1. EXAMINING THE MODULES: ASSESSMENT PRACTICES LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum- embedded assessment in ensuring that all students achieve college and career success.

2. Grade-Level Groups  Examining the modules: through the lens of a teacher  Analyze the curricular structures (module, unit, and lesson level)  Analyze the instructional practices, pedagogical moves, etc.

3. Examining the Modules Common Core is about creating self-directed learners who use inquiry to drive their learning. We are asking you do to the same: be self-directed and use inquiry to understand the modules.

4. Assessment Practices in the Module Re-read box in Learning Targets Toolkit, page 3: What is the rationale student-friendly learning targets? How is engaging students with learning targets different from teachers setting objectives from standards? Explain the distinction that Stiggins makes between formative assessment and assessment for learning. Why is this important in helping students achieve the Common Core standards? According to the text, what are the implications of many teachers being unprepared to engage in assessment for learning?

5. Learning Targets Review Criteria for a quality learning target Written in student-friendly language Derived from a standard Contextually specific Accessible About the learning, not the doing

6. Standards/Targets Chart (Module Overview) Look at the module overview document: – What standards are taught and assessed in this module? Evaluate the targets in the module based on the criteria: – Student-friendly, derived from standard, contextualized, accessible, about the learning With a partner, share at least one target from the module that strikes you, and why.

7. Alignment of Targets to Assessments In Learning Targets booklet, read paragraph on page 16. Discuss: What is your big take away?

8. Alignment of Targets to Assessments Orient to the “assessments” document At your table, divide into 7 groups Each group focus on one of the 7 assessments in the module – Look at the standards assessed. How does the assessment match the target? Discuss: What strikes you?

9. Communicating Learning Targets to Students In Learning Targets booklet, re-read page 8. Think, then talk with a partner: – What does the text say about using learning targets with students? In lessons, find and mark with a sticky note: – Where learning targets are introduced to students – Where students debrief or reflect on learning targets Discuss: What strikes you?

10. Communicating Learning Targets to Students In lessons, find and mark with a sticky note: – Where learning targets are introduced to students – Where students debrief or reflect on learning targets Discuss: What strikes you?

11. Learning Targets in Action (Odyssey video)

12. Discussion about Assessment Practices At your table, discuss How do the assessment practices embedded in the curriculum modules help ensure that students master content rich curriculum so they are college and career ready? What is your evidence?

13. Transition  Thank you!  Please return to your grade-level break out group at 1pm.

14. EXPERIENCING THE MODULES: ASSESSMENT PRACTICES LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum- embedded assessment in ensuring that all students achieve college and career success.

15. Grade-Level Groups  Experiencing the modules: through the lens of a learner  Consider one’s own experience as a “Common Core era” learner  Based on one’s own experience, reflect on the implications for students

16. Assessment Practices Recording Form

17. Long Term Learning Targets I can choose evidence from informational texts to support analysis, reflection and research. (W.4.9) I can use the writing process to produce clear and coherent writing. (W.4.5) I can write an informative/explanatory text. (W.4.2)

18. Today this means… 1)I can write a paragraph explaining the debate over the Iroquois Influence Theory using details from my research. 2) I can give helpful feedback to my peers.

19. Task The Iroquois Influence Theory is a hotly debated by both historians who support it and those that contest it. After reading two articles from these opposing perspectives, you will write a paragraph explaining the Iroquois Influence Theory and the arguments for and against it. Consider your audience future teachers of New York history. Use details from your research to support your explanation.

20. Criteria for Success LT1) I can write a paragraph explaining the debate over the Iroquois Influence Theory using details from my research. How will we know we have reached the target? A relevant detail from the book Maybe use quotation marks Code text (s=supporting; a=against); annotating Name concrete details; specific Compare and contrast from the text (the for and the against) 2-3 details from each side

21. Independent Work Time- 20 Min 1) Read your article. 2) Reread your article and record details from text on your four square graphic. 3) Write your paragraph.

22. Peer Critique- 10 Min Peer Critique Protocol Be Kind Be Specific Be Helpful Participate

23. Closing Share- With a new partner reflect on learning targets. What was a star and what is a stair? 1)I can write a paragraph explaining the debate over the Iroquois Influence Theory using details from my research. 2) I can give helpful feedback to my peers.

24. Closing Debrief: As a class, what might be a star and a stair for us in giving and receiving critique?

25. Debrief LT 2c) I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum- embedded assessment in ensuring that all students achieve college and career success. Directions: Begin to fill in Assessment Practices recording form.

26. Debrief Directions: At tables 1. Discuss the impact of those assessment practices on your experience of the lesson. 2. Discuss: How might these practice support all students in meeting the standards? For those ready for an additional challenge, incorporate how the lesson reflects our research reading from the morning. 3. Chart key ideas from your discussion. 4. Present key ideas to the whole group.

27. Digging into the Lessons (on paper) On your own, review the written lesson that was the basis for the experience you just had as adults (5 minutes) At your tables, discuss (7 minutes): How is the written lesson for students different from what you just experiences as adult learners?

28. Triad Review Note catcher (12 minutes) 1. How do the strategies in the Learning Targets Toolkit appear in the module/unit/lesson? And how are these strategies interconnected for student success? 2. What is the flaw in the current “vision” of assessment that Stiggins describes? And how do the module/unit/lesson’s assessment practices align with a “more powerful vision”? 3. How do the practices in the module/unit/lesson exemplify those outlined in the Learning Targets Toolkit and reflect Stiggins recommendations for balancing assessment of and for learning? 4. In what ways are you ready for the assessment challenge? 5. How will you ensure, through your own strategies (identify them) or through the modules, that assessment does not lead to the misdiagnosis, misunderstandings, and miscommunication Stiggins warns about?

29. Transition  Thank you!  We will meet in grade-level groups again each day.  Now, please return to the whole group space  Sit with your research team. Be prepared to share:  What you analyzed  What you experienced  Your key insights on your triad note catcher