Template IntroductionThis is the template for the Assessment Training Institute (ATI). Please attach a copy of the brochure located on playbook when submitting this template.
The template is a word format so you can work in the document to include the customer’s name and your contact information. Any information that is highlighted needs your attention before you submit the proposal. Either fill in the information needed or delete the comment and text if you choose not to include the information in the proposal.
Scheduling and PricingPlease contact Jacob Bruno at [email protected] before you submit this proposal to verify that the appropriate staffing and pricing for this contract.
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Proposal for Name of District
Date
Assessment Training Institute
Leading the Change in Classroom Assessment Practices
VPBD or PDAE Name
Title
Phone Number
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
Executive SummaryPearson delivers proven education services with lasting results, supported by the strength of the industry’s top education thought leaders and authors. Our core mission is to help educators navigate fundamental and dramatic shifts in leadership and classroom practices, enabling states, districts, schools, and teachers to support and sustain the transformation and quality of instruction required for students to achieve college and career readiness in a competitive global economy.
For more than 20 years we have provided a deep portfolio of professional services that includes leadership support and intensive school- and system-wide instructional transformation services. Pearson’s Assessment Training Institute (ATI), is internationally recognized as a leading organization in professional development in improving classroom assessment practices for all educators. ATI works nationally with state departments of education, educational service agencies, educational consortia, and large and small school districts to implement balanced assessment systems and to foster the development of assessment literacy—the knowledge, skills, and attitudes needed by all educators to use assessment instruments and results to improve student learning.
ATI can help realize assessment-informed instruction by:
Using classroom assessment in daily instruction to improve student learning, not just measure it
Involving students in the assessment process, preparing them to self-assess, set goals, and communicate about their own learning
Providing students with a clear picture of competence before they reach to achieve it
Creating a balanced assessment system that both supports and reports student learning
ATI was founded in 1992 by Rick Stiggins to help classroom teachers develop skills needed to gather accurate information and to use the assessment process and its results effectively to improve student achievement. Our work is grounded in the concept of student-involved classroom assessment. We are guided by the belief that helping students see themselves as learners is central to their academic success and that assessment practices are key to developing their competence and confidence. Through our work, it is our goal to empower educators to:
Translate content standards into classroom-level learning targets
Develop and use high-quality assessments in the classroom
Make student achievement accessible through effective communication of goals
Engage in accurate standards-based grading practices
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
Use assessment as a part of instruction to maximize learning
Offer effective feedback that students can and will act upon
Make students active partners in their learning through developing skills of self-assessment and goal setting
Featured ExpertsAuthors Rick Stiggins, Jan Chappuis, Steve Chappuis, Judy Arter, Carol Commodore, and Ken O’Connor have developed professional learning services based on their books treating the range of assessment-related topics: creating high-quality classroom assessments, using formative assessment strategies effectively in the classroom, leading professional development in assessment competencies, ensuring that balanced assessment systems are in place at the district and school levels, and standards-based grading practices. Additional information about the books by these authors is available at the end of this proposal.
Our ATI presenters are classroom teachers and administrators who have successfully implemented effective classroom assessment practices in their schools and districts. They have been selected and trained by our authors to deliver this content based on their experience and expertise.
About ATI’s Conferences and Services All ATI programs and materials are aimed at one goal: to promote accurate and effective assessment practices in each school, district, and state. Our program consists of books, materials and services, all of which are designed to implement change at the district, school, and classroom levels.
ATI conferences and workshops offer an introduction to new ways of thinking about and acting upon key assessment proficiencies. We have developed a variety of workshop options to meet the diverse needs of organizations at all levels--from the central office to the classroom. All will lead to effective implementation of sound assessment practices when supported by learning team services.
Through ATI services, we endorse a learning-team approach to develop classroom assessment expertise that is flexible, job-embedded, and cost-effective. Hands-on practice allows teachers and administrators to learn how to make assessment an integral part of teaching and of their students' learning experience.
Based on findings from professional development research, educators learn best when the experience is collaborative, provides active learning opportunities right in the classroom, and focuses on student learning. In addition, few activities are more powerful for professional learning than reflection on practice. ATI’s learning team materials allow participants time to study individually, to try out new ideas in the classroom, and to reflect on their learning with colleagues in small groups.
