1. Formative Assessment
Open the folder provided, read the given handout, and begin your activity.
Each group has a different success starter, with directions.

2. Formative Assessment and Feedback
Unpacking the Standards Protocol: Step 6
Formative assessment and intentional planning for checks for understanding

3. Formative Assessment and Feedback
Mellisa Smith’s portion

4. Remediation versus Acceleration
Fast Lane…
Remediation versus Acceleration
This is to get them back into the text. Recall Chapter 1 was about remediation versus acceleration and rethinking how we supported struggling students. Similarly in Chapter 2 our focus on Standards Wall and Concept Maps forced us to rethink how we make the standards and objectives accessible and meaningful for students as opposed to merely posting the standard as written or making it too simple that we lost the language of the standard. Similarly, Chapter 3 introduces an alternative to traditional warm-ups in an effort to maximize engagement and new learning. These are called success starters; which we modeled at the beginning of the today’s discussion on formative assessment.

5. Standards Wall/Concept Map
Creating strong “I can” statements, aligned to the standard
Creating clear learning goals for students

6. Success Starters Connect to prior learning
Hold high interest, real-world relevance, and value for students
Explicitly tie to the standard being taught
Engage every learner
Set up the lesson

7. Success Starters Debrief
What advantages do success starters offer in comparison with traditional warm-ups?
How do success starters level the playing field for all learners?

8. Formative Assessment and Meaningful Feedback
How does the teacher involve the students in establishing the learning goals/targets and success criteria?
How does the teacher asses student’s and help students asses their own learning?
Elementary, Middle and High

9. Formative Assessment and Meaningful Feedback
Elementary-
Middle-
High-

10. Formative Assessment and Meaningful Feedback Debrief
Reflect upon practices you see in classrooms To what degree do you find planned opportunities in a lesson to “check in” for understanding?
After today’s learning, what opportunities do we have to redefine how we use formative assessment opportunities and feedback to impact student achievement?