N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 5 Part 2
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 5 Module for Mathematics
Part I – What and Why
 Goal 1: What is Standard 5?
 Goal 2: What are the indicators for Standard 5?
Part II – Implications for Mathematics
 Goal 3: What activities/instruction in the classroom
would provide evidence of them?
 Goal 4: What specific plans can be designed to
implement them?
Teacher plans ongoing learning
opportunities
based on
evidence of all
students’ current
learning status. 1
Teacher
structures
opportunities to
generate evidence
of learning
during the lesson
of all students. 3
NEPF
Standard 5
Assessment
is
Integrated
into
Instruction
Teacher aligns
assessment
opportunities
with learning
goals and
performance
criteria.
2
Teacher adapts
actions based on
evidence
generated in the
lesson for all
students.
4
Unit Assessment
Structure
Unit
Assessments
Formative
Informal
Summative
Formal
Traditional
Test
Performance
Task
Formative Assessment
This Type of
Assessment is NOT
about
accountability…
it is about GETTING
BETTER!!
Assessment for Learning!
Two Types of
Formative Assessment

Formal formative assessments
“Planned for interaction/Curriculum embedded”
 1-4 times per month
 Quizzes, investigations, activities, projects (can be the same
as classroom)
 Teams of teachers create/data is analyzed by teams

Informal formative classroom assessments
“On-the-fly”
 Daily
 Created by individual teachers
 Data relates only to that class
Essential Components of
Formative Assessment
 Gathering evidence of learning through multiple strategies
(Standard 5, Indicator 3)
 Engaging students in monitoring their own learning
(Standard 4, Indicator 2)
 Informing teaching and learning based on data and
feedback (Standard 5, Indicator 1 & 4)
 Advancing learning outcomes and progress towards
standards (Standard 5, Indicator 2)
 Guiding curricular and instructional decisions (Standard 5,
Indicator 2)
When do we use
formative assessment?
Before we start a lesson/unit as a pre-assessment
to determine what they already know and what they
need to know
During a lesson to continually check for
understanding and guide instruction
After the lesson to determine what students have
learned and to make responsive decisions based on
that knowledge
Brainstorm
Formative Assessment Strategies
• ____________________
• ____________________
• ____________________
• ____________________
• ____________________
• ____________________
• ____________________
• ____________________
BEFORE INSTRUCTION:
PRE-ASSESSMENT
To determine what students know and need to
know
 Pre-tests, open ended questions, selected response, etc.
 Graphic organizers and concept maps: KWL, ABC, Venn
diagrams, etc.
 Anticipation/reaction guides
 Graffiti wall/carousel brainstorming
 Diagram and images
 Quick writes, pair share
 Share the learning objectives, targets, and exemplars in
advance – have students set goals, predict, etc.
RESPONDING TO
PRE-ASSESSMENTS
Decide what evidence to use (prior scores,
standardized scores, pre-assessment data)
Group students (homogeneous or
heterogeneous) based on data and learning
outcomes
Begin instruction based on student’s entry
knowledge
Provide additional support and scaffolds—
individual or small group
DURING INSTRUCTION
Continuous checking to pinpoint learning and
guide instruction
 Graphic organizers
 Vocabulary: sort/apply
 Signaling, fingers-up, cards up
 Think (Write)-Pair-Share/Quick writes
 Two or three column notes/reflect/question
 Questioning
RESPONDING
DURING INSTRUCTION
 Clarify misunderstandings
 Re-teach; alternate modality
 Use different instructional strategies
 Scaffolding and tiered activities
 Differentiate instruction
 Re-group students
 Provide second tier support
 Allow processing time
 Questioning
 Cooperative learning activities
AFTER INSTRUCTION
To account for what students learned and make
responsive decisions
 Minute paper, muddiest point, exit card
 Q and A Mix-up
 ABC review
 Reflection, 3-2-1
 Demonstrations of learning: create a product, teach
another
 Oral presentation
 Post-test review
 Students reflect on goals already set/Self-evaluation
 Problem-solving activities
RESPONDING
AFTER INSTRUCTION
 Identify prevalent points of confusion
 Review key/common errors
 Peer review and assistance
 Utilize support services
 Prepare for summative assessment
 Differentiate assessment/levels of rubric
 Reconsider standards
 Plan future lessons based on data
Video
Formative Assessment: Tools and Techniques
What do teachers learn at each stage of a Classroom Challenges formative
assessment lesson?
Hear teachers share insights on the benefits of each stage of a Classroom
Challenge and their instructional techniques to reach all of their students.
Discover when to use the provided materials and how these resources shed light
on student learning and understanding.
http://educore.ascd.org/Resource/Video/b441650e-b0f6-4b6b-806f-25fc952c10cc
Classroom Challenge Lessons
• (Steps to Solving Equations)
http://map.mathshell.org/materials/download.php?fileid=1261
• (Evaluating Statements About Length and Area)
http://map.mathshell.org/materials/download.php?fileid=675
Formative Assessment Strategies
Used During the Video
 Pre-assessment activity
 Questioning
 Think-Pair-Share
 Thumbs up/down
 Whiteboards
 Collaborative Activity
 Postulate buddy
 Revisit the pre-assessment
 Shoulder buddy
(annotate)
 Student reflection
 Post-assessment problems
 Use cell phone to record
student work (evidence)
 Groups of 4
 Share with different
groups (data collector)
 Student presentation to
class
Pre-Assessment
“finding out”
Summative
Assessment
“making sure”
The
AssessmentInstruction
Process
Formative
Assessment
“feedback”
Video
My Favorite No
Consider these questions as you watch.
https://www.teachingchannel.org/videos/classwarm-up-routine
How does this strategy provide opportunities for formative
assessment?
How does it allow for immediate response to prepare for
summative assessment?
Where Can Teachers Find More
about Formative Assessments?
For additional NEPF
resources
rpdp.net
Select NEPF
Secondary Math
“Formative assessment
isn’t an end in itself,
but the beginning of
better instruction.”
Carol Ann Tomlinson,
2008