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"Effective teachers start with a standard, break the learning that standard requires into lesson-sized chunks, and then phrase these chunks so that students will be able to understand them." (Hattie, 2017, p. 41)

Whether you're new to the idea of identifying and collaboratively developing learning goals and success criteria with your students, or have been practising this critically important element of the assessment loop, you probably have some wonderings on this topic.
Effective learning goals and success criteria
In this post we describe a process for how educators, when planning, can determine the learning goals and success criteria for a period of learning. In a future post, we'll discuss how to guide students to know and understand them.

If you've read our first posts about learning goals and success criteria, you've already encountered some important criteria for doing this effectively.

Effective learning goals:

identify the important knowledge and skills that students are to learn;

focus the learning on manageable 'chunks';

are written in language meaningful to your students and helpful to their learning, and;

foster a learning community and encourage students to take ownership of their learning.

Effective success criteria:
Getting started

describe what it looks like/sounds like to achieve the learning;

are rooted in the high-level criteria described in the achievement chart*;

focus on both qualitative and quantitative characteristics of the learning;

are written in language meaningful to your students and helpful to their learning;

are organized in a way that is helpful to the learner, and;

encourage students to take ownership of and monitor the learning.

Imagine that you're planning for the next cycle of learning experiences. In Ontario, the curriculum policy documents identify the knowledge and skills that are to be learned, so that would be your starting point. It's good practice to carefully analyse those expectations to be crystal clear on the knowledge and skills identified in them. Once identified, you'll want to think about how to organize these elements in a way that is most beneficial to your students. Further, the curriculum expectations provide clues as to what it looks like to learn, i.e. the success criteria.

We've thought long and hard about what to suggest as a process for doing this. As much as we would like to give you a simple, step-by-step procedure for determining learning goals and success criteria, teaching and learning are complex processes, and it would detract from the effectiveness of learning goals and success criteria to over-simplify this process.
What knowledge, skills and processes are students to learn?
Rather than a list of steps, we suggest using the following questions to guide your thinking process:

It's tempting to pick an expectation and to 'turn it into a learning goal'. However, if we're going to invite students to be active in their learning (to own it!), we need to go beyond telling them what the goal of 'today's lesson' is (not that this isn't important). By looking at a cluster of expectations (an overall and its related specifics), we can plan a period of learning experiences, and share with students not only what they are expected to learn, but how these different bits of knowledge and skill are interconnected, and for what purpose.

The curriculum expectations embody both the broad concepts and the fine details of what is to be learned. Both learners and educators benefit from organizing this information into a 'roadmap' of learning. Here's one way to do that:

Look at a cluster of expectations (an overall and its related specifics).

List the knowledge, concepts, and terms that students are to know and understand.

List the skills and processes that students are to develop.

Here's an example from the Writing Curriculum for Grade 5: (We've colour coded the items in columns 2 and 3 to correlate to the expectations in column 1.)

OVERALL & SPECIFIC EXPECTATIONS Knowledge, Concepts that learners need to understand Skills and Processes that learners are developing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

generate, gather, and organize ideas and information

1.1 identify the topic, purpose, and audience for a variety of writing forms

1.2 generate ideas about a potential topic and identify those most appropriate for the purpose

1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

1.4 sort and classify ideas and information for their writing in a variety of ways

1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies and organizational patterns

1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary

topic, purpose, and audience

writing forms

strategies for gathering information

print and electronic resources

ways to sort and classify ideas and information

difference between main ideas and supporting details

words and phrases that link paragraphs

strategies and patterns to organize writing

generate ideas

gather information to support ideas for writing

sort and classify ideas and information

identify and order main ideas and supporting details

group ideas and information into paragraphs

linking paragraphs

using strategies and organizational patterns to organize writing

assess ideas and information to see if they are relevant, appropriate and adequate

researching

What is the big idea of this learning? What do you want students to know and remember in the long term?
This process of analysing the expectations means we now have a clear idea of what our students are to know and be able to do, providing a starting point for crafting the learning goals and the success criteria.

