Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project

1. Disclaimer Leadership for the Common Core in Mathematics(CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

2. Review and Focus: Formative Assessment Strategies Common Core Leadership in Mathematics (CCLM)

3. Learning Target and Success Criteria Learning Target: What is the difference between an activity and a learning target?

4. Review: A Balanced Assessment System • Levels • Classroom Assessment (pg. 21) • Interim/Benchmark Assessment • Annual Testing

5. Seven Strategies of Assessment for Learning Look over the 7 strategies of Assessment for Learning, which strategies were a focus for our Formative Assessment assignment this summer? In triads, share some of your take-aways from the Formative Assessment assignment.

6. Formative Assessment AssignmentWhat were your take-aways?

7. Take - Aways Learning Targets Assessments

8. “Students can hit any target they can see that holds still for them.” ~Rick Stiggins

9. Clear learning targets shift us away from what we, as teachers, are covering towards what our students are learning.

10. Classifying Targets Knowledge Reasoning Skill Targets Product Targets What are the characteristics that distinguish these types of learning targets?

11. Knowledge Targets • E.g., Identify tenths in decimal form on a number line. • Indicate the approximate location of thirds, fourths, and fifths on a number line. Factual information: verbs such as names, lists, identifies, recalls Procedural knowledge: knowing a protocol or memorizing a series of steps Conceptual understanding; can explain the concept clearly

12. Reasoning Targets • E.g., Compare fractions, decimals and mixed numbers by identifying their relative position on a number line. Specify thought processes students are to apply effectively e.g., solve problems, make inferences, defend judgments. Ability to apply knowledge in authentic contexts Engage in reasoning using their knowledge

13. Skill Targets • E.g., Use a protractor to draw acute and obtuse angles. • Use a compass to draw concentric circles. • Real time demonstration • Physical performance

14. Product Targets • E.g., Create a table, lab report, make a graph, scatter plots. • Creation of a product What is the intended learning?

15. Formative Assessment Table In Triads, examine and offer feedback to your partners on their learning targets. Spend some time in your discussion on: the classification of the learning target the student-friendly language the target as an activity or a learning

16. Writing a Learning Target Grade Level groups (Triads) • Read the designated lesson. • Individually: • choose the standard that aligns best to the lesson. • List the activities students will do. • From the activities write a learning target. Classify your target. 3. Share and discuss your target with your triad. 4. If time, share you target with another grade level group.

17. In Classroom Practice Targets Should: Be posted daily for students to see. Be used throughout the lesson by students to monitor their learning, and by teachers to guide their instruction. Forecast: How do you know students reached the target?

18. Teacher’s Role in Assessment FOR Learning Identify the standard. Deconstruct it to enabling targets. Transform to student friendly version. Create accurate classroom assessments. Use with students to track growth.

19. Learning Target What is the difference between an activity and a learning target?