FACILITATOR S GUIDE STANDARD 5 MODULE COPYRIGHT 2014 NEVADA DEPARTMENT OF EDUCATIONOV

o FACILITATOR S GUIDE STANDARD 5 MODULE COPYRIGHT 2014 NEVADA DEPARTMENT OF EDUCATIONOV

Standard 5 Module STANDARD FIVE: ASSESSMENT IS INTEGRATED INTO INSTRUCTION Table of Contents Overview of Standard 5 Module.... 2 Goals of Standard 5 Module.... 2 Main Message for Standard 5 Module... 2 Organization of the Videos for Standard 5 Module.... 2 At A Glance: Presenting the Module... 3 Background Information... 5 Essential Planning and Set Up... 7 Technology Troubleshooting Guide. 8 Implementation Advice... 9 Video Resources.... 12 Feedback...... 30 References from Background Section.... 31 1

Overview of Standard 5 Module This module is the sixth in a series designed to support Nevada educators understanding of Nevada s High- Leverage Instructional Standards Evaluation Protocol. This module focuses on Standard 5: Assessment is Integrated into Instruction. Participants will learn about the key research supporting Standard 5 and what the indicators of Standard 5 look like when implemented in the classroom. They will have the opportunity to engage in activities, individually and in groups, to deepen their understanding of Standard 5. Goals of Standard 5 Module To provide an overview of the indicators for Standard 6 of the Nevada High- Leverage Instructional Standards To provide opportunities for participants to identify the Standard s implementation in classrooms Main Message for Standard 5 Module The core idea of this standard is that assessment integrated into instruction informs what students and teachers do day- by- day to ensure that students make progress toward desired outcomes. Assessment for this purpose serves a formative function and occurs when teachers engage in a continual taking stock of learning by paying close, first- hand attention to specific aspects of students developing understanding and skills as teaching and learning is taking place in real time (Erickson, 2007). Standard 5 addresses how teachers effectively integrate gathering and using evidence of learning into on- going instruction. Organization of the Videos for Standard 5 Module There are three sets of videos for Standard 5 Module. Participants choose one set of videos (and their accompanying handouts) for this module. There are four choices: Reading Workshop: ELA (1st grade), Poetic Devices: ELA (1 st and 2 nd grades), Jazz Band: Music (high school), and Solving Inequalities: Math (9 th grade). If participants feel they need more practice (and they have more time to work on Standard 5), they can choose another video set to study. Participants can also view the videos and vignettes in the More Practice section of this module s webpage. Each set of videos is divided in three parts. For every lesson, participants will view one part of the video set they have selected. That is, for Lesson 1, participants will view Part 1 of one video set; in Lesson 2, they will view Part 2 of the same video set; and in Lesson 3, they will view Part 3 of the video set. Important Note: This module was designed for group participation and collaboration. However, if necessary, participants may work through the module individually. 2

Check When Complete At A Glance: Presenting the Module (Times that appear below are approximate) Lessons Introduction (20 minutes) Standard 5 Module Presentation: Goals & main message and organizational overview of module [2 min] Your Turn: Review background information on Standard 5 (literature review) and answer guiding questions [9 min] Your Turn: Review Standard 5 s indicators and sources of evidence and write brief summary [5 min] Turn & Talk: Share and discuss your summary with a partner or group 5 [4 min] Lesson 1 (20 minutes) Materials and Handouts PPT Handout 1 Handout 2 Handout 2 PPT Quickly review Standard 5 indicators and sources of evidence [2 min] Handout 2 Your Turn: Review research excerpts and highlight key words [3 min] Handout 3 Your Turn: Analyze standard/indicator(s) implementation: Watching a video, Part 1 [5 min] Handout 4 Your Turn: Reflect on your own with respect to the indicator [5 min] Handout 4 Turn & Talk: Share notes and discuss your response to the video with a partner or group [5 min] Lesson 2 (20 minutes) Your Turn: Participants review Standard 5 performance levels [5 min] Your Turn: Analyze standard/indicator(s) implementation: Watching a video, Part 2 [5 min] Your Turn: Reflect on your own with respect to the indicator(s) [5 min] Turn & Talk: Share notes and discuss your response to the video with a partner or group [5 min] Handout 4 PPT Handout 2 Handout 5 Handout 5 Handout 5 (Lesson 3 continued on next page.) 3

