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Tasks are the short name for SUMMATIVE ASSESSMENT TASKS

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Tasks are the short name for SUMMATIVE ASSESSMENT TASKS

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Tasks should not be in year 1 while we are trying to lead teachers through FORMATIVE ASSESSMENT.

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I agree with using more than just FALS. Can't we teach them to design lessons similar?

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I agree with using more than just FALS. Can't we teach them to design lessons similar?

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Why would we do two years of training with just formative assessments? Why would we not focus on adding a PD that is more aligned to CGI and ECM?

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Why would we do two years of training with just formative assessments? Why would we not focus on adding a PD that is more aligned to CGI and ECM?

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Year 2 DOK Level 3 and 4 application of the 5 Strategies of Formative Assessment in the formation of teaching units based on formative assessment

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Year 2 DOK Level 3 and 4 application of the 5 Strategies of Formative Assessment in the formation of teaching units based on formative assessment

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YR 1 IS PARTLY A BOOK STUDY OF DYLAN WILIAM AND TASK

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YR 1 IS PARTLY A BOOK STUDY OF DYLAN WILIAM AND TASK

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YR 2 MORE FALs and finish the book study

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Something for a year 2 follow up.  Maybe I have just missed it but I don't know of any provisions for year 2.

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Something for a year 2 follow up.  Maybe I have just missed it but I don't know of any provisions for year 2.

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Beginning of Yr 1 - Provide an example of a "typical" lesson and what you to to plan for instruction. End of Yr 2 - same post

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Beginning of Yr 1 - Provide an example of a "typical" lesson and what you to to plan for instruction. End of Yr 2 - same post

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YR 1: Focus on big picture, formative assessment, what is the purpose of the pieces of a FAL, purposeful  selection of a FAL, writing feedback questions, small group/discussion, pre/post evidence of growth, TRU Math.   YR 2: Focus on planning - planning for a FAL, planning questions, planning discussions, planning next steps, introduce tasks (maybe)

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Year 1 Similar-using FALs to understand 5 strategies

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Year 1 Similar-using FALs to understand 5 strategies

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Year 2 -- going deeper into writing lessons based on student data, etc.

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Year 1: Deeper understanding of the 5 strategies for assessment and incorporating tasks to change instructional strategies based on student data-bring in the FAL at the end
Year 2: Focus on applying the strategies on a larger scale creating lessons/units
all the while using TRU math somewhere in there

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My participants have asked for time to collaborate and share success/failures with FALs

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My participants have asked for time to collaborate and share success/failures with FALs