Looking at the curriculum in this way, it becomes clear that we want learners to see the value of planning before they write, and to know what to consider when they are planning their writing - topic, purpose, audience; choice of writing form; relevance, appropriateness, and adequacy of ideas and information; how to logically and effectively organize the text. A 'big idea' might be:

We can communicate our ideas more effectively if we plan before we write. Or
What is the goal of the learning?
Planning before writing means our ideas will be communicated more effectively.

There's no one right way to express a learning goal. You will need to consider your learners' prior knowledge and prior learning experiences to decide how to express the goal. Here's an example:

We are learning to plan before we begin writing, so that we can communicate effectively with our audience.
What does it look like to demonstrate the learning goal? What are the success criteria?
This goal flows from the overall expectation - the skills of 'gathering, generating, and organizing ideas' have been summed up as 'planning before writing'. What that looks like will be set out in the success criteria.

You can draw on several resources to craft the criteria: the curriculum, the achievement chart*, and your own professional experience and expertise.

The curriculum: Here's where the specific expectations and the work that we did in analysing them will be useful in identifying the success criteria. The specific knowledge, concepts, skills and processes should be reflected in the success criteria so that learners have a clear description of what successful learning looks like.

The achievement chart: In Ontario, educators use the achievement chart as a framework for all assessment and evaluation. The chart sets out high-level criteria that provide clues about what successful learning looks like. You'll see connections with the knowledge, concepts, skills, and processes you identified in the curriculum. Here's an example of some criteria we identified, and their connections to the achievement chart:

Professional experience and expertise: Having expertise in a subject area definitely supports you in your ability to accurately describe what it looks like to achieve the learning. However, it is sometimes difficult to remember what it was like not to know something or know how to do something, once you have mastered it. A great way to put yourself in your learners' shoes is to do a task that is related to the learning goal. In this case, we thought about what is involved in planning to write while we planned to write this post.

Having drawn on all our resources, here are the success criteria we identified for the learning goal:

To show my learning,

I identify and describe the intended audience for my writing.

I decide on the purpose for writing before starting to write.

I know a variety of text forms.

I use a text form that is appropriate to my purpose, and I can justify my choice of form.

I can come up with appropriate ideas for my topic.

I gather relevant information using a variety of ways and a range of print and electronic resources.

I can select and use a graphic organizer to plan out my writing.

I know a variety of patterns for organizing text (cause and effect, procedure, chronological, etc.) and can justify my choice of organization.

I decide if I have enough information to communicate my ideas and message to my audience, and do more research if necessary.

I use paragraphs to organize a main idea and supporting details.

I use linking words and phrases to connect paragraphs.

Having crafted the learning goal(s) and success criteria, we 'self-assess' using the criteria for effective goals and criteria set out at the beginning of this post: Is the language 'meaningful' to students, and supportive of their learning?
(We've again used the same colour-coding to show the connections between the criteria and the curriculum.)

Most often, educators wonder, 'If I use the terminology from the curriculum, the language may be meaningful to my students. What do I do?' Ask yourself - if the terminology is new to students, is it something that they would be expected to learn? Then use it. If it is a barrier to learning, then rephrase it.
Are the success criteria organized in a way that is helpful to the learner?
In our example, we could just as well have phrased the learning goal, "We are learning to generate, gather, and organize our writing, so that we can communicate effectively with our audience." The words "gather" and "organize" are probably familiar to a student in Grade 5; perhaps "generate" would require some explanation.

We have come up with criteria! That's a lot of criteria for learners to keep track of, yet they are all important aspects of the learning goal. One way to help learners is to organize the criteria into categories. For example,

When planning for writing, I need to remember:

Audience, Form and Purpose

I identify and describe the intended audience for my writing.

I decide on the purpose for writing before starting to write.

I know a variety of text forms.

I use a text form that is appropriate to my purpose, and I can justify my choice of form.

Ideas and Information

I can come up with appropriate ideas for my topic.

I gather relevant information using a variety of ways and a range of print and electronic resources.

I decide if I have enough information to communicate my ideas and message to my audience, and do more research if necessary.

Organizing my Writing
Do the learning goals and success criteria foster a feeling of community, while encouraging students to take ownership of their learning?

I know a variety of patterns for organizing text (cause and effect, procedure, chronological, etc.) and can justify my choice of organization.

I can select and use a graphic organizer to plan out my writing.