Check When Complete Lessons Lesson 3 (20 minutes) Your Turn: Participants review Standard 5 performance levels [3 min] Materials and Handouts PPT Handout 2 Your Turn: Analyze standard/indicator(s) implementation: Watching a video, Part 3 [5 min] Your Turn: Reflect on your own with respect to the indicator(s) [4 min] Turn & Talk: Share notes and discuss your response to the video with a partner or group [4 min] Your Turn: Participants reflect on their own practice and make plan for improvement to try out in classroom before the next module [4 min] Handout 6 Handout 6 Handout 6 Handout 7 4

Background Information Standard 5: Key Ideas from Theory and Research Regular assessment (two to five times per week), with follow- up action, produces a substantial increase in student learning (e.g., Fuchs & Fuchs, 1986). Formative assessment, when effectively implemented, can impact student achievement as much or more than any other instructional intervention (e.g., Black & Wiliam, 1998; Hattie, 1999; Hattie & Timperley, 2007). Assessment should focus on making students thinking visible to both their teachers and themselves so that instructional strategies can be selected to support an appropriate course for future learning (National Research Council, 2001, p. 4). Feedback to students that is descriptive and evaluative and engages students in mindful activity in contrast to feedback that gives current achievement has the greatest benefit in student achievement (Kluger & DeNisi, 1996; Tunstall & Gipps, 1996; Shute, 2008). 5

Table of Standard 5 Indicators and Evidence Sources What Teachers Need to Demonstrate Indicator 1 Teacher plans on- going learning opportunities based on evidence of all students current learning status Indicator 2 Teacher aligns assessment opportunities with learning goals and performance criteria Indicator 3 Teacher structures opportunities to generate evidence of learning during the lesson of all students Indicator 4 Teacher adapts actions based on evidence generated in the lesson for all students Mandatory Evidence Sources of Instructional Practice Teacher pre/post conference One confirmatory item from optional evidence source Direct evaluator observation Teacher pre/post conference Direct evaluator observation Teacher pre/post conference Direct evaluator observation Teacher pre/post conference Optional Evidence Sources of Instructional Practice Lesson plan Prior student work/assessment informing planned learning opportunities Teacher notes Student classroom interviews Lesson plan Student work Student classroom interviews Lesson plan Teacher notes Student classroom interviews Audio/visual/print artifact Lesson plan Teacher notes Written feedback on student work Student classroom interviews 6

Essential Planning and Set Up This section is intended to help you prepare for the session with your group. Before the meeting: Review the videos and corresponding handouts carefully and choose the video set to share with the participants. 1 There are four choices: Reading Workshop: ELA (1st grade), Poetic Devices: ELA (1 st and 2 nd grades), Jazz Band: Music (high school), and Solving Inequalities: Math (9 th grade). Each set is presented as three separate clips, showing the beginning, middle, and end of a classroom lesson.* Each numbered clip from the selected set of videos corresponds with the lesson number (e.g., Part 1 for Lesson 1). Make your own notes about how the indicator(s) for Standard 5 are being implemented. Notes for facilitators are found in the Implementation Advice section. 2 Be sure to make your notes as detailed as possible, so you can model strong analysis of the video if participants comments are too general. You want to avoid responses from participants such as the teacher did a good job. It is essential that you read this facilitator s guide for the module and review the slides and the handouts. Establish and communicate meeting times and places with participants. Download and print the handouts needed for the session. Ensure that participants have a means to view the slides (e.g., projector, laptop, printouts, etc.). On the day of the meeting: Ensure that the videos are working and that the sound will be audible to everyone in the room. Keep the meeting to the time scheduled. Establish ground rules, for example, challenge ideas not people; respect the perspectives of others. Establish partners for sharing and collaborating in discussions. Be sure to include every participant in the individual and group activities. 1 See Resources section for indicators listed for each statement found on participants handout. There is some room for discussion on which indicators are seen in the video, but at a minimum, we have noted the indicators that are being met. 2 The videos used in these lessons have been vetted as being at a performance level 3 or above for the specified standard. Exact performance level judgments for the standard indicators are not designated here. For an evaluator to make actual judgments of a teacher s performance level on the standard indicators, s/he needs to gather an accumulation of evidence from multiple sources. 7

