Session 4 Facilitator’s Guide: Module
Assessment, A Deep Dive
Sequence of Sessions
Targets for this Session
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I can explain the rationale behind the assessment design of the modules.
I can analyze a case study school’s implementation of data inquiry teams to determine how to support teachers and
students in formative assessment strategies connected to module assessments.
I can select module assessments and data inquiry protocols to support teacher and student growth.
I can create a plan to implement data processes by providing intentional professional development for my staff.
High-Level Purpose of this Session

Participants will dig deep in the area of assessment design in the ELA modules. They will learn how to use available
resources to help teachers make decisions regarding assessments, grading, and data inquiry processes. They will then
create a plan that will aid teachers in using module assessments in the most effective manner possible through considering
where the school is, and where they want it to be. Participants will actively engage in searching all available professional
development supports and identifying key teachers to support this effort in order to craft their plan.
Related Learning Experiences
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December NTI 2014 Sessions 1,2,3
1
Key Points
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The challenging work of designing high-quality assessments is accounted for when implementing the modules, and so
teachers/leaders can focus on operationalizing how to use these assessments to improve student achievement outcomes.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
1. Explain the rationale behind the assessment design of the
modules.
2. Analyze a case study school’s implementation of data
inquiry teams to determine how to support teachers and
students in formative assessment strategies connected to
module assessments.
3. Select module assessments and data inquiry protocols to
support teacher and student growth.
4. Create a plan to implement data processes by providing
intentional professional development for my staff.
How will we know that they are able to do this?
1.
2.
3.
4.
Explanation to small group during jigsaw protocol
Four A’s participation
Action planning template
Action planning template
2
Session Overview
Section
Time
Overview
Prepared Resources
Assessment
Design
50 min
Participants gain an indepth understanding of
how the standards are
tightly aligned to the midunit, end of unit, and
performance task
assessments.
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PPT
TheGreatDeltoid.docx
6M.U3.overview.doc
el_assessment_design_090514.pdf
Data Inquiry
Case Study
40 min
Participants analyze a
case study school’s data
inquiry teams practices
for application to their
own setting.
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PPT
4As Protocol.pdf
Tier 1 meetings - Case Studies Tapestry
Data Cycle Graphic.pdf
ATLAS Revised.pdf
Action Planning
60 min.
Participants craft their
vision for data inquiry
teams, and being
planning next steps to
meet that vision.
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PPT
Action Planning Template Data Teams
Using student evidence_EL_041612.pdf
Facilitator’s Preparation
Work through activities as
a participant. Download
PPT and videos.
3
Session Roadmap
Section 1: Assessment Design
Time
10:1510:20
Slide #/Pic of Slide
1-2
10:2010:40
3-6
10:40-
7
Time: 50 min
Script/Activity directions
Grouping
whole
 Revisit the Norms for Collaboration from Day 1. Ask
participants to share some norms that were well executed
during collaboration yesterday and to be specific about
how it was operationalized. Participants may choose to
continue working on the same goal, or a new one for the
day. Facilitator should be sure to have an example of
something the group did really well during day 1.
 Introduce the learning targets for the day and an overview
agenda.
Individual/Pairs
 Introduce the student work sample titled “The Great
Deltoid” and the writing standards reference document.
 Participants then individually read the student work
sample and determine at which grade level this work is
aligned to based on the language in the standards
(W.5.3, W.6.3, W.7.3).
 Participants then pair and share their thinking using the
standards reference document to support their thinking.