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ATI Services at a Glance
Types of Offerings Description Audience Level of Delivery
Developing Balanced Assessment Systems Workshop
Prepares district and school leaders to create the conditions necessary to support a balanced assessment system.
District and school administrators
District, regional, state, national
Getting Started Workshops
Prepares teachers to implement five keys to assessment quality, formative assessment practices, and standards-based grading practices
Teachers, school administrators
School, district, regional
Formative Instructional Practices Online Learning Course & Support Services
Builds foundational knowledge about formative instructional practices and their application to Common Core Standards in elementary, middle, and high school class- rooms.
Teachers, administrators, professional learning facilitators
School, district, regional, state
Leading Professional Development Workshops
Prepares a cadre of selected staff to introduce concepts of assessment quality and assessment for learning, then facilitate learning team continued study and implementation
District and school administrators, professional learning facilitators, teacher leaders
District, regional, state, national
Capacity Builder Plus: Developing an Assessment Cadre
Creates a local assessment cadre prepared to deliver one or more of the “Getting Started” workshops at the school, district, or organization level.
Large school districts, consortia, state departments of education
District, regional, state
July Assessment Conference
December Grading Conference
Provides interaction with authors, experts, and effective practitioners on current issues surrounding classroom assessment at the classroom and leadership levels.
All education faculty National
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Power Your Professional Learning Pathwith Pearson’s Professional Development ServicesATI professional development can help leaders and educators understand how to create, analyze, evaluate, and apply the research-based conditions necessary to support a balanced assessment system. This system enables personnel at any level to use both formative and summative assessments to increase as well as measure accurately student progress toward mastery of the common core and college and career readiness standards.
Collaborating on a Road Map[NAME], your account executive, will work with you to determine the most effective road map to meet specific training and professional needs. Initial planning will include the following:
Identifying goals and objectives for improving school, district, or state assessment practices
Identifying the need in current assessment practices, which will serve as a building block for attaining goals
Designing an appropriate training and professional development plan and delivery format
Educators participating in professional development in assessment from Pearson will be able to deliver research-based, effective formative and summative assessments that are based in best practices. Our experience, deep and broad-reaching support services, and highly-qualified education consultants provide best practices for an effective, efficient implementation process.
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The goals of professional development are:
Improved student learning through assessment practices
Commitment to teacher and administrator support in order to obtain the proven research-based results
Improved student confidence and competence
Professional growth resulting in long-term benefits for student achievement
ATI WorkshopsDeveloping Balanced Assessment Systems. This workshop helps district and school leaders create the conditions necessary to support a balanced assessment system. Participants will learn to understand the components of excellence in assessment, examine the seven actions they can take to realize the vision of excellence, self-evaluate their understanding of the process, and develop an action plan to achieve balance and quality in their local assessment system. For additional information about this workshop, please see Appendix A.
Getting Started (GS). These three professional development offerings give teachers an in-depth overview of assessment knowledge and skills in three areas: assessment quality, formative assessment, and standards-based grading. These one-day workshops include hands-on practice and are designed to “jump-start” deeper learning and continued application over time through learning team participation. These workshops are available at the school, district, and regional levels. For additional information about these workshops, please see Appendix B.
All ATI offerings are structured to promote continuedlearning and ongoing implementation
Formative Instructional Practices (FIP) Online Learning Course & Support Services. These online learning courses teach the foundations of formative assessment in a blended learning approach and include materials for learning team discussion and implementation. Support services for implementing blended learning with the course are also available. This course is available at the school, district, regional, and state levels. For additional information about these online learning courses, please see Appendix C.
Leading Professional Development (LPD). These two offerings help districts and schools develop the content knowledge of teams tasked with leading assessment literacy professional development. These two-day workshops prepare participants to give an introductory presentation consisting of an in-depth overview of the content and then to facilitate a continued learning experience using the text as the focus
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of study. These workshops are available at the district, regional, and state levels as well as national. For additional information about these workshops, please see Appendix D.
Capacity Builder Plus: Developing an Assessment Cadre. This option accommodates large districts or consortia interested in a total scale-up implementation. Pearson trains and prepares a select cadre of local presenters to offer one of the three “Getting Started” workshops throughout the district or organization for a period of two or more years. Once trained, the cadres have access to ATI materials: PowerPoint® deck, facilitator handbook, participant workbook, and any electronic files needed for duplication, associated with the one-day workshop. This option is available at the district, regional, and state levels. For additional information, please see Appendix E.