Technology Troubleshooting Guide The following tips may be useful if you run into any technical issues with the modules. A general tip for using the online version of the modules is to open the needed materials (e.g., slide presentation, videos, handouts) in separate windows or tabs on your web browser. That way, each document or video will have time to load in the separate windows or tabs during your presentation, and you can toggle between these windows/tabs pretty quickly. Another suggestion is to use Chrome for your web browser. Chrome automatically updates programs (especially the flash player). The flash player needs to be up- to- date for the videos to work properly. If flash player is out- of- date, the videos on YouTube will not work. Problem Possible Solution(s) Video playback is Try reducing the size of the window in which the video is playing. slow When the video is playing on YouTube, try lowering the quality of the video. Slow video playback can also be related to your computer. Some computers do not have enough memory or processor speed. One solution that might work is to close all other windows and programs not being used to free up the memory and processor. Video is buffering Click on the pause button, wait a few seconds to allow the video to for a long time or load, and hit play again. keeps buffering A video that plays, stops to buffer, then plays is most likely due to the internet speed of your wireless connection. If you can use an (video keeps stopping to Ethernet cable, it is usually faster and more reliable than a wireless load every few seconds; connection (especially if there are many computers sharing the no continuous play) wireless signal). Video quality is When playing the video on YouTube, you can adjust the setting low/bad quality yourself by clicking on the settings button. Note that the higher the quality, the longer it may take to load the video (depending on your internet speed). Lower quality videos are faster to load. No sound to video Make sure your speakers are not on mute. You may need to plug in a set of external speakers to your computer. Video does not play Check to make sure the flash player that is installed on your at all computer is up- to- date. Use Chrome as your web browser. General connection issues Difficulty connecting to the Internet is most likely due to the internet speed of your wireless connection. If you can use an Ethernet cable, it is usually faster and more reliable than a wireless connection (especially if there are many computers sharing the wireless signal). 8

Implementation Advice Be prepared to answer questions or field comments that arise from the activities. The more preparation you can do before the meeting, the better prepared you will be to respond effectively. For more information on the standards and indicators, you can review the Literature Review for High- Leverage Standards or the Guidance for the Use of the Nevada Instructional Evaluation Protocol. In the Resources section of this Facilitator s Guide, tables similar those found in the participants handouts list the indicators that are being met in the videos. Introduction (20 minutes approximately) Review the goals, main messages, and organizational overview of the module. Ask participants to read and answer the guiding questions in Handout 1, which has the Literature Review for Standard 5. Be sure to leave some time for participants to have a brief discussion. Next, tell participants to find Handout 2, which contains Standard 5 indicators, sources of evidence, and performance levels. Ask them to review Standard 5 s indicators and sources of evidence and write brief summary of the Standard s gist. Be sure to leave some time for participants to have a brief discussion. Lesson 1 (20 minutes approximately) Tell participants to review Handout 2 with the Standard s indicators. (They should have already spent time reviewing these in the introduction so this should not take very long.) Next, tell participants to find Handout 3 with excerpts from research related to Standard 5 and the indicators. Ask participants to read the excerpts and highlight key words and phrases from the research citations. (If you have longer than 20 minutes for the lesson, you might ask participants to say one of the key words and why they chose it). Tell participants to find Handout 4 in preparation for watching the video. You may need to tell them that the video they will watch may not be at their grade level or content area but they should extract what they see in the video to apply to their grade or content area. Participants review a video clip (about 5 minutes in length). Ask participants to spend a few moments making additional notes and answering the questions in Handout 4 (following the handout directions). You could also ask them if there is anything more they notice in the video, beyond the points stated in the handout. At this stage in the professional development (PD), participants can also begin to note other Standards they see being implemented in the video. Depending on the size of the group, ask participants to either share in small groups or share their thinking with the whole group. It will be important to guide the teachers to be precise in 9