Using pages 1 and 2 over the overview for 6M.1.U3,
participants discuss the implications of ensuring that
4’s
4
teachers are well-prepared to provide instruction that is
tightly aligned with the grade-level expectation of the
standards.
10:50
10:5011:05
8
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Section 2: Data Inquiry Case Study
Time
11:05-11:45
Slide #/Pic of Slide
8-14
Introduce EL’s document Assessment Design in
Expeditionary Learning Grades 3-8 Curriculum.
Facilitator directs attention to the bold heading throughout
the document to frame the ‘look-fors’ in the video.
Show video of the Curriculum Design Intensive to
illustrate curriculum designers in process. 8:00 min run
time.
Question to consider: what additional insight did you gain
into the assessments that could be shared with teachers?
whole
Time: 40 min
Script/Activity directions
 Introduce– Tier 1 meetings - Case Studies. Participants will
examine a mini-case study from a school exemplar, which is
a planning document incorporating the backwards planning
approach (deep analysis of mid-unit and end of unit
assessments prior to instruction) to make specific decisions
about their own students’ needs in relation to those
assessments. Document includes:
o Case study description with Vision, Strategy,
Structure Challenges.
o Graphic of the cycle.
Grouping
whole; solo;
3-4s
5
o
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Protocol used to dig into the student work/writing
samples.
Facilitator will provide a 5 min. document overview to
highlight the categories and answer questions related to the
content. Then participants will engage with the content using
a 4 A’s protocol:
o What do you Assume the school leader believes
about instruction, student learning, and student work?
o What Alignments do you see between this case study
and the current practices in your school?
o What do you Aspire to make happen in your school
that happens in this case study school?
o Where might you need to make Adjustments to turn
aspirations into practice in your school?
Participants will have 15 minutes to read silently, jotting
notes on their thinking for each of the A’s they encounter.
Ask each group to select a facilitator and a timekeeper, and
explain the roles of each.
Small groups will discuss each A for 5 min. for a total of 20
min. Make sure they are in groups no larger than 4.
Questions to close activity - what does a team of teachers
learn when they analyze the assessments prior to
teaching? How does the structure of the assessment design,
and types of assessments in the modules support teachers
with implementing a structured data/student work inquiry
process?
11:45-12:00 BREAK
6
Section 3: Action Planning
Time
12:00-12:30
Slide #/Pic of Slide
15-16
Time: 60 min.
Script/Activity directions
 Participants start to plan for their first steps to take this back
to their schools. You may want to share the following quote
as you transition the group to action planning.

Grouping
solo
“There are risks and costs to action. But they are far less
than the long range risks of comfortable inaction.” – John
F. Kennedy
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Introduce the action planning template document.
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Questions for the facilitator to share with participants to
consider:
o
o
o
o
12:30-12:50
17
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Is there a specific team I would want to start with?
How would I engage that team in this process?
What will they need to get started?
What tools make sense with my staff? (Remind them
about all of the turnkey training materials on
Engageny).
Review the consultancy protocol with participants
Participants will conduct a brief consultancy protocol in pairs.
1st presenter:
o Shares vision for implementing data inquiry teams.
pairs
7
o
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12:50-1:00
18-19
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Shares current thinking about what is reasonable to
accomplish this year.
o Shares current thinking about next steps (5 min. to
present).
o Partner provides stars: things that are positive and
good like good moves, and stairs: things to consider
in order to improve the plan. Partner may provide
these in the form of questions if they choose. (5 min.
for sharing stars and stairs).
o Open dialogue (10 min).
2nd presenter:
o Shares vision for implementing data inquiry teams.
o Shares current thinking about what is reasonable to
accomplish this year (5 min. to present).
o Shares current thinking about next steps.
o Partner provides stars: things that are positive and
good like good moves, and stairs: things to consider
in order to improve the plan. Partner may provide
these in the form of questions if they choose. (5 min.
for sharing stars and stairs).
o Open dialogue (10 min).
Facilitators provides time for participants to journal their next
steps after having received feedback from a colleague, and
to summarize their new learning from yesterday and today.
Ask participants to finish the sentence: I used to think data
inquiry teams were…but now I …
Have them share their sentences with their partners.
Ask for some to volunteer to share their sentences if there is
time.
Post the learning targets and have participants self-assess
their learning. Have them share their score on each target by
holding up the number they think they have: 4 – ready to
teach it, 3 – got it, 2 – getting it, 1 – have more questions
than answers.
Facilitators offer to stay for questions and conferring with
whole; pairs
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participants and thank them for their participation.
Turnkey Materials Provided
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Facilitator guide for Session 4
Participant notebook
Session Powerpoint
TheGreatDeltoid.docx
6M.U3.overview.doc
el_assessment_design_090514.pdf
4As Protocol.pdf
Tier 1 meetings - Case Studies Tapestry
Data Cycle Graphic.pdf
ATLAS Revised.pdf
Action Planning Template Data Teams
Using student evidence_EL_041612.pdf
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