I use paragraphs to organize a main idea and supporting details.

I use linking words and phrases to connect paragraphs.

Do the success criteria focus on both quantitative and qualitative aspects of the learning?
You'll notice the use of the phrase, "We are learning". The "we" is so much more inclusive than "students will", conveys the idea that 'we are in this together, we are going to help each other". The criteria, on the other hand, use "I", acknowledging that each learner is an individual, and will have individual successes and challenges in learning. Further, to support and motivate learners, it is helpful to include a rationale in the goal. Consider adding a 'so that...' to the statement to provide students a motivation for learning.

Quantitative criteria are like on-off switches - students have either met, or not yet met them; a response is either correct or incorrect. We often see criteria that are very quantitative - and that's ok. It is helpful to learners to, for example, know that they must be able to identify at least three different organizers for their writing.

Qualitative criteria describe characteristics of learning that range in a "continuous gradation" (Sadler, 1989, p. 124) from 'not yet met' to 'met'. The most significant understandings and skills in the curriculum are described using qualitative criteria. For example, relevance. An example presented in a text can be completely relevant, not-at-all relevant, and shades of relevance in between those two extremes. If we want our students to learn these important abstract concepts, we need to embed them in our success criteria.

"Students' understanding of learning goals and what it means to master them is fundamental to their success, because without such an understanding they are unable to monitor their progress or to generate relevant internal feedback." (Timperley, H. & Parr, 2009, p. 57)

One last thought - and call to action! a

As a learner - young, old and in between - knowing what knowledge and skills I'm supposed to develop and what it looks like are critical pieces of information I need. If you're not already using these practices, ? Find a colleague who will learn with you and try it out! If you are, use the resources in this blog to refine and polish this aspect of your assessment practices. We've provided a why not make a commitment now planning template that follows the process outlined in this blog post.

*The achievement chart is a framework within which teachers "assess and evaluate student achievement of the expectations...It enables teachers to make consistent judgements about the quality of student learning based on clear performance standards and on a body of evidence collected over time." (Growing Success, 2010, p. 16)

Hattie, J., Fisher, D., & Frey, N. (2017). Visible learning for mathematics: What works best to optimize student learning. Thousand Oaks, CA: Corwin.

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. Toronto, ON: Author.

Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.

Timperley, H. & Parr, J. (2009). What is this lesson about? Instructional processes and student understandings in writing classroom. The Curriculum Journal, 20(1), 43-60.

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Learning Goals and Success Criteria: How to Craft Them

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It's tempting to pick an expectation and to 'turn it into a learning goal'. However, if we're going to invite students to be active in their learning (to own it!), we need to go beyond telling them what the goal of 'today's lesson' is.

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Learning Progressions: Maps to Personalized Teaching

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Oregon Department of Education

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Recording learning progressions and success criteria...

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SWCSD Level Up: Learning Progressions and Crafting Success Criteria

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These are research based lessons that have a high degree of impact on a teachers ability to diagnose the level of performance regarding the learning progressions for a standard!

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Mathematical goals

This lesson unit is intended to help you assess how well students are able to:

Work with concepts of congruency and similarity, including identifying corresponding sides and corresponding angles within and between triangles.

Identify and understand the significance of a counter-example.

Prove and evaluate proofs in a geometric context.

Introduction

In this lesson, students work on the concept of congruency whilst developing their understanding of proof in a geometric context.

Before the lesson, students complete a task designed to help you assess their current levels of understanding. You analyze their responses and write questions to help them improve their work.

The lesson begins with a whole-class discussion about establishing conditions for congruency from triangle properties. Students work alone to decide on the truth of a conjecture about congruency conditions for triangles. Then in pairs they share ideas and produce and justify a joint response. Working in the same pairs, they analyze sample responses produced by other students. In a whole-class discussion, students develop their understanding of proof in this context.

In a follow-up lesson students use what they have learned to improve their responses to the initial assessment task before attempting a second, similar task.

Materials required

Each student will need a copy of Finding Congruent Triangles and Finding Congruent Triangles (revisited), a rule, compasses, a protractor, the cut-up Card Set: Must the Two Triangles be Congruent? and Instructions: Must the Two Triangles be Congruent?, a mini-whiteboard, pen, and eraser and some paper to work on.