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ATI Conferences
Classroom Assessment for Student Learning ConferenceThis 3-day international conference in July focuses on current issues surrounding classroom assessment at the classroom and leadership levels. Keynotes and breakout sessions elaborate on the connections between assessment and teacher effectiveness, teaching and assessing for creativity, links to assessment and subject-area instruction, assessment and motivation, and high-impact formative assessment practices.
Keynote presenters have included nationally and internationally known Rick Stiggins, James Popham, and Charlotte Danielson to deepen understanding of what it means to be “assessment literate”.
Sound Grading Practices ConferencePresentations at this December conference provide both classroom teachers and school/district leaders with a deeper understanding of the issues involved in sound grading practices, as well as practical strategies and alternatives, to change how students are graded.
Grades are only as accurate as the assessments upon which they are built. Grades can decrease in accuracy if the procedures used to arrive at the final grade aren’t sound and if there are variables included in the grade that are unrelated to subject matter mastery.
For a complete conference program description or to register for a conference, please visit www.ati.pearson.com
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
Appendix A—Developing Balanced Assessment SystemsIn this one- or two-day workshop, school district leadership teams learn how create the conditions necessary to support a balanced assessment system. We help participants explore the following questions:
Is your district assessment system working well to meet the information needs of all stakeholders?
Do your policies reflect an understanding of the roles that formative and summative assessment play in a healthy assessment environment?
Do your administrators know how to support the development of sound assessment practices at the classroom, school, and district levels?
Goals of the WorkshopBased on the content of the text Assessment Balance and Quality: An Action Guide for School Leaders, this session has two broad goals:
To deepen participants’ understanding of a vision of excellence in assessment that centers on three big ideas: the meaning and importance of balanced assessment, quality assessment, and assessment for learning.
To prepare participants to audit their own system against seven actions to make this vision a reality.
To accomplish the goals, participants will learn how to do the following:
Understand the components of excellence in assessment
Examine seven actions to take to realize the vision of excellence in assessment:
1. Balance your assessment system 5. Build communication systems that both support and report learning
2. Refine achievement standards 6. Motivate students with learning success
3. Ensure assessment quality 7. Promote the development of assessment literacy
4. Help learners become assessors by using assessment for learning strategies in the classroom
Conduct a self-evaluation at the school, district, or organization level based on the seven actions
Develop an action plan to achieve balance and quality in their local assessment system
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
Target AudienceSchool administrators, district administrators, and other educators who have responsibilities for designing or monitoring local assessment systems
Materials Provided The text Assessment Balance and Quality: An Action Guide for School Leaders, 3rd edition, by Steve
Chappuis, Rick Stiggins, and Carol Commodore
A workbook with action planning guidance
Appendix B—Getting Started
Getting Started
Name of Service
Description Teaches Participants Materials Provided
Getting Started with Classroom Assessment for Student Learning
Target AudienceSchool administrators, professional learning facilitators, teachers
This one-day workshop is designed to deepen participants’ understanding of the five keys to classroom assessment quality. At the close of the workshop, participants will be ready to use the text to create high-quality classroom assessments and to use their results both formatively and summatively.
Differentiate formative and summative types of assessment and their uses
Establish clear learning targets
Deconstruct complex content standards into classroom-level learning targets
Select assessment methods that match learning targets
Involve students in the assessment process
Continue the study and application of quality assessment practices with the book Classroom Assessment for Student Learning: Doing It Right—Using It Well
Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd edition
A workbook with planning information for learning team facilitation
Getting Started with Seven Strategies of Assessment for Learning
Target Audience:
This one-day workshop, featuring Seven Strategies of Assessment for Learning, is designed to deepen understanding of research-based, high-impact formative assessment practices. At the close of the workshop, participants will be ready to
Develop student understanding of the learning targets at the focus of instruction
Provide descriptive feedback effectively and efficiently
Teach students to self-assess and set goals
Seven Strategies of Assessment for Learning by Jan Chappuis
A workbook with planning information for learning team facilitation
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Getting Started
Name of Service
Description Teaches Participants Materials Provided
School administrators, professional learning facilitators, teachers
use the text in continued study and implementation of these practices.