their thinking about what the teacher actually did and said that shows the implementation of the indicator(s) for Standard 5 (as well as other Standards if time permits). Lesson 2 (20 minutes) Quickly review the Standard s performance levels on Handout 2 (found on page 2 of the handout). Tell participants to find Handout 5 in preparation for watching the video. You may need to tell them that the video they will watch may not be at their grade level or content area but they should extract what they see in the video to apply to their grade or content area. Participants review a video clip. Now ask participants to spend a few moments making additional notes and answering the questions in Handout 5 (following the handout directions). You could also ask them if there is anything more they notice in the video, beyond the points stated in the handout. At this stage in the PD, participants can also begin to note other Standards they see being implemented in the video. Depending on the size of the group, ask them to either share in small groups or share their thinking with the whole group. It will be important to guide the teachers to be precise in their thinking about what the teacher actually did and said that shows the implementation of the indicator(s) for Standard 5 (as well as other Standards if time permits). Lesson 3 (20 minutes) Quickly review the Standard s performance levels on Handout 2 (found on page 2 of the handout). Tell participants to find Handout 6 in preparation for watching the video. You may need to tell them that the video they will watch may not be at their grade level or content area but they should extract what they see in the video to apply to their grade or content area. Participants review a video clip. Now ask participants to spend a few moments making additional notes and answering the questions in Handout 6 (following the handout directions). You could also ask them if there is anything more they notice in the video, beyond the points stated in the handout. At this stage in the PD, participants can also begin to note other Standards they see being implemented in the video. 10

Depending on the size of the group, ask them to either share in small groups or share their thinking with the whole group. It will be important to guide the teachers to be precise in their thinking about what the teacher actually did and said that shows the implementation of the indicator(s) for Standard 5 (as well as other Standards if time permits). Then ask them to find Handout 7, and based on all the videos they have seen and their reflections at the end of each lesson, make a plan for how they are going to improve their practice with respect to Standard 5. Ask them to be specific about what they are going to do and what support they need. School administrators will want to review these so they can attend to the support teachers have identified they need. School administrators may also find that the questions in the handout provide a valuable resource to frame their observations of teachers classrooms. More Practice If your participants think they need more practice (and they have more time to work on Standard 5), you can use one or more of the following resources: 1. Choose another video set (from the main four) and run through Standard 5 Module again using the new set of videos. 2. View the supporting videos. Record and discuss which indicators participants see and how the teacher achieved them. Participants can use the Reviewing Additional Videos handout (Handout 8) for this activity. These videos can be found on the More Practice section of the Nevada s High- Leverage Instructional Standards website for Standard 5 Module. 3. Read the vignettes. Record and discuss which indicators participants see and how the teacher achieved them. Participants can annotate the vignettes for this activity. These vignettes can be found on the More Practice section of the Nevada s High- Leverage Instructional Standards website for Standard 5 Module. 11

Video Resources The following tables are similar to the ones found on participants handouts, except that they include Standard 5 s indicators (in parentheses) related to each statement. There is some room for discussion on which indicators are seen in the video, but at a minimum, we have noted the indicators that are being met. Grade 1: Reading Workshop: ELA: Video Part 1 Handout #4 0:00-1:00 Notice how the teacher asks students to discuss what they already know about the type of book that they are going to read. By asking students to discuss this information with a partner, the teacher structures an opportunity to generate evidence of student learning. Notice how the teacher listens to the conversations as a means to gauge students entry points into the lesson. (I3) 1:00-1:25 Notice how the teacher repeats what she heard students saying in their partner discussions. This action communicates her assessment to students of what they know, and it creates a common starting point for all students to begin the lesson. The teacher is also able to confirm that students have sufficient knowledge to proceed with the lesson as planned. (I4) 1:26-2:35 Notice how the teacher listens to partner discussions to collect evidence of students ability to make predictions about the book. Notice how the teacher asks certain students to share their predictions based on her listening evidence in order to further a common understanding among students. (I3, I 4) 2:36-3:25 Notice how the teacher models reviewing pages in the book to make more accurate predictions after the students initial, general predictions. Notice how the teacher asks students to share their predictions in order to assess student understanding, and to ensure that all students are exposed to common ideas before moving forward with the lesson. (I4) 3:26-4:30 Notice how the teacher gathers evidence of student understanding by having them use gestures (thumbs on their knees) to show whether they ve been able to think of an idea. (I3) 12

Handout #4 continued (Grade 1: Reading Workshop: Video Part 1) 4:31-6:12 Notice how the teacher listens to the students discussions and adapts her actions based on the evidence generation during the discussion. The teacher clarifies that students will need to do more than state what the problem is, because they will need to consider and express how the character may solve the problem. She also gives students more tools to be successful at the task (i.e., looking back at earlier pages in the book) and has them try making predications again. (I3, I4) 0:00-6:12 Notice how the teacher clearly articulates the goals and performance criteria for each activity before students engage in it (e.g., to think and share what they know about Wishy Washy books; to understand and be able to make predictions; to identify and communicate a problem in a book; to understand and demonstrate what it means to be able to read like a storyteller). (I2) 0:00-6:12 Notice how the teacher aligns assessment opportunities with goals and performance criteria for each separate learning goal. (I2) 13