Each small group of students will need the Sample Student Proofs, some paperto work on and a glue stick.

A board compass, protractor and rule would be useful.

Time needed

20 minutes before the lesson, a 100-minute lesson (or two 55-minute lessons), and 20 minutes in a follow-up lesson. Timings are approximate and will depend on the needs of your students.

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This lesson unit is intended to help you assess how well students are able to: Work with concepts of congruency and similarity, including identifying corresponding sides and corresponding angles within and between triangles. Identify and understand the significance of a counter-example. Prove and evaluate proofs in a geometric context.

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Introducing new information regarding learning progressions and success criteria.

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StartSOLE isn't just an app... it's also a vibrant community of educators around the world.

Teachers in all 50 US states

Global presence in 100+ countries

Connect with 9.5k Twitter followers

Collaborate with teachers around the world

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StartSOLE - Self Organized Learning Environments in your Classroom

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StartSOLE isn't just an app... it's also a vibrant community of educators around the world. Teachers in all 50 US states Global presence in 100+ countries Connect with 9.5k Twitter followers Collaborate with teachers around the world

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Scaffolding Rubric for Independence in Mastery Attainment

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SWCSD Level Up Part 2 - Sequencing Learning Progressions and Success Criteria 

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Ohio 2018-29 Score Assignments for Achievement

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Ohio 2018-29 Score Assignments for Achievement

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Districts and schools will receive fall 2016 test results by December 30 for grade 3 English language arts and by February 27 for high school end-of-course tests. Printed family reports and score labels are due in districts on February 8 for the grade 3 English language arts test and on March 29 for the high school end-of-course tests.

Resources for the Spring 2016 Administration

Preliminary Results for the Spring 2015 Administration

English Language Arts Test Results | Mathematics Test Results
Science Test Results | Social Studies Test Results

The new Ohio's State Tests in English language arts, mathematics, science and social studies were administered for the first time during the 2014-2015 academic year. The math and English language arts tests were produced by the Partnership for Assessment of Readiness for College and Careers (PARCC), of which Ohio was a member until July 1, 2015. Future tests in these subjects will be Ohio-specific tests developed by Ohio educators with the American Institutes for Research (AIR). The science and social studies tests will continue to be Ohio-specific tests developed by Ohio educators in cooperation with AIR.

In September the State Board of Education approved the recommended performance level scores for Ohio's State Tests as recommended by PARCC. The board's approval aligns Ohio with the same PARCC cut scores as every other state in the testing consortium. The board adopted science and social studies performance level scores as recommended by a panel of Ohio educators.

These preliminary results of the spring 2015 test administration have not been verified by schools or districts. The final figures may differ due to rescoring, late scoring and other changes.
The preliminary results could be different from your local report figures because none of the accountability rules are applied in the preliminary results.

English Language Arts Test Results
Includes results for Grades 4, 5, 6, 7, 8, 9 and 10

Mathematics Test Results
Includes results for Grades 3, 4, 5, 6, 7, 8, Algebra I, Geometry, Integrated Mathematics I and Integrated Mathematics II

Science Test Results
Includes results for Grades 5, 8 and Physical Science

Social Studies Test Results
Includes results for Grades 4, 6, American History and American Government

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Districts and schools will receive fall 2016 test results by December 30 for grade 3 English language arts and by February 27 for high school end-of-course tests. Printed family reports and score labels are due in districts on February 8 for the grade 3 English language arts test and on March 29 for the high school end-of-course tests.

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Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for 'Career and College Readiness' at High School Grades 9 and above. Some lessons are focused on developing math concepts, others on solving non-routine problems.

The Brief Guide for teachers and administrators (PDF) is recommended reading before using these lessons for the first time.

Each lesson is downloadable as an all-in-one PDF to print out, and a supporting PowerPoint presentation.

Finding a Lesson

There are several ways of navigating:

1. Use the menu on the left to browse by grade and topic area, or search for a key phrase.

2. Go to the Standards tab to find lessons linked to a particular content standard or practice.

3. The complete set of lessons is listed below in alphabetic order.

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Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for 'Career and College Readiness' at High School Grades 9 and above.

