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