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N O V E M B E R K - 1 S U B - C A D R E P R O F E S S I O N A L L E A R N I N G
Using Formative Assessments to Inform InstructionBuilding the Road to Proficiency
OSPA
Walk-Throughs
Text Opportunities
Content Connections
Reaching our Goals for Proficiency
Know the StandardsKnow the ContentUse Standards to Drive InstructionUse Assessments to Measure Mastery
Assessments
How we know what students can doHow we know how much students have learned with
usHow we set personalized goals for continuous
improvement
“Schools only continuously improve if they switch their focus from inputs to outcomes and from activities to results.” Learning by Doing, p. 183
Frequency of Administration
Scop
e an
d D
urat
ion
of
Cyc
leIncreasing
Summative
Interim (instructional, evaluative, predictive)
Formative Classroom (minute-by-minute, integrated into the lesson, informs instruction, observational)
This graphic illustration, taken from The Role of Interim Assessments in a Comprehensive Assessment System (2007), provides a concise way of understanding the types of assessments and their parameters as more of a continuum in light of their intended purpose and use.
5
Tiers of Assessments
School Share and Feedback
AdditionalAssessments
OrganizationalTools
What did you bring?What does it show?
Assessments
Resources to Inform Instruction
Highlighting Integrated ContentESOL Data & Resources
Informed Decision-Making
Programmatic Assessment
CELLA/ACCESS 2.0
IPT L/S/R/W
Other State & District
Assessments
ELLevationWIDA Framework
ESOLInstructional
Strategies Matrix
ESOL InstructionalFacilitators
Professional Development
Bilingual Guidance Counselor
ELL Committee Meetings
WIDA CAN DO Descriptors
LEARNING GOAL AND PERFORMANCE SCALE OUTLINE
LEARNING GOALS STUDENT EVIDENCE
4 In addition to 3, in-depth inferences and applications that go beyond what was taught
I can:• Progress monitoring tasks for real
world application
3 Standards-based target learning goal I can:• Progress monitoring tasks for
mastery of the standard
2 The student will recognize or recall specific vocabulary, such as: • key terms
The student will understand/perform basic processes, such as: • processes
I can:• Progress monitoring tasks for
initial processes and/or standards
1 With help, a partial understanding of some of the simpler details and processes
It’sAll
AboutThe
Numbers
MAFS.K.CC.1.3 MAFS.1.OA.2.4MAFS.K.CC.2.5 MAFS.1.OA.3.5MAFS.K.CC.3.7 MAFS.1.OA.3.6MAFS.K.OA.1.4 MAFS.1.OA.4.7MAFS.K.OA.1.5MAFS.K.OA.1.a
How do we know what they know?
SC.1.L.17.1 Through observation, recognize that allplants and animals, including humans,need the basic necessities of air, water,food, and space.
BENCHMARK SC.4.L.17.3
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. (Also assesses SC.3.L.17.2 and SC.4.L.17.2.)
Also Assesses SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food. SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
Prior Knowledge Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.1.L.17.1.
Formatively Assessing Social Studies & ELAThe First Thanksgiving
Kindergarten SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way
of remembering and honoring people, events, and our nation's ethnic heritage. LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key
details.
First Grade SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and
honoring the heroism and achievements of the people, events, and our nation’s ethnic heritage.
LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message of lesson.
Thanksgiving Story Bracelet
With this bracelet you will know (Give each child a pipe cleaner.)The first Thanksgiving that was long, long ago.
The pilgrims set sail from far awayOn the Mayflower with tall, white sails. (Insert the white bead.)
They sailed many days across the ocean blue. (Add a blue bead.)The seas were rough, but the ship came through.
At last they spotted land so green. (String on a green bead.)They were so happy they cheered and screamed.
The first year was so hard and black. (Now add a black bead.)Many died and wished that they could go back.
But the Native Americans gave them a handAnd helped them survive in the strange new land.
They decided to celebrate in a special wayAnd that became the first Thanksgiving Day.
They prepared a feast with turkeys brown (Add a brown bead.)And red cranberries that they had found. (Time for a red bead.)
Yellow corn that they had learned to grow (Insert a yellow bead.)And orange pumpkin pies, don’t you know! (Last an orange bead.)
But before they ate any turkey and dressing,They all held hands for a thankful blessing.
(Twist the ends of the pipe cleaner to make a bracelet.)
Ready for More? Go Explore!
Running Record Assessments to Inform Instruction
Benchmark Assessment System (BAS) Developmental Reading Assessment (DRA)
Rigby PM Benchmark
Knowing the student’s precise instructional level
Analyzing the student’s reading behavior with miscue analysis (i.e.
MSV)
Two students reading at the same level
may have very different
instructional needs.
Miscue Word AnalysisBAS and Rigby
MSV
What are the student’s miscue errors and self-
corrections?M S V
THE THREE CUEING SYSTEMSMeaning
(Semantic)Structure
(Syntactic)Visual
(Graphophonic)
What is it? Does it make sense?
+ making sense of text and relaying meaningful connections
+ context clues found in the text and/or background knowledge (comes from the students own experiences)
Does it sound right?
+ making sense of the actual words in the sentences
+ structural cues come from the students knowledge of correct oral language structures
+ the way in which language is put together into sentences, phrases, paragraphs, etc.
Does it look right?
+ breaking words down into letters, sounds, syllables, prefixes, chunks, etc.
+ visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed
+ what letters and words look like
+ often identified as sounding out words
Systems of Strategic Actions
Thinking Within the TextThinking Beyond the TextThinking About the Text
Highlighting Integrated Content
Small Group Guided Reading Targets1. Interactive Read Aloud and
Literature Discussion2. Shared and Performance
Reading3. Writing about Reading4. Phonics, Spelling, and Word
Study5. Oral, Visual, and
Technological Communication
6. Writing Craft, Conventions, and Process
7. Guided Reading
Sharing Out
Performance Tasks
English Language Arts Mathematics ScienceSocial Studies
Model
Performance
Task
Next Steps
NEXT MEETING:Personalized Differentiated Learning
1. Access Resources at Early Childhood Wikspace2. Incorporate into your team PLC3. Work together with K-1 team to develop a
performance task using Not Norman4. Complete the Feedback Form5. Bring Performance Task and Feedback Form to
the January Session