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Sintz/Erickson Algebra I PI-Score-Calculation Sheet Template and Priority Map Simulation 2019-20

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In case you want to level up with Algebra II using ACT Mathematics 

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In case you want to level up with Algebra II using ACT Mathematics 

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Find resources you need to guide students through the Level UP Your ACT® Math Score book below.

Level UP Your ACT® Math Score is designed to support student success on the math portion of the ACT® test. Students who have successfully completed the course increased their math subtest score by 3.4 scaled points, on average.

Level UP provides students access to instructional videos from licensed teachers, practice problems, quizzes, homework assignments and two full-length practice ACT® Math tests. Level UP is designed to increase student confidence on the math portion of the test through modeling, self-assessment and goal setting. The course is a hybrid approach that combines presentations, instructional videos and printed practice materials for students. This course can be facilitated by most adults, even if they are not math teachers. The Level UP Your ACT® Math book can be purchased on Amazon.com. Discounted rates are available for schools and non-profit organizations.
Course Design
Level UP Your ACT® Math Score was designed to be taught in 10, 90-minute sessions. The course is divided into three parts that correspond with the structure of the ACT® test itself: novice (three sessions), intermediate (three sessions) and advanced (two sessions). There are also sessions dedicated to the pre-test (at the beginning of the course) and post-test (at the end of the course). In each instructional session, students complete practice problems, watch video solutions and take two quizzes. Students complete brief self-assessments after every problem and quiz to encourage ownership for learning. Between most instructional sessions, there are two homework assignments. All practice problems, quizzes, homework assignments and practice tests are contained in the Level UP Your ACT® Math book. Students can access video solutions to every practice problem and homework assignment using QR codes in the book, or by searching the Summit Education Initiative YouTube channel.

Remember: Level UP is about student ownership, confidence and practice. Keep this in mind as you plan your work, and you are sure to be successful.
Session Descriptions
In the first session of the Level UP Your ACT® Math Score, students complete and score a full-length practice math test. This provides a baseline score for every student at the start of the program. After completing the test and the self-assessment, students also write down their goals for the post-test. When students set goals and write down a plan to achieve those goals, their scores improve.

Class 1: Simplify and Substitute to Solve

Class 2: Proportions, Percentages and Averages

Class 3: Algebra in Words

Class 1: Linear and Quadratic Functions

Class 2: Coordinate Geometry

Class 3: Advanced Algebra Topics

Class 1: Plane Geometry

Class 2: Trigonometry and Probability

The last session of the course is the post-test and final student self-assessment. We recommend taking some time at the end of this session to congratulate students for sticking with the program, and to celebrate student success. This is a good opportunity to remind students again that performing well on the ACT® Math test is about practice, strategy and confidence. Remind students how far they have come. Be sure to also remind students that the goal isn't to earn a perfect score on the test; the goal is to earn their perfect score - the best they can do on that given day.
What are Class Sessions Like?
Class sessions all follow a very similar pattern. This is the pattern:

Use the PowerPoint presentations provided (links at the bottom of this page) to stay on track. The presentations all follow the same format. Students see a practice problem called a "TIDBIT" and are given ONE MINUTE to solve the problem (you have to use your own timer).

After that minute, the NEXT slide has a video that shows the solution to the tidbit problem.

After every tidbit problem there is a "TAKE" problem. TAKE problems have a specific amount of time students are given (for example, students try to solve a "Take 40" problem in 40 seconds). Again, use your own timer.

The pacing for TAKE problems is used to help students bank time on simpler problems that they will need on harder problems.

All the tidbit problems and take problems are in the books. Students can do all their work in the books.

There is a "self- assessment zone" at the bottom of the page for every tidbit and take problem. REQUIRE students to use the self-assessment zones to quickly record their thoughts after each problem. Students will begin to see patterns that can help them make better decisions in the future. There are also QR codes in the self-assessment zones for every problem. If a student wants to re-watch a tidbit video - or if they want to see the solution to a take problem - they can scan the QR codes after class and review the videos on their own. Have students circle all the QR codes of the videos they want to watch later.

This is an important note: You do NOT have enough time to let students watch or re-watch videos during the class. The QR codes are there to take students directly to the videos on the YouTube channel on their own time. This is part of the "effort and attention" of the work. If you give students time to watch or re-watch videos during class, you will run out of time.

