N E P F

Nevada Educator Performance Framework

Southern NevadaRegional Professional Development Program

www.rpdp.net

Standard 5 Part 2Secondary Mathematics

TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS

STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 N ew Learn ing is Learn ing T asks have S tud en ts E ngag e in S tuden ts E ng age in A ssessm ent is C onnec ted to P rio r H igh C ogn itive M ean in g -M aking M etacogn itiv e In teg ra ted in to Learn ing and D em an d fo r D ive rse th rough D iscourse A ctiv ity to Increase Instruc tion E xperienc e Learners and O the r U nd ers tand ing o f

S tra teg ie s and R espons ib ility fo r T he ir O w n Learn ing

Indicator 1 Indicator 1 Indicator 1 Indicator 1 Indicator 1 T he teacher activa tes all The teacher ass igns tasks T he teacher p rov ides T he teacher and all s tudents T he teacher p lans on -go ing s tuden ts ’ in it ia l that purposefu lly em ploy all opportun ities for extended , understand w ha t s tuden ts a re learn ing opportu n ities based understand ings o f new studen ts ’ cogn itive ab ilities produc tive d iscourse betw een lea rn ing, w hy they are on ev idence o f all s tudents ’ concepts and sk ills and sk ills the teacher and s tudent(s ) lea rn ing it, and how they w ill cu rrent lea rn ing s ta tus

and am ong s tuden ts know if they ha ve lea rned it

Indicator 2 Indicator 2 Indicator 2 Indicator 2 Indicator 2 T he teacher m akes T he teacher ass igns tasks T he teacher p rov ides T he teacher s tructu res T he teacher a ligns connections exp lic it betw ee n that p lace appropria te opportun ities for all s tudents opportun ities fo r se lf- assessm ent opportun ities w ith p rev ious lea rn ing and new dem ands on each stude n t to create and in te rp ret m u ltip le m on ito red lea rn ing fo r all lea rn ing goals and concepts and sk ills fo r all rep rese n tations s tudents pe rfo rm ance crite ria s tudents

Indicator 3 Indicator 3 Indicator 3 Indicator 3 Indicator 3 T he teacher m akes c lea r the The teacher ass igns tasks T he teacher ass is ts all T he teacher supports all T he teacher s tructu res pu rpose and re levance o f n ew that progress ive ly develop all s tuden ts to use ex is ting s tuden ts to take actions based opp ortun ities to genera te learn ing for all s tuden ts s tuden ts ’ cogn itive ab ilit ies know ledge and prio r on the s tuden ts ’ ow n se lf- ev idence o f lea rn ing du ring

and sk ills experience to m ake m on ito ring p rocesses the lesson o f all s tudents connections and recogn ize re la tions h ips

Indicator 4 Indicator 4 Indicator 4 Indicator 4 T he teacher p rov ides all T he teacher opera tes w ith a T he teacher s tructu res the T he teacher adap ts actions s tuden ts opportun ities to bu ild deep be lie f tha t a ll ch ild ren c lass room environm ent to based on ev idence genera ted on o r cha llenge in itia l can ach ieve reg ard less of enab le co llabo ration, in the lesson fo r all s tudents understand ing s race, pe rce ived ab ility and pa rtic ipa tion , and a pos itive

soc io -econom ic s ta tus . a ffective experien ce fo r all s tudents

NEVADA EDUCATOR PERFORM ANCE FRAMEW ORK – IMPLEMENTATION PHASE 1

NEPF:

5 High Leverage

Instructional

Standards and

Indicators

Standard 5 Module for Mathematics

Part I – What and WhyGoal 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?

NEPF Standard 5

Assessment

is Integrated

into

Instruction

Teacher plans on-going 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

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 Assessme

nts

Formative

Informal Formal

Summative

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

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BEFORE INSTRUCTION: PRE-ASSESSMENT

To determine what students know and need to knowPre-tests, open ended questions, selected response,

etc.Graphic organizers and concept maps: KWL, ABC,

Venn diagrams, etc.Anticipation/reaction guidesGraffiti wall/carousel brainstormingDiagram and imagesQuick writes, pair shareShare 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 INSTRUCTIONContinuous checking to pinpoint learning and guide instruction

Graphic organizersVocabulary: sort/applySignaling, fingers-up, cards up Think (Write)-Pair-Share/Quick writesTwo or three column notes/reflect/questionQuestioning

RESPONDING DURING INSTRUCTION

Clarify misunderstandingsRe-teach; alternate modalityUse different instructional strategiesScaffolding and tiered activitiesDifferentiate instructionRe-group studentsProvide second tier support Allow processing timeQuestioningCooperative learning activities

AFTER INSTRUCTIONTo account for what students learned and make responsive decisions

Minute paper, muddiest point, exit cardQ and A Mix-upABC reviewReflection, 3-2-1Demonstrations of learning: create a product, teach

anotherOral presentationPost-test reviewStudents reflect on goals already set/Self-evaluationProblem-solving activities

RESPONDING AFTER INSTRUCTION

Identify prevalent points of confusionReview key/common errorsPeer review and assistanceUtilize support servicesPrepare for summative assessmentDifferentiate assessment/levels of rubricReconsider standardsPlan future lessons based on data

VideoFormative 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

Think-Pair-ShareWhiteboardsPostulate buddyShoulder buddyGroups of 4Share with different

groups (data collector)

Student presentation to class

QuestioningThumbs up/downCollaborative ActivityRevisit the pre-

assessment (annotate)

Student reflectionPost-assessment

problemsUse cell phone to

record student work (evidence)

The Assessme

nt-Instruction Process

Pre-Assessment“finding out”

Formative Assessme

nt“feedback”

Summative Assessmen

t“making

sure”

Video

My Favorite NoConsider these questions as you watch.

https://www.teachingchannel.org/videos/class-warm-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 NEPFSecondary

Math

“Formative assessmentisn’t an end in itself,but the beginning of better instruction.”

Carol Ann Tomlinson, 2008