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Slow Reveal Graph is an instructional routine that promotes sensemaking about data. This highly engaging routine uses scaffolded visuals and discourse to help students (in K-12 and beyond) make sense of data. As more and more of the graph is revealed, students refine their interpretation and construct meaning, often in surprising ways.

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CHALLENGING MATH PROBLEMS WORTH SOLVING

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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How Productive Struggle Fires Up Learners

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Eboney McKinney: Director of Math and Ed Tech Standards
eboney.mckinney@azed.gov

Laurel Cherry: K-12 Math Specialist
laurel.cherry@azed.gov

Marisa Tualla: K-12 Math Specialist
marisa.tualla@azed.gov

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The Formative Assessment process used by teachers can help them determine what their students are not learning, giving them the ability to adjust their teaching - in the moment- and to move all learners forward. Embedding formative assessment dimensions in everyday teaching is a research-based practice to improve individual student learning.

Effective Use of the Formative Assessment Process

Effective use of the formative assessment process requires students and teachers to integrate and embed the following practices in a collaborative and respectful classroom environment:

Clarifying learning goals and success criteria within a broader progression of learning;

Eliciting and analyzing evidence of student thinking;

Engaging in self-assessment and peer feedback Providing actionable feedback; and

Using evidence and feedback to move learning forward by adjusting learning strategies, goals or next instructional steps.

Summit III (June 14th and 15th) Resources

Opening Keynote - June 14th - An Ecology of Formative Assessment June 14th and June 15th - Formative in the Disciplines Breakout Session - Observation and Feedback Opening keynote - June 15th - Nudging Learning Along

CSAI - The Center on Standards & Assessment Implementation

Session contact Sandy Chang ([email protected] ) - Please contact Sandy if you have any questions about other CSAI resources.

Summit IV (Jan. 30-31)-Introduction to Formative Assessment-Resources
Agenda
Day 1 - Opening Keynote - Nancy Gerzon
From Formative Assessment to Student Agency: Lessons from Arizona Educators
Breakout One Creating the conditions for Success: The Role of Leaders

Breakout Two Developing a Vision for Student Agency

Handouts Picture a Student Fundamentals of Learning

Breakout One Learning Goals and Success Criteria

Handouts FA Lesson Planning Framework Lesson Plan Feedback on LG and SC Lesson Scenario Collaborative Team Checklist Collaborative Team Rubric Presenters Sandy Change - UCLA, CSAI Julie Park Haubner - UCLA, CSAI

Breakout Two Peer Feedback and Self-Assessment

Handouts 5 Attributes of Self Assessment 6 Attributes of Quality Feedback

Presenters Marie Mancuso - WCC at WEstEd Julie Eilertsen, Hamilton High School, Chandler Unified School District Lee Irby, Mount Eldon Middle School, Flagstaff Unified School District

Breakout Three Eliciting and Using Evidence

Summit V (June 13-14) - Power Learning, Ambitious Teacher

Day 1 - Keynotes - Margaret Heritage

Powerful Learning, Ambitious Teaching Formative Assessment in the Disciplines

Breakout I Language & Culture in Formative Assessment Practice

Presenter Barbara Jones, WestEd

Breakout II From Formative Assessment to Student Agency: What we are learning about helping students learn how to learn

Presenter(s) Nancy Gerzon, WestEd Marie Mancuso, WestEd

Breakout III Developing a Vision for Student Agency

Presenter Cheryl Mango-Paget, Coconino ESA Kelly Donatell, Coconino ESA

Breakout IV Deepening our Understanding of Learning Goals & Success criteria

Handouts LG and SC Guiding Questions LG & SC Template

Presenter Suzi Mast, ADE
Teacher and Leader Breakout Sessions

Secondary Principals & CoachesJayson Phillips, Principal, Casteel HS-Chandler USD

Elementary Principals & Coaches Traci Elam-Gordon, Principal, Cromer Elementary School - Flagstaff USD

Elementary (K-6) TeachersJennifer Daniels, 2nd Grade, Esperanza Elementary School, Sunnyside USD

Jordan Morales, 2nd Grade - Kinsey Inquiry and Discovery School- Flagstaff USD

Kim Codd - 6th Grade, Arizona College Prep, Oakland Campus- Chandler USD ELA Handout 1 ELA handout 2

Patti Gamez, Principal, Rivera Elementary School- Sunnyside USD Gina Valdez, Coach, Rivera Elementary School-Sunnyside USD

Angelica Duddleston, Principal, Challenger MS, Sunnyside USD Nicolette Nyetrace, Coach, Challenger MS, Sunnyside USD

Breakout 1 - Secondary (7-12) Teachers

Hesper Petersen, Mount Elden MS-Flagstaff USD Handouts - Humanities Hilary Johannes, Hamilton HS- Chandler USD

Evidence of Impact: What We are Learning about Formative Assessment Implementation and its Impact on Agency Theory of Action for Formative Assessment
Teacher and Leader Breakout Sessions

K-12 Math Teacher Samantha Choffin, Summit View Elementary-Sunnyside USD Hesper Petersen, Mount Elden MS-Flagstaff USD Sharmin Khan, HS Math, Casteel HS, Chandler USD

Breakout 2 - K-12 ELA & Social Studies

Karina Navarette, Los Amigos Elementary School- Sunnyside USD Hilary Johannes, HS Humanities, Hamilton HS-Chandler US

K-12 Science Anikka DiVittorio, Sturgeon Cromer Elementary School- Flagstaff USD Melanie Coates, HS Science, Sunnyside HSD- Sunnyside USD

Kim Codd - 6th Grade, Arizona College Prep, Oakland Campus- Chandler USD

SAIL Leaders Handout Marie Mancuso - WestEd

Afternoon Breakout Sessions
Breakout I Language & Culture in Formative Assessment Practice
Handouts
Presenter Barbara Jones, WestEd

Breakout II Roundtable Discussions

Handouts No Handouts

Facilitator(s) Suzi Mast Tammy Hall

Breakout III Professional Learning Design that Supports Teacher Agency

Presenter Nancy Gerzon, WestEd Bob Montgomery, WestEd

Breakout IV Developing an Evidence Base at the Local Level
Handouts
Presenter Lenay Dunn, WestEd Marie Mancuso, WestEd

Additional Research

Connecting Formative Assessment Research to Practice - An Introductory Guide for Educators (2009) The Connecting Research to Practice brief is intended to enhance the knowledge and build the capacity of state, district and school personnel to implement effective formative assessment practice. The brief defines formative assessment, examines the research, and outlines the components needed to develop a high-quality, research-based formative assessment plan in a state, district or school. Formative Assessment: An enabler of learning (Heritage, 2011) (link file Formative Assessment Article) This two-page article provides a great starting point and foundational information about the process of formative assessment. This article supports the definition of formative assessment as a process and outlines the teacher's role, the student's role, feedback and classroom climate as critical parts of the formative assessment process.

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The Formative Assessment process used by teachers can help them determine what their students are not learning, giving them the ability to adjust their teaching - in the moment- and to move all learners forward. Embedding formative assessment dimensions in everyday teaching is a research-based practice to improve individual student learning.

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NCTM, Orchestrating Math Discourse, 2009.pdf