1. Enhancing Instructional Agility:
Using Learning Progressions to Provide Effective Feedback, Scaffold Instruction, and Determine Small Groups
9/22/2018
Baltimore County Public Schools

2. Success Criteria
I can identify best practices for analyzing and using formative information to increase instructional agility.
I can identify best practices for using learning progressions to increase instructional agility.
Emerging evidence and real-time modifications- students questions, students answeres, conversations, peer feedback, coaching, quizzes, homework, tests, projects, performances, etc.

3. FORMATIVE ASSESSMENT
Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
9/22/2018
Baltimore County Public Schools

4. SEVEN STRATEGIES OF ASSESSMENT FOR LEARNING
Where am I Going?
1. Provide clear and understandable vision of the learning targets/standards and success criteria.
2. Use examples of strong and weak work.
Where am I Now?
3. Offer regular descriptive feedback during the learning.
4. Teach students to self assess and set goals.
How Do I Close the Gap?
5. Use evidence of student learning to determine next steps toward meeting the standards
6. Design focused instruction, followed by practice with feedback.
7. Provide students opportunities to track, reflect on, and share their learning progress.
The standards-based mindset is about emphasizing the most recent evidence of learning by allowing students to receive full credit for their accomplishments. Reassessment is not about hitting the reset button or developing a do-over generation; it’s about recognizing that students have surpassed their previous levels of proficiency and giving students the opportunity to demonstrate those higher levels…and then giving them full credit for their learning. Students are still held accountable – for the learning – and not punished when they fall short of expectations. We don’t need to use the gradebook to teach students to be responsible; when we do it leads to grades that are inaccurate.
9/22/2018
Baltimore County Public Schools

5. Instructional Agility
Instructional agility occurs as part of every day instruction, done well it has the power to close instructional gaps
Teachers with instructional agility collected evidence to determine a student’s level of performance toward meeting the standards
They use the evidence to provide feedback and adjust learning
Emerging evidence and real-time modifications- students questions, students answeres, conversations, peer feedback, coaching, quizzes, homework, tests, projects, performances, etc.

6. Instructional Agility Prioritization of skills Small Group Instruction
Standards
Differentiation
Learning Progression
Prioritization of skills
Instructional agility is the balance between knowing the precision of the standards balanced with the flexibility of being able to adjust instruction on the fly.
Considerations:
Know the standards deeply and the progressions of learning within each standard.
Look at student evidence and engage in error analysis with colleagues; plan instructional responses
Create rigorous questions to be used during instruction and on assessments: plan instructional responses.
Evidence
Small Group Instruction
Precision
Flexibility

7. Quick Reference Guide to Hosting a World Cafe
The World Café Discussion Protocol is used to discuss various topics, rotating the role of leadership and mixing up a group of people.  
The result of the protocol is that the main ideas or key points are synthesized and clarified for everyone.
  Quick Reference Guide to Hosting a World Cafe

9. World Café As travelers you will rotate from one country to the next.
Each time engaging in the identified topic.
Write, doodle and draw key ideas related to your topic
Upon completing the initial round of conversation, one person will remain at the table as a “table host” for the next round.
The others serve as travelers or “ambassadors of meaning.” The travelers carry key ideas, themes and questions into their new conversations, while the table host welcomes the new set of travelers.   

10. Instructional Agility
Round 1: How do you plan for responsive instruction? Round 2: What are your favorite ways to gather evidence? Round 3: How do you use the evidence you have gathered to inform and adjust instruction?
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11. Planning Considerations
Know the standards deeply
Deconstruct the standards into levels
Map-out the progressions of learning for the major assessed standards

12. Learning Progression GEORGE & LINDA
Final thought – 4-Point grading scale
Are you interested in piloting a 4-point standards aligned grading scale?
9/22/2018
Baltimore County Public Schools

15. Gathering Evidence
Create rigorous questions to be used during instruction and on assessments
Ask questions that help you determine where students are on the learning progression
Pre-plan instructional responses

16. Incomplete Understanding
Planning for Instructional Agility
Incomplete Understanding
Flaws in Reasoning
Misconceptions
Work with colleagues to identify where students may go sideways and preplan for instructional responses.

17. Using Learning Progressions to Support Instructional Agility
Final Round: How could you use learning progressions…..
Help you plan for responsive instruction?
Change the way you develop learning checks/formative assessments?
Help you provide descriptive feedback?
Help you to determine the next steps in instruction?