Grade 1: Reading Workshop: ELA: Video Part 2 Handout #5 0:00-2:20 Notice how the teacher clarifies the learning goals to students by reviewing what students are expected to think about and do during the upcoming task. (I2) 2:21-2:44 Notice how the teacher structures opportunities to gather evidence of student learning through providing independent reading time, during which time she can listen and watch student reading processes in relation to the learning goals. (I2, I3) 2:21-5:59 Notice how the teacher adapts her actions based on evidence generated during independent reading by selecting sets of students to bring together for feedback. Notice how the teacher provides students with both feedback and an opportunity to practice their reading process. (I4) 2:21-5:59 Notice how the teacher has brought students together that she has identified as sharing a particular reading focus that they need to work on. (I2, I3, I4) 14

Grade 1: Reading Workshop: ELA: Video Part 3 Handout #6 0:00-0:39 Notice how the teacher reiterates what students have accomplished so far in the lesson. She communicates her expectations related to the earlier work, as well as the learning goals for the upcoming partner reading. (I2) 0:00-1:41 Notice how the teacher has structured students partner reading time as an opportunity to generate and collect evidence of student learning. (I3) 1:41-3:20 Notice how the teacher has adapted her actions based on evidence generated during partner reading to provide feedback to students. (I4) 3:21-6:21 Notice how the teacher uses invisible post- its with students to revisit the reading process students are expected to engage in at school and at home. Notice how the teacher gathers evidence of student learning by collecting a book from each student. These books contain the students post- its, which provide evidence of their thinking and reading process. (I2, I3) 15

Grade 1 & 2: Poetic Devices: ELA: Video Part 1 Handout #4 0:00-2:30 Notice how the teacher asks questions to and elicits input from students during her direct instruction in order to gather evidence of student learning and to create a common knowledge base for all students. (I3) 2:31-4:04 Notice how the teacher has structured an opportunity to gather evidence of student learning through the turn and talk and also engages in discussions with students during this time to ascertain their learning status and provide feedback. (I3, I4) Notice how the students are also able to further their thinking through their independent discussions. 4:05-4:58 Notice how the teacher brings the students back together into a whole group after the turn and talk to share their insights into the poem. This is an opportunity to generate evidence of student learning and to create a common knowledge base for all students as they are exposed to one another s ideas. (I3) 4:59-6:09 Notice how the teacher clearly articulates the lesson learning goals and performance criteria for students, explaining their role in guiding students upcoming task (which will also serve as an assessment opportunity for the teacher). (I2) 16

Grade 1 & 2: Poetic Devices: ELA: Video Part 2 Handout #5 0:00-0:41 Notice how the teachers explanation of the upcoming learning task reiterates the idea from the learning goal. Notice how the teacher checks students understanding of the work they need to do before having them work independently. (I2, I4) 0:42-5:57 Notice how the teacher asks students who feel they don t understand what they need to do to stay on the rug. Notice how the teacher adapts her actions in response to the needs of the students who need more support (e.g., providing additional explanations, questioning, feedback, and suggestions for moving forward). (I3, I4) 4:07-5:27 Notice how the teacher concludes her conference with the students, clarifying the work of their task in relation to the success criteria. (I2) 5:28-6:30 Notice how the teacher describes planning on- going learning opportunities for students (e.g., created groups) based on evidence of their current learning status. (I1) 17

