4. The Essential Questions 2010-11 PL  How does applying START characteristics from ICC increase student achievement? (Specific To Prairie Crest)  What are the essential elements in AFL that make success for all possible? (All CCSD Schools)

5. AM Agenda  Make connections  AFL -Part I Where am I going? o Clear learning targets o Use examples and non-examples of strong and weak work  Demo  Guided practice  Structure for Implementation

6. Learning Targets for Today We are learning to…  Formulate clear learning targets in every teacher’s mind and in his/her lessons/units  Design quality criteria using a rubric  Generate ways to communicate clear learning targets and quality criteria to students.

7. Today’s Essential question  How can we help STUDENTS answer the question, “Where am I going?”

8. Relate to SMART goals 100% of teachers will design and use quality instructional units that meet the proficiency criteria for Assessment For Learning (AFL)

9. WHY Learn AFL right now?  Characteristics of Effective Instruction (ICC)  Research Base and Effect Size  Foundation from previous PL*

10. SMART Goal # 2-Gap  “Hypothetically, if assessment for learning became standard practice only in classrooms of low-achieving, low-socioeconomic-status students, the achievement gaps would be erased. No other school improvement innovation can claim effects of this nature or size.” Richard J. Stiggins

11. How do I help students answer the question: Where am I going?

12. Student’s Current Learning Status Learning Goal Formative Assessment Gap ZPD Scaffolding/ Instruction Instructional Adjustments

13. Read Seven Strategies of Assessment for Learning (AFL)

14. Grouping  Count off by 10’s  Move to your number  Summarize 2-3 key concepts from the Research Article you read

15. 2-3 Key Concepts From Reading 6 minutes Choose Group Roles- Last names in ABC order  Facilitator- get started and finish task  Recorder- write on chart  Sharer - share with others  All around supporter!!

16. Team Brainstorm-non examples Group 1 – Performance as learning targets Some examples:  Finish 10 extra math problems for 10 extra minutes of computer time, finish 5 extra problems for 5 extra minutes.  In my high school World History class, my teacher gave us the following on the first day of school as our learning targets: 1. Syllabus – point out the chapters and units 2. Mid term and end of year projects with due dates 3. Points for grades (A=95 +….B=…..)

17. Team Brainstorm-non examples Group II – Task completion as target  Solve addition problems 1-30 (odd only)  Make a diorama for Little House on the Prairie

18. T Clear Manageable Communicated with students Aligned with success criteria Learning Targets

19. Three ways to make learning targets clear to students …(Seven Strategies p22)  Share the learning targets with students  Announce it and CFU  Generally used when the target is simple  Use the language students understand  Translate to student friendly terms  Have students translate into friendly terms  Introduce students to the language and concept of a rubric (descriptive scoring guide)  Usually for more complex learning  Requires best practice strategies such as think aloud and use examples and non-examples

20. Why use rubric in today’s PL?  Complex learning is commonly assessed through certain types of rubrics  We could have chosen other assessment tools, but some might be too specific or used by only a small group of teachers (i.e. Portfolio). Rubrics, however, can be used to create a common understanding among all teachers across all content areas.

21. If our goal is to improve student learning among all learners….. Explicit scoring criteria, or qualitative descriptors, are essential for giving feedback to students and for engaging students in self-assessment. Shepard, 2001 p.1089

22. Caution  Rubrics are not for summative assessment only. In AFL, rubrics can be used throughout the learning process  Not all rubrics can be used for assessment for learning  If a rubric is to provide feedback to improve performance, it needs to share certain characteristics

23. Nature of the Rubrics That Supports AFL  General vs. Task Specific  Can be used to judge quality across similar tasks so that students can transfer learning  Descriptive vs. Evaluative  Can be used to provide feedback or to guide self assessment  Analytical vs. Holistic  Can be used to diagnose specific learning needs

24. ThisNot This General- can be used to judge quality across similar tasks. You can use the same rubric for different assignments. Task Specific- can only be used on one task. You need a different rubric for each assignment. Descriptive- includes language that explains characteristics of work or performance at increasing levels of quality Evaluative – uses language that repeats the judgment of the particular score point Quantitative – uses language that counts or measures number of instances Analytic- the performance or task is considered as individual pieces of a whole. Specific success criteria for each part is identified to diagnose strengths and weaknesses Holistic- the performance is considered as a whole and the overall effectiveness of the performance or task is rated Rubrics as Assessment For Learning Tools

25. Guided Practice Clear Learning Target in a Rubric  Use a rubric other than the writing rubric  Work in pairs  Use the “This; Not This” chart as a guide  Analyze and revise your rubric to the qualities listed under the “This” column  We will randomly draw some samples to share in the end

26. How might a rubric help you reach your learning target – to help your students understand “Where am I going?” in complex learning?

27. Digital Literacy Survey  http://www.zoomerang.com/Survey/WEB22A SCJGVXDY http://www.zoomerang.com/Survey/WEB22A SCJGVXDY  Or, you can open up this meeting in the Shared Calendar and click on the web address

28. Lunch Time We’ll begin 60 minutes from now. For the afternoon, please bring materials to work on an a lesson or series of lessons incorporating learning targets, success criteria, and examples/nonexamples.

29. Who’s Who – AK, K and First Grade  Shelley Schulte  Alicia Hayes  Beth Mehmen  Brenda Powell  Becky Kunde  Alison West  Amanda Carson  Carrie Davis  Elana Liu

30. Ask a Practitioner  How did you go about designing the rubric?  How did you structure the lesson to really emphasize the learning target?  How did you go about selecting places in the text to stop and model some examples and nonexamples of quality responses during your think aloud?  What are some subsequent lessons that you are planning for your students, based on the formative assessment data that you’ve collected so far?

31. Take notes as you observe the lesson….

32. Table Talk  How did this lesson demonstrate: o Clear learning targets o Use examples and non-examples of strong and weak work

33. Teacher Practice Profile  Where are WE going to improve our own practice?  Self Reflection  Common understanding of success criteria  Guides our thinking in lesson design

34. Criteria for Success AFL Part I: Practice Profile  Highlight key concepts (Descriptors)  Proficient Level = Master  Use the tools:  While designing the lesson  During and after instruction for reflection

35. Guided Practice use examples and non-examples to help students understand a complex learning target Task: Work in pairs or individually, develop the following in a lesson: 1. Clear learning target 2. Success criteria (descriptive scoring guide) 3. Teaching focus (from the scoring guide) 4. Use examples and non-examples to design a teaching/learning experience for your students This lesson or lesson series should be uploaded to your curriculum map by October.

36. Write down key ideas from your learning today. Choose one to share.

37. Take a break, get materials… For the afternoon, please bring materials to work on an a lesson or series of lessons incorporating learning targets, success criteria, and examples/non-examples.

38. Thank you for your work today!  In the last few minutes, clarify with your team:  When will this lesson be taught?  When will we revisit to discuss results?  Have we uploaded/when will we upload the lesson to our curriculum maps?