1. WELCOME August 22, 2013 40 people:
Table Tents: k-8 (21) and HS (9) Other = 10
12 tables of 4
3 = HS
1 (6,7,8)= MS
3 = K-1
3= 2-3
2= 4-5

2. At Your Tables: Discuss the Highlights of:
Session 1: Instructional Shifts
What are they?
What do they mean for Classroom Instruction and Assessment?
Session 2: Summative Assessment
What is different about the SBAC?
What does this mean for Classroom Instruction and Assessment?
Session 3: Formative Assessment/MAISA Units
How are these tools to support instruction and assessment?
Tables 1-6 Session 1
Tables 7-12 Session 2
Tables Session 3

3. Talk at your tables:
Thoughts or discussions since last time
How have you focused on this in your instruction since last time

4. Overview of Sessions Session 1: Instructional Shifts
Session 2: SBAC Assessments
Session 3: Formative Assessment Design/MAISA Units
Session 4: Student Goal Setting
Session 5: Tiered Lesson Design

5. Agenda Session Four Welcome and Re-cap of Sessions One through Three
The Importance of Student Learning Targets
90 min Video – Karen Bailey
Creating Student Learning Targets (Based on the work of Rick Stiggins)
Work time to Enrich our Lessons using the TTLP and Student Learning Targets
Resources
Moodle
Live Binders

6. LEARNING TARGETS
How many of you have Student Learning Targets for units of instruction?
What was the process you used for developing them?
How are they used?
What are the successes/challenges?
Look for evidence and tie to assessment

7. Keys to Quality Classroom Assessment
Accurate Assessment
1. Clear Purpose
Why assess?
What’s the purpose?
Who will use the results?
2. Clear Targets
Assess what?
What are the learning targets?
Are they clear?
Are they good?
3. Good Design
Assess how?
What method?
Sampled how?
Avoid bias--how?
Effectively Used
4. Sound Communication
Communicate how?
How do we manage information?
How do we report?
KEY 1. CLEAR PURPOSE: HOW WE USE THE INFO…. HENRY’s
KEY 2. CLEAR TARGETS: we know and students know…. Multiple choice test on the steps in the scientific process requires a different level of thinking than designing your own, conducting your own or even describing the results or findings of an investigation…
KEY 3. SOUND DESIGN… Multiple Intelligences..
KEY 4. FEEDBACK… what students do well…. Need to work on and what they do next to get there… hours on feedback on papers… I worked harder and thought harder about their work in relationship to the intended learning then they did…. In our common formative assessment training, we need to plan and strategize around how students can use the information from these assessments, too….
KEY 5… just that … how students can use the information from these assessments to know what to do next….
5. Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
HO p. 4
Source: From Classroom Assessment for Student Learning:Doing It Right--Using It Well (CD-ROM chapter 2, Assessment Quality Rubrics, p. 3-5) by R. J. Stiggins, J. A. Arter, J. Chappuis, and S. Chappuis, 2004, Portland, OR: Assessment Training Institute. Copyright © 2006, 2004 by Educational Testing Services. Reprinted by permission of Educational Testing Services. 7

8. BREAK
9:45-10:00

9. Student Learning Targets
Karen Bailey
90 minute Video
How many have student learning targets for units of instruction?
10:00-11:45
Start at 3 minutes into video

10. LUNCH
11:45-12:30

11. I can decide which operation to use when solving word problems.
Standard: 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (DOK 1,2)
I can decide which operation to use when solving word problems.
I can choose the correct operation to perform at each step of a multi-step word problem
I can explain why there is a remainder if it is in a word problem.
I can write equations using a variable to represent the unknown number.
I can estimate the answer using mental math before beginning the problem.
I can use mental math, rounding, or estimation strategies to check my answer is reasonable.
Refer to DOK
Understand Progression knowing what prior knowledge students have and what needs to be accomplished at the grade level
Where are they going next also tells you how deep you should go at the grade level
How does this help with differentiating?

12. Work Time
Determine the over-arching goal for the lesson you will teach
Unpack the standards (what) within the lesson
Develop clear learning targets for students
The lesson should:
Have clear learning targets for students
Use the TTLP as a protocol for planning instruction
Focus on the mathematical practices as how you (and students) will know the learning targets have been achieved. What will be the evidence that students have achieved the target?
1:15-2:45

14. Learning Targets Resources
Rick Stiggins – Classroom Assessment for Student Learning (Doing it Right – Using it Well)
Align/Assess/Achieve –
GIRESD
12:30-1:00

15. Resources www.livebinders.com www.insidemathematics.org
CASM
GISD
Laura’s page go to K

16. Resources www.achievethecore.org www.illustrativemathematics.org

17. Debrief

18. Read the Article on Moodle Under Day Two (Homework)