Grade 1 & 2: Poetic Devices: ELA: Video Part 3 Handout #6 0:00-2:58 Notice how the teacher asks students questions during conferencing to elicit evidence of their learning status. (I3) 0:00-2:58 Notice how the teacher adapts her actions to provide targeted feedback, explanations, and strategies to students based on evidence of the learning presented during the conference. (I4) 2:59-4:04 Notice how the teacher asks the student to read the poem out loud in order to gather more evidence of the student s understanding of the poem and the poetic device he identified in the poem. (I3) 4:05-4:29 Notice how the teacher checks in with the student about how well he thinks he s meeting the learning goal and then gives him feedback to help him meet the goal. (I2, I4) 4:30-4:41 Notice how the teacher describes her plans for creating a new learning opportunity for one of her students based on his current learning status. (I1) 4:42-5:06 Notice how the student is able to share her thinking, using what she has written on post- it notes, which is aligned with the learning goal and success criteria. (I2) 5:07-6:32 Notice how the teacher brings the students together in a whole group to conclude the lesson, reiterating the learning goal and success criteria, and asking a student to share his work as an example to the class. (I2) 6:10-6:21 Notice how the teacher explains how she uses the student post- its as evidence of students learning status in relation to the learning goal (i.e., grasping the learning goal, making progress towards the learning goal, and not understanding the learning goal). (I2) 18

High School: Jazz Band: Music: Video Part 1 Handout #4 0:00-0:24 Notice how the narrator explains that the teacher collects evidence of student learning at the beginning of the lesson in order to adapt instruction. (I3, I4) 0:25-1:00 Notice how the teacher structures opportunities to generate evidence of student learning during which he listens to student playing in relation to the learning goal. (I2, I3) 0:25-1:00 Notice how the narrator explains that the teacher provides feedback to students in response to the evidence in order to close the learning gap between where they are currently in their learning and the learning goal. (I2, I4) 1:00-1:45 Notice how the teacher describes structuring the assessment opportunity in order to collect evidence from every student (i.e., having them play in a circle so he has equal access and everyone is equal to one another). He also describes how he can adapt his teaching to the learning needs of his students based on the evidence he gathers in this type of learning/assessment structure. (I3, I4) 1:46-2:37 Notice how the teacher shares his two different experiences learning how to swim as a way to illustrate the need to have current knowledge of where students are in their learning so that they can be provided with the tools and building blocks they need to progress with confidence. (I3, I4) 2:38-3:39 Notice how the teacher explains the purpose of the upcoming activity as a way to help him better understand the students current learning status before he moves on to something brand new. (I3) 19

High School: Jazz Band: Music: Video Part 2 Handout #5 0:00-1:52 Notice how the teacher structures an assessment opportunity for students in order to generate evidence of all student learning. He explains the purpose of the activity and communicates the learning goal and performance criteria. (I2, I3) 1:53-2:35 Notice how the teacher assesses both physical cues (the clapping) and probes the student thinking through questioning (i.e., How did you know when to clap?) to gain more evidence of their learning status. Notice how the narrator explains that the teacher is modifying his actions in relation to the evidence as it is produced to meet student learning needs. (I3, I4) 20

High School: Jazz Band: Music: Video Part 3 Handout #6 0:00-0:34 Notice how the teacher listens to students play, gathering evidence of student learning status, and then explains the purpose of their current learning work together (e.g. to build a jazz vocabulary). (I2, I3) 0:35-1:29 Notice how Mr. Brown explains how he was able to pick up on where students were in their playing while they jammed together and adjusted what he played in order to push the limits of what students could do in terms of their articulation. He also describes potential next steps. (I3, I4) 1:30-1:53 Notice how the structure of the activity creates a safe space for the student to provide evidence of his learning for the teacher and his classmates (e.g., he s not afraid to make mistakes). (I3) 1:54-3:37 Notice how the teacher clarifies his expectations of students in their upcoming task by having students share what they think they should be able to do while playing solos. This process also helps the teacher check for student understanding of the demands of the task by getting them to state task aspects out loud to the group. This sharing and discussion also establishes a common understanding among all the students and the teacher. (I2, I3) 3:38-4:10 Notice how, as a source of generating evidence, each student plays in turn with the teacher and other students listening. (I2, I3) 21

Grade 9: Solving Inequalities: Math: Video Part 1 Handout #4 0:00-0:58 Notice how the teacher circulates around the room during the warm up, using it as a structured opportunity to generate evidence of student learning. (13) 0:59-1:40 Notice how the teacher collects evidence of student learning related to the success criteria through student self- assessment with the responders. (I2, I3) 1:41-3:09 Notice how the teacher asks all the students to demonstrate their understanding using physical gestures. This provides her with immediate information on all students about their understanding of the target concept. She follows up with questioning, asking students to explain their thinking, especially those who may not fully understand the concept. The teacher can then better assess where they are in their learning and quickly correct any misconceptions before moving on. (I2, I3, I4) 3:10-6:18 Notice the teacher uses pair discussion and a whole class share out as structured opportunities to generate evidence of student learning and provide feedback. (I3, I4) 22

