c: ~ Formative Tools for Knowing Wha., Page 1 of 2 T 2.0 Informational, Grade 3: Objective 2.A.4.c: Formative Tools for Knowing What Students Know DISCUSSION Only when teachers know where their students are in relation to the objectives they are responsible for do they have the information they need to inform instruction. To do that, teachers must + Identify characteristics of proficiency on an objective using a specific assignment/assessment + Diagnose student strengths and needs on the performance + Determine next instructional steps based on the diagnosis ‘The following discussion by a team of Maryland teachers models the process of defining proficiency, diagnosing student performance and deciding what they need to do next About the Protocol Used | Using this Tool http://hillcrestandmain.com/formative/reading/grade3/2A4e/discu instructionally for their students. Discussion Participants: Lani Seikaly, facilitator + Mark Moody, process observer Vesternpoct Elementary Westemport Elementary ‘Alegany County Puble Allegany County Pubic Aleta Frarenbaker Nancy Howse Teacher Reading Supervisor Teacher ‘Mlegany County Pubic Schools Schoo. School Schools Objective 2.A.4.c State and support main ideas and messages Clarification of Indicator and Objectives Question Why is “Brainy Birds” a good title for this article about ravens? Use information from the article to support your answer. (Acrobat) Defining Proficiency on this Question In the first part of this protocol, a team of teachers work through the process of reaching consensus on what the team believes constitutes a proficient response on a selected text and question. Only after we have agreed on what constitutes a proficient response are we able to diagnose student strengths and needs. Diagnosing Student Strengths and Needs to Inform Instruction ‘Once proficiency has been defined, the team Is ready to examine student performance against your proficiency criteria, ‘Teachers must shift their mindset from a summative examination to a formative examination of student performance. In many cases teachers have spent a great deal of time sorting student responses (either by letter grades or by rubric scores) and virtually no time diagnosing what students Ericka MeKenney ‘Northeast Elementary Billegany County Publ CT Kim Seth Panapa {George's creek Elementary ‘Alegany County Pubic Schoo ‘Audio Discussions Defining Proficiency Getting on the Same Page Diagnosing Student Strengths and Needs: Ast Classroom 2nd Classroom 3rd Classroom Handouts Question and Text (Acrobat, 56K) Proficient Response 9/6/2013