Showcase Final Products Showcase Growth in Learning Evaluate the Process of Learning To Know/To Say: Portfolios can highlight or celebrate the progress a student has made. Then, the portfolio might contain samples of earlier and later work, often with the student commenting upon or assessing the growth. Do you want the portfolio to capture the process of learning and growth? Then, the student and/or teacher might select items that illustrate the development of one or more skills with reflection upon the process that led to that development. Or, do you want the portfolio to showcase the final products or best work of a student? In that case, the portfolio would likely contain samples that best exemplify the student's current ability to apply relevant knowledge and skills. All decisions about a portfolio assignment begin with the type of story or purpose for the portfolio. The particular purpose(s) served, the number and type of items included, the process for selecting the items to be included, how and whether students respond to the items selected, and other decisions vary from portfolio to portfolio and serve to define what each portfolio looks like. References: Barrett, H. (2016). ePortfolios for Learning [Blog Post]. Retrieved from Barrett, H. (2003). The research on portfolios in education [Blog post]. Retrieved from (Mueller, 2016) (Barrett, 2003)

Portfolio Creation Determine the Purpose
What is the purpose(s) of the portfolio? Growth Showcase Evaluation It is critical that the purpose(s) is clear throughout the process to student, teacher and any other pertinent audience. To Know/To Say: Teachers may choose to use a combination of these three types. 1. Growth Portfolios a. To show growth or change over time b. To help develop process skills such as self-evaluation and goal-setting c. To identify strengths and weaknesses d. To track the development of one or more products/performances 2. Showcase Portfolios a. To showcase end-of-year/semester accomplishments b. To prepare a sample of best work for employment or college admission c. To showcase student perceptions of favorite, best or most important work d. To communicate a student's current aptitudes to future teachers 3. Evaluation Portfolios a. To document achievement for grading purposes b. To document progress towards standards c. To place students appropriately References: Mueller, Jon. Authentic Assessment Toolbox. Barrett, Helen. The Research on Portfolios in Education. (Mueller, 2016) (Barrett, 2003)

Portfolios If you are using portfolios currently, how do they reflect the purposes? If you are not using portfolios now, how would you like to use them? What coaching or technical assistance does your team/school need to use portfolios effectively? To Know/To Say: Ask participants to discuss their use of portfolios and provide some information about what they need. Do they need more information/technical assistance and/or coaching? Tell them how you can help them move forward with portfolios if they are ready.

Students track and share their learning progress using tools Student reflection about assessments, products, projects, etc. Portfolios Student-led conferences To Know/To Say: Another method for student self-assessment, tracking and sharing their progress is student-led conferences.

Student-led Conferences
To Know/To Say: Another method to promote student self-assessment, tracking their learning, and sharing their learning is student-led conferences.

Current Reality What has been your experience with student-led conferences? To Know/To Say: Ask participants to discuss their use of student-led conferences in their school at their table and then share with the large group. If participants have not implemented student-led conferences, show the next two slides and ask them about their interest in beginning student-led conferences. If participants have been implementing, either show the next slide to confirm what they consider student-led conferences or skip to the next slide to ask about their needs.

What Are Student-led Conferences?
The student acts as the leader of the conference with his/her parents or others. The teacher is primarily the facilitator. Students share their academic and behavioral achievement and goals. The focus is on student work collected in portfolios over time (e.g., work samples and tests, data notebooks, etc.) To Know/To Say: Based on discussion of previous slide, either show this slide to explain student-led conferences or to ask participants if this explanation reflects what they are doing in their school. To Know: Presenters may skip this slide if the school has been implementing and their discussion indicates this information is not needed. Reference: Bailey, J. M., & Guskey, T. R. (2001). Implementing student-led conferences. Corwin Press. (Bailey & Guskey, 2001)

Reflection If you are implementing student-led conferences currently, what are your successes? If you are not using student-led conferences now, would you like to use them? What coaching or technical assistance does your team/school need to use student-led conferences effectively? To Know/To Say: Ask participants to discuss their use of student-led conferences. Do they need more information/technical assistance and/or coaching? Tell them how you can help them move forward with student-led conferences if they are ready.

Students track and share their learning progress using tools Student reflection about assessments, products, projects, etc. Portfolios Student-led conferences To Know/To Say: We discussed each of these methods briefly during this section. When you review the Practice Profile, think about the methods that you are currently implementing and the quality of implementation. What methods could you begin using? What methods could be implemented better?

What Do You Plan To Do? Strategies 5, 6, and 7
Make a list of practices you plan to implement for each strategy based on your learning from today. Strategy My Practice/Activity 5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress. → Set Goals To Know/To Do: Provide the chart on the slide as a handout to participants to write on. Allow participants time to think about practices/activities they plan to implement and place these practices/activities on the chart for future reference. Handout: What Do You Plan To Do? Part 3 Reference: Chappuis, J. (2015). Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. (Chappuis, 2015)

Closing & Follow-up Developing Assessment Capable Learners PURPOSE: Provide opportunity for learner to outline their implementation steps and plans for follow-up coaching. CONTENT: Template for outlining implementation steps in personal teaching contexts and follow-up coaching Additional resources for further learning

Practice Profile To Do: Review the practice profile with the participants. Suggest all stake-holders complete a self-analysis three or four times a year and engage in collaborative conversation. To Know/To Say: The Practice Profile template includes four pieces and is anchored by the essential functions. First, as a header is the foundation of implementation that philosophically grounds implementation. Then moving from left to right across the template are the essential functions of the practice, implementation performance levels, and lastly, evidence which provides data or documentation for determining implementation levels. The essential functions align with the teaching/learning objectives for each learning package. Four levels of implementation are described for each teaching/learning objective: exemplary, proficient, close to proficient, and far from proficient. The professional development provider should walk through the practice profile with the educator-learners, referring to the data and artifacts listed as suggested evidence. It is an important tool for self-monitoring their own implementation because it serves as a reminder as to the implementation criteria and is also aligned with the fidelity checklists and the electronic practice profile self-assessment tool. These sources provide data regarding further training or coaching. Review the practice profile with the participants. Suggestion is to do self-analysis three or four times a year as well as ask a coach or administrator to also complete this form. Discussion would occur in comparing the self-analysis to the “outside analysis.” Handout: Developing Assessment Capable Learner Practice Profile

Self-Assessment Practice Profile
1/6/2011 Self-Assessment Practice Profile Excel Workbook To Know/To Say: The Self Assessment Practice Profile Workbook is an excel document allowing individuals to determine their implementation level for a specific learning package topic. The self assessment is also available online at This self-monitoring tool may be utilized at the beginning, mid-points, and end of the year. These results from the staff may be compiled onto a Practice Profile and may be utilized for team discussion. Reference: Available online at NOTE: The SAPP will be revised and reprogrammed after the vetting of the updated practice profile. This self assessment and the online version are related to the original version of the ACL practice profile at the time of vetting.

Next Steps: Action = Results
To Know/To Say: The Next Steps template is used for planning either today or back in your building. What resources do you need to begin implementing Assessment Capable Learners. To Do: Complete the Next Steps template. Example is included in the learning package materials. Handout: Next Steps: Action = Results What steps will you take to start implementing?

1/6/2011 Contact Information Please contact me to schedule follow-up coaching and/or additional professional development. To Know/To Say/To Do: Include presenter’s contact information. Please contact me to schedule follow-up coaching and/or additional professional development. Thank you.

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