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