After several rounds of tidbits and takes, you will come to a quiz. The presentation will have a STOP SIGN, and the books will also say, "Stop here and take the quiz on page XXX."
Give students one minute per question to complete the quiz. So, a seven-question quiz should last seven minutes.

After each quiz there is an answer key and another self-assessment. These are VERY important ways for students to process their understanding for half a class session. Encourage students to use these tools in the course.

Take a (short) break after the first quiz every session to give students a chance to breathe. Then, jump right back into the work. Remind students that this is all about setting a race pace for the actual test. It's better to be tired after practice and win the game, than to take it easy and show up unprepared.

The answers to most of the questions are in the book!!! Remind students that there is no benefit in looking at answers. This is about working hard now so they can increase their skills. If they want to cut corners, they'll only be cheating themselves.

There are HOMEWORK assignments after most class sessions (between Class 1 and 2, and between Class 2 and 3 of each course). There are TWO homework assignments, appropriately named "the day after" and "so I don't forget." Encourage students to complete these. They should do the "day after" homework the day immediately following their class, and then the "so I don't forget" assignment about four to five days later, just before the next class session. There are QR codes for all the homework assignments, so they can watch the whole assignment being completed if they get stuck. Again, remind students that these videos are a safety net; the best way is to try at first on their own and then use the videos if they want to understand why they missed some problems.
Links to the Class Session Presentations
Below are the links to the PowerPoint presentations for each of the classes. Be sure to download the videos to a local drive (your computer or a flash drive) before trying to show them. The videos will not play if you run the presentation directly from Dropbox or from PowerPoint online.

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Level UP Your ACT Math Score Book Information for Teachers

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Level UP Your ACT® Math Score is designed to support student success on the math portion of the ACT® test. Students who have successfully completed the course increased their math subtest score by 3.4 scaled points, on average. Level UP provides students access to instructional videos from licensed teachers, practice problems, quizzes, homework assignments and two full-length practice ACT® Math tests.

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This is the worksheet to print for each teacher to count and record the number of students and their performance level.

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Establishing the Level UP Strategy with the TBT

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Establishing the Level UP Strategy with the TBT

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After the conversations per teacher, meet with the grade level teachers (content teachers from State tested areas).  You can utilize the same worksheet with combined  data per EOC.  In this session, you will focus on the overall PI for all students tested, for those who were tested out of cohort (i.e. 10th graders on the 9th grade assessment) and any sub-group performance that is concerning (i.e. low SES or gifted).

Walk them through each of the components and the calculation.

Walk them through the Item Analysis and look for Priority Standards.

Establish the Priority Standards that all who teach that subject area will address within the classroom.

Select the method of assessing the student performances to assure mastery prior to the end of first semester.  How will you know if the students have mastered the Priority Standards?  Generally you want two data points or more (i.e. iReady, short cycle teacher assessment, performance indicators from PBL)

Depending upon the team, breaking down the standards may be necessary.  For others moving to the pacing guides to make adjustments in order of standards, depth of knowledge, performance adjustments.

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High School Strategy Worksheet - Whitehall City Schools

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Mathematics State Test Blueprints and Resources

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Test Blueprint to Add Into Your Spreadsheet

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Test Blueprint to Add Into Your Spreadsheet

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Mathematics State Test Blueprints and Resources

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Looking for students for Tier 1 Curriculum Interventions  

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Looking for students for Tier 1 Curriculum Interventions  

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Algebra I PI-Score-Calculation Sheet Template and Priority Map Simulation 2019-20

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Algebra I 17-18

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Solving Linear Equations with Two Variables - Formative Assessment Lesson

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Solving Linear Equations with Two Variables - Formative Assessment Lesson

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Solving for Multiple Variables Example Formative Assessment Lesson

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Learning Progression

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Success Criteria

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System of Equations

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Learning Progressions Matt Locke and Barrett Wilson

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Looking for students for Tier 2 and 3 Curriculum Interventions  

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Looking for students for Tier 2 and 3 Curriculum Interventions  

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Algebra I "Bubble Tracker" TBT Simulation

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Algebra I "Bubble Tracker" TBT Simulation FH1