1. Session 2: Guiding Questions Focus: Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don’t learn it? How will we respond when they already know it? (2009) Raising the Bar and Closing the Gap: Whatever it Takes How do we design data- driven instruction to meet the needs of all learners? I, II, III, IV, V

2. Guiding Questions for Data Literacy 1.What is the learning target? 2.What are the criteria for success for the target? 3.What decisions do you need to make about the learning? 4.Does the evidence collected from the student(s) meet the criteria for success? 5.Is additional evidence needed (e.g., interview the student(s), etc.)? 6.What method will you use to provide feedback to the student(s) about the learning? 7.How will you provide opportunities for student(s) to use the feedback? 8.How will you modify your instruction to close any learning gaps that exist or enhance learning? NCFALCON

3. Formative Assessment Model

4. The Needs of Seeds Using Formative Assessment Probes Choose a probe Give to students Use data to plan What do you see?

6. What are Formative Assessment Probes? NSTA Publication Formative assessment probes were developed using the CTS process. Link key ideas in the standards to common misconceptions cited in research.

7. Curriculum Topic Study and NC Professional Teaching Standards

8. Resources for CTS … Experts at Your Fingertips 24/7     Indicates the resource or parts of it are online

9. Additional Resources… A Framework for K-12 Science Education Science College Board Standards for College Success

10. Why Use Formative Assessment Probes? Assessment for learning not assessment of learning Reveal the types of ideas your student have about common science concepts Examine student thinking for the purpose of informing teaching and learning

11. Types of Probes Justified List Prediction Familiar Phenomena Friendly Talk

12. Example: Justified List Probe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

13. Example: Friendly Talk Probe Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

14. Example: Familiar Phenomena Probe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

15. Example: Prediction Probe Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

16. Exploring New Resources Use the objective you selected this morning. Use one or more of the resource sites. Search for educational materials that support teaching this objective.

17. Resource: NCDPI Science WIKI Essential Standards K-12 Strands Excel Format Crosswalks Unpacked Content Professional Development Teaching resources

18. Resource: NCDPI Science Live Binder LIVE BINDER! Resources organized by teaching standard

19. Resource: NC Education

20. Resource: NSDL

21. Resource: NSTA Learning Center

22. Resource: Annenberg

23. Resource: FREE

24. Resource: Ted-Ed

25. Resource: Teacher’s Domain

26. State Collaborative on Assessment and Student Standards (SCASS) http://sciencescass.org Security Agreement Quick Highlights –Quiz & Test Development –Data Analysis (free for 1 month) Directions for other teachers MUST sign security agreement and return Username (_____) Password (______)

27. Resource: NAEP Question Tool NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep http://www.ncpublicschools.org/accountability/policies/naep/naep Released NAEP items Two ways to access: –http://nces.ed.gov/nationsreportcard/itmrlsxhttp://nces.ed.gov/nationsreportcard/itmrlsx –From the NAEP home page http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool http://nces.ed.gov/nationsreportcard

28. Resource Activity: Exploring New Resources Use the objective you selected this morning. Use one or more of the resource sites. Locate educational materials that support teaching this objective.

29. Designing Data Driven Instruction: Learning Targets & Learning Pathway

30. Designing Data Driven Instruction 1.Select the standard and objective. 2.Collect resources for teaching and assessing the objective. 3.Perform pre-assessment using a two-tiered prototype or probe. 4.Adjust the learning pathway based on pre- assessment data and support documents.

31. Case Study: Data Driven Instruction

32. Universal Design for Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

33. Principle I: Multiple Means of Representation The what of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities

34. Multiple Means of Representation Artifacts Videos Music Movement Text Readers Manipulatives Visual Displays Anticipatory Guides Graphic Organizers

35. Principle II: Multiple Means of Action and Expression Judy Augatti

36. Multiple Means of Action and Expression Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups

37. Principle III: Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

38. Multiple Means of Engagement Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations A C D B C

39. UDL means more students are: Engaged Learning Achieving Motivated

40. Reflection 1.Jot down two ideas from your collected resources that address UDL (the “what”, “how” and “why”). 2.Turn to a neighbor and briefly discuss how UDL will impact your work in planning instruction.

41. Differentiated Instruction

42. Multiple Means of Representation for ELLs Non-verbal Modeling Pictures Realia/Concrete objects Gestures Manipulatives Demonstrations Hands-on Picture dictionaries Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames

43. Multiple Means of Expressing for ELLs Role-play Illustrations/ Drawings / Visuals Gestures First language

44. Multiple Means of Engagement Student Interaction – Oral comprehension supports reading and writing development –Differentiate Collaborative Activities

45. Differentiated Instruction

46. What do gifted learners need in order to maximize their learning?

47. Learning Needs of Gifted: Some, Not All Complexity: Abstract-thinking, Variety of concepts, subjects and strategies Depth: Higher levels of thinking, concepts Creativity: Open-endedness, choice Acceleration: Rapid pacing, Focus on Growth Relevance: Personal interest, Real-world problems and audiences, Connections

48. What does this mean for my classroom? Enrich, extend and accelerate the SCOS. Differentiate through content, process and product.

49. Tools and Strategies for Challenging Gifted Learners  Concept-Based Teaching  Tiered Assignments  Project-Based Learning  Curriculum Compacting  Independent Study with Rubrics  Seminars All with appropriate challenge!

50. Reflection In groups of 2-3, share a strategy you have used or will use in order to support differentiated instruction.

51. Individualized Instruction

52. The Individual Case

53. Anthony, grade 5

54. Review each data document you have received concerning Anthony and his development and needs. Discuss his strengths and weaknesses in your group.

55. Anthony, grade 5 Imagine that Anthony is a student in your class. (Age regress as necessary.) Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Anthony.

56. Kimi, grade 8

57. Review each data document you have received concerning Kimi and her development and needs. Discuss her strengths and weaknesses in your group.

58. Kimi, grade 8 Imagine that Kimi is a student in your class. (Age regress or progress as necessary.) Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.

59. Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21 st century.

60. Deconstructing the Day

61. Thank YOU!