TYING IT ALL TOGETHER

Goals• Review key components of Assessment for

Learning• Review key components of highly effective PLCs• Develop an understanding of the roles and

responsibilities of a champion team member• Begin preparation for the 2011-2012 school year

DUMP & CLUMPCommon AssessmentMasteryFoil-by-Foil AnalysisPerformance AssessmentLearning TargetMinute-by-Minute AssessmentDescriptive FeedbackItem AnalysisCorrective InstructionBalanced AssessmentPerformance Assessment

Power StandardsFoilFormative AssessmentBackwards MappingCumulative AssessmentGradual Release of ResponsibilityUnpackingAlignmentLearning ProgressionSmall Goal AssessmentSummative Assessment

ASSESSMENT

What are the four corollary questions of a PLC?

1. What is it we want all students to learn?2. How will we know when each student has

learned?3. How will we respond when some students

experience difficulty in their learning?4. How will we enrich and extend the learning for• students who are proficient?

List four reasons why an effective PLC must work together.

• to clarify what students must learn• to monitor each student’s learning on a timely

basis• to provide systematic interventions which insure

students receive additional time and support for learning

• to extend and enrich when students already know

Why must an effective PLC examine assessment results?• to identify and address program concerns • to discover strengths and weaknesses in their

individual teaching in order to learn from one another

Assessment For Learning Champion Teams

Teamwork is the ability to work together toward a common vision. The ability to direct individual

accomplishment toward organizational objectives. It is the fuel that allows common people to attain uncommon results. ~Andrew

Carnegie

The WHAT and the HOW• What are you expected

to accomplish this year?

• How are you supposed to accomplish these goals when you already have so much to do?

CHAMPION TEAM Roles and Responsibilities

–Attend Champion Team professional development –Develop a storage procedure for PLC

documentation–Plan and facilitate Early Release Days

Champion Team PD

• Summer• Winter • Support

throughout the year

PLC Document StorageWhat?

• PLC Toolkit items• PLC Agendas &

Minutes• Early Release

Agendas

Where?• Binder• School Shared Drive• Wiki

Planning PLCs • Focus on Assessment for Learning• Create a plan for topics that will be

covered throughout the school year using the planning menu as a guide

Early Release Days• August 10th (year-round only)

• September 14th (traditional only)

• October 12th

• November 30th

• January 11th

• February 15th

• March 14th • April 25th (traditional only)

• May 23rd

•Review Curriculum Overviews•Review Instruction and Assessment Calendars•Review/Teach unpacking process•Unpack standards Examine and

Unpack Standards

•Plan minute by minute assessments•Create common assessments•Create performance assessments•Create extended response

Design Assessments

•Plan instruction to include student learning targets in correct learning progressionsPlan & Deliver

Instruction

•Analyze most recent assessment data•Examine student work•Create or update data chartsAnalyze Data and Determine

Mastery

•Plan corrective instruction based on analyzed data

•Plan enrichment based on analyzed dataCommunicate Results

PLC Planning Tool

• Month of Early Release• Focus/Delivery Method• Materials/Resources• Products

Sample PLC PlanMonth Focus/Delivery Method Materials/Resources ProductsAugust/September

1. Review 1st quarter Instruction and Assessment Calendars to look for upcoming standards to be taught.

2. Revisit unpacking procedure

3. Unpack two standards in each grade level

•Instruction & Assessment Calendars (teacher provided)•DPI Indicators (teacher provided)•Unpacking Reference Guide•Unpacking templates

•Two completely unpacked objectives for each grade level.

Resources –PD 360–AFL documents on DEPOT–Curriculum Overviews –Instruction & Assessment

Calendars–Assessment for Learning Team

WHERE ARE WE NOW?

Beginning Developing Accomplished

AFL Intro

Teachers and staff are

unfamiliar with

assessment for learning and the AFL Framework.

Teachers and staff have a basic

understanding of

assessment for learning

and are fairly

familiar with the AFL Framework.

Teachers and staff have a

thorough understandi

ng of assessment for learning and the AFL Framework.

Beginning Developing

Accomplished

Examine Curriculu

m

Teachers are unfamiliar with the

curriculum overviews

and instruction

and assessment calendars.

Teachers are somewhat

familiar with the

curriculum overviews and follow

the instruction

and assessment calendars with little fidelity.

Teachers are extremely

knowledgeable of the

curriculum overviews

and follow the instruction

and assessment calendars

with fidelity.

Beginning Developing Accomplished

Unpack Standard

s

Teachers are unfamiliar

with unpacking standards and have

yet to begin this process.

Teachers are somewhat

familiar with unpacking standards

and periodically participate

in this process.

Teachers are extremely

knowledgeable of the

unpacking process, routinely unpack

standards, and share learning

targets with students.

PLANNING TIME!