This document summarizes the goals and agenda for a professional learning day at Stanley British Primary School. The goals are to better understand how to assess students to meet their individual needs and measure their learning. Teachers will learn about diagnostic, formative, and summative assessments and how to use assessment data to guide instruction. The agenda includes learning about different types of assessment, sharing insights from articles, and reviewing the school's observation cycle process.

1. Stanley British Primary School Professional Learning 2011-2012

2. Mission Statement We engage, challenge, and inspire children to reach their potential and develop their own voices within an inclusive, diverse, and collaborative community that values distinct contributions and abilities. We prepare teachers to implement our vision, mission, and values, and we share our educational approach with the larger community.

3. Our Guiding Questions How are we meeting each child’s needs? How do we measure what children already know as well as what they can do within a lesson, unit, school year?

4. Goals for Today Begin to answer our guiding questions by getting smarter about assessment and “data” Name what we already do and how it supports student learning Expand our collective knowledge about assessment and the use of data to “inform” instruction Clarify the 2011-2012 School Wide Professional Learning Objectives Review the “new” lesson plan format and Observation Cycle

5. Writer’s Notebooks We write to understand ourselves. Writing is thinking. We discover how much we know rather than how little we know by writing. Our voice on the page reveals what we think and how we feel.

6. In your writer’s notebook Think about a time when you learned something new…

7. What kind of support helped you understand?

8. How did you know you “got it”?

9. How are we meeting each child’s needs? When you learn something new… Support that helped you get there… Getting to “got it”… Vision of Learning Target leading to “ Understanding” Assessment & Differentiated Instruction Assessment & Reflection

10. “ To Sit Beside” Assessment derived from the Classical Latin word “assidere” (sit by, council, be near, assess)

11. Assessment of Learning Assessment for Learning Assessment As Learning

12. How do we measure what children already know as well as what they can do within a lesson, unit, school year? Diagnostic Formative Summative Before During After

13. Diagnostic Assessment Designed to determine a student’s entry point relative to the learning objectives as a unit of study begins Differentiation: readiness, interest, learning profile

14. Formative Assessment On-going “informative” assessment for learning designed to follow a student’s progress toward attaining the learning objectives . Differentiation: adjusting & planning next instructional steps as you teach

15. Summative Assessment Assessment of learning. Measures whether a student is able to reach or exceed learning objectives after a lesson or unit is over 1 point in time; Provides information for planning an upcoming unit

16. How do you measure what children already know as well as what they can do within a lesson, unit, school year? Diagnostic Formative Summative

17. Catch your questions What questions do you have about assessment? Use those questions to set a purpose for your reading Be prepared to share your insights with a partner who read a different article

18. Growing Our Understanding “ The Best Value in formative Assessment,” Steven and Jan Chappuis “ Learning To Love Assessment,” Carol Ann Tomlinson

19. Read & Take a Break Be prepared to share ideas at 10:45

20. Partner Share 10:45-11:05 Share insights from your article Continue to build your “3 Types of Assessment” list

21. Professional Learning Guiding Questions: How are we meeting each child’s needs? How do we measure what children already know as well as what they can do within a lesson, unit, school year?

22. Know… 3 Types of Assessment Diagnostic Formative Summative

23. Be Able to… Design units that incorporate diagnostic, formative, summative assessment. Work collaboratively with resource teachers to better understand individual students and meet their needs. Use “data” and collected evidence to map student growth toward learning objectives on the EIC Chart. Articulate student progress and relevant assessment information to families and students. Share how student needs are being met.

24. Learning Activities School wide professional Learning Grade Level Team Meetings Internal Learning Lab Classrooms Individual reflection through coaching conversations, and the observation cycle with Tim, Joanna, Stephanie, Allison, Lynne

25. The Observation Cycle includes… Creating a lesson using the revised lesson plan document Completing a self reflection on the lesson

26. Exit Slip Formative Assessment for us! Let us know your thinking Leave Exit Slips on the table Please take the silver buckets if you can use them for your classroom!

27. “ The real voyage of discovery consists not in seeking new landscapes but in having new eyes.” -Marcel Proust