Grade 9: Solving Inequalities: Math: Video Part 2 Handout #5 0:00-1:40 Notice how the teacher clearly identifies the learning goal and success criteria for students in relation to their upcoming activity. It is also an assessment opportunity for the teacher. (I2, I3) 1:41-2:16 Notice how the teacher uses pair discussion as an opportunity to engage with students, gathering evidence and providing feedback as needed. (I3, I4) 2:17-2:45 Notice how the teacher adapts her actions based on student input to include SADMEP as one of the techniques she wants students to think about when solving inequalities. (I4) 2:46-4:38 Notice that the teacher asks students to write down their ideas comparing two different problem solving experiences in order to help students make the conceptual connection between them. The following discussions and the writing both serve as sources of evidence for the teacher to understand where students are in their learning and to adapt her actions in the moment to meet their learning needs (e.g., asking questioning, providing feedback, etc.). (I3, I4) 0:00-4:38 Notice that all the steps in the activity (which are also the structured assessment opportunities) relate to the learning goal and success criteria. (I2) 23

Grade 9: Solving Inequalities: Math: Video Part 3 Handout #6 0:00-1:45 Notice how the teacher uses multiple strategies to collect evidence of student learning in relation to their capacity to solve inequalities. She listens in to their partner discussions, has students post their answers on the white board with their responders, asks students to explain their thinking, and also has all students show the graph direction with a physical gesture. During this process she responds in the moment by providing feedback and further explaining the process of solving inequalities. (I2, I3, I4) 1:46-3:05 Notice how the teacher asks students to write down questions before ending the lesson. She asks several students to share these questions and provides some feedback. She also explains that she will give the students a quiz the next day to confirm where students are in their learning. (I2, I3, I4) 24

Supporting Videos The table below gives you a summary of the additional support videos presented in Standard 5 Module. Provided for you is a description of how the teacher in the video met the Standards and Indicators (with time stamps of those locations in the video). It may be that you see other instances of the Standards and Indicators being implemented in the videos beyond what is described here. Table of Videos for Standard 5 Video name, Grade, Length Students Reflect on Learning: Math Lesson (1 st or 2 nd grade) Length of clip: 1:14 min. Level Subject Indicator(s) How the Teacher is Meeting the Indicator Addressed Elementary Math 1, 2, 3, 4 I1 Notice how the teacher describes the current task in relation to students prior experience solving math problems in earlier lessons, and as such, on her current understanding of her student learning status. (0:00-0:30) I2 Notice how the teacher clearly explains the learning goals, success criteria and related task for students at the beginning of the lesson. (0:00-1:18) I2 Notice how the student task, corresponding discussions, and questions/responses around the task serve as assessment opportunities for the teacher. (1:19-4:51) I2 Notice how the teacher explains that she looks at student performance in relation to the success criteria as a source of evidence for how well students are meeting the learning goal. (2:19-2:33) I2, I3 Notice how the teacher also describes her use of the success criteria as a means to clarify her expectations for students and as a tool for students to gauge their own understanding/skill. (2:19-2:33) I4 Notice how the teacher has selected certain students to share their problem solving strategies with the whole class at the end of the lesson in response to evidence generated during the lesson. (2:34-4:51) 25

Video name, Grade, Length Using Multiplication and Division to Solve a Word Problem Level Subject Indicator(s) How the Teacher is Meeting the Indicator Addressed Elementary Math 2 I2 - The teacher uses questioning and paraphrasing of student responses in the context of a discussion (about a rich collaborative task) to create an assessment opportunity aligned to the learning goals and success criteria. Note: the teacher shares what she learned from her assessment in the last minute of the video. (2 nd and 3 rd grades) Length of clip: 5:00 min. Comparing Values Using Various Operations (3 rd grade) Length of clip: 2:11 min. Elementary Math 3, 4 (Note: indicator 1 is evidenced through lesson plans, etc.) I3 - The teacher generates evidence of student learning in four ways. She has students: 1. Select and show what they think is the correct answer choice, 2. Show how they solved the math problems, 3. Place their work in one of three columns I know it and I can prove it, I kind of understand. My? is, and I m confused. Can you teach this again? and 4. Explain their thinking. (0:00 2:12) I4 - The teachers explain that they can quickly adjust their teaching based on evidence of student learning (including the self- assessment piece) and differentiate instruction indicated by the evidence (2:13 3:09) 26

Video name, Grade, Length Force & Motion (4 th or 5 th grade) Length of clip: 4:06 min. Level Subject Indicator(s) How the Teacher is Meeting the Indicator Addressed Upper Science 3, 4 I3 The teacher works with a small group, which is one way that the Elementary teacher has structured opportunities to interact with the students and collect evidence that is generated by the students in the small group. (0:00-0:24) By working in with small group, the teacher is able to provide targeted feedback to one student in the group at a later point in the lesson. (2:43-3:06) I3 The teacher structures a whole class discussion so that students can share their ideas on motion. The whole class discussion is a structure that allows students to share their thinking, during which this teacher is actively collecting evidence of student learning from during the lesson. (0:25-2:04) (3:07-4:05) I4 After one student shares his ideas about motion and how something propels forward (2:06-2:42), the teacher gives feedback to another student (girl in the striped sweater who had a different idea) to notice the difference between his and her ideas. (2:43-3:06) Notice how the teacher adapts her feedback to the student in response to new information that was generated during the class discussion. I3 Notice how the teacher says to the student, tell me more (3:18), which generates more information on how the student is thinking. Also, the teacher allows the student to share both orally and with hand motions, which shows the varied opportunities the teacher uses to collect evidence of student learning. (3:07-4:05) 27

Video name, Grade, Length Reading: Eliciting Evidence (2 nd or 3 rd grade) Length of clip: 3:01 min. Level Subject Indicator(s) How the Teacher is Meeting the Indicator Addressed Early ELA 1, 3, 4 I1, I4 - The teacher explains how she planned for today s lesson using Elementary evidence of student learning gathered the day before. The students had difficulty connecting themes to the evidence students found in the book, and based on yesterday s evidence of that difficulty, the teacher focused today s lesson on having all students connect evidence and theme. (0:24-1:02) I3 During a guided reading lesson, the teacher tries to hear every student read so that she can observe evidence of how students are reading (e.g., fluency, decoding). (1:02-1:30) I3 The teacher talks about structuring multiple and varied opportunities to generate and collect evidence of every student s learning during the lesson. Each student has a notebook that the teacher records student learning, from peer conversations to teacher observations and conferences. (1:30-2:19) I1, I3, I4 The teacher consistently plans lessons based on all students current learning status by having a system of recording student learning in notebooks. By reviewing the notebooks (which contain evidence collected from multiple and varied sources) everyday, the teacher can plan on- going learning opportunities that is responsive to student needs. (2:20-3:01) 28

Video name, Grade, Length Informal Assessment Using Clipboards (8 th grade) Length of clip: 1:19 min. Level Subject Indicator(s) How the Teacher is Meeting the Indicator Addressed Middle Math 1, 2, 3, 4 I1 The teacher explains her method of using a clipboard for collecting School evidence of all students current learning status. The teacher writes notes on the clipboard while walking around and listening in to student conversations. (0:00-0:47) I2 Listening in and observing as students work are forms of assessment opportunities, and these assessment opportunities allow the teacher to align what students know to future lesson goals. (0:39-0:43) I4 The notes the teacher takes during the lesson allow her to provide responsive action (e.g., feedback) to students during the lesson. The feedback also allows students to monitor their own learning (S4: I2). (0:48-0:57) I1, 13 From her notes taken during a lesson, the teacher is able to plan on- going learning opportunities for all students and plan for future lessons based on the current status of students learning. (0:58-1:19) 29

Feedback After you have implemented the module, use the template below to reflect on how well it went and any revisions you would make next time you implement it. Lesson What worked well? What didn t work? Revisions 1 2 3 30

References from Background Section Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles Policy and Practice, 5, 7-73. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta- analysis. Exceptional Children, 53(3), 199 208. Hattie, J. (1999). Influences on student learning. Inaugural lecture, University of Auckland. Retrieved from http://www.education.auckland.ac.nz/webdav/site/education/shared/hattie/docs/influ ences- on- student- learning.pdf. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Kluger, A. N. & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta- analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. National Research Council (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153-189. Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22, 389-404. 31