Continue the study and application of formative assessment practices with the book Seven Strategies of Assessment for Learning by Jan Chappuis
Getting Started with Sound Grading Practices
Target Audience:School administrators, professional learning facilitators, teachers
This one-day workshop, based on the text A Repair Kit for Grading: 15 Fixes for Broken Grades, 2nd edition is designed to deepen understanding of standards-based grading practices that support learning. At the close of the workshop, participants will be ready to use the text in continued discussion and implementation of these practices.
Understand basic perspectives on grading from current experts in the field
Determine grades so that they are accurate representations of student learning
Identify and control for sources of bias that can distort grades
Work with colleagues to establish grading practices that support the learning process
Understand how to report student achievement using standards-based grades
Continue the study and application of standards-based grading practices with the book A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor
A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor
A workbook with action planning guidance
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Appendix C—Formative Instructional Practices Online Learning Course & Support Services
Formative Instructional Practices Online Learning
Foundational Modules Leadership Modules Common Core Application Modules Transitioning to the Common Core
Modules 1– 5 teach how to implement effective formative instructional practices in every classroom.Module 1Introducing Formative Instructional Practices--Clarifies which formative practices have the highest impact on learningModule 2 Creating Clear Learning Targets—Teaches how to ensure content standards are clear to the teacher and studentModule 3Collecting and Documenting Evidence of Student Learning—Focuses on collecting accurate evidence of learning and strategies for documenting formative assessment resultsModule 4 Analyzing Data and Providing Effective Feedback—Explains how to analyze different sources of information to planfurther instruction and how to use that information to provide actionable feedbackModule 5 Involving Students: Peer Feedback, Self-Assessment, and More—Shows how to prepare students to give each other
Modules 6–7offer leadership guidance for initiating and sustaining implementation.Module 6Leading Formative Instructional Practices—Explains how to plan for and promote a systematic approach to adopting and sustaining formative instructional practices throughout the systemModule 7Coaching Formative Instructional Practices—Teaches how to use the modules in a blended learning experience, provide teachers with effective feedback, and employ resources and strategies that support formative instructional practices.
Modules 8–13 provide additional guidance and practice with deconstructing standards, classifying learning targets, creating student-friendly versions of learning targets, and organizing targets into logical progressions for learning, focused on the Common Core State Standards.Module 8Creating Clear Learning Targets in ELA in Elementary SchoolModule 9 Creating Clear Learning Targets in ELA in Middle School Module 10Creating Clear Learning Targets in ELA in High SchoolModule 11Creating Clear Learning Targets for Mathematics in Elementary SchoolModule 12Creating Clear Learning Targets for Mathematics in Middle SchoolModule 13Creating Clear Learning Targets for Mathematics in High School
Modules 14–15 provide exemplars of how the four core components of formative instructional practices (FIP) work together in a specific Common core subject.Module 14Advancing Formative Instructional Practices through Professional Learning TeamsModule 15The Core Components of Formative Instructional Practices in Action
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Formative Instructional Practices Online Learning
Foundational Modules Leadership Modules Common Core Application Modules Transitioning to the Common Core
effective feedback; self-assess; create specific and challenging goals; and track, reflect on, and share their learning with others
Appendix D—Leading Professional DevelopmentLeading Professional Development
Name of Service
Goals of Workshop Learning Targets Description Materials Provided
Leading Professional Development in Classroom Assessment for Student Learning
Target Audience:School Administrators, district administrators, staff development specialists, teacher leaders
This workshop has four broad goals: To deepen
understanding of the five keys to classroom assessment quality: ○ Clear Purpose○ Clear Targets○ Sound Design○ Effective
Communication○ Student
Involvement To provide practice
with each key to quality
To prepare participants to
To accomplish the goals, participants will learn how to do the following: Determine assessment purpose
(formative or summative) Establish clear learning targets Deconstruct complex content standards
(such as the CCSS) into classroom-level learning targets
Convert learning targets to student-friendly language
Audit an assessment for clear targets and the match to what was taught
Select the appropriate method(s) to assess specific learning targets
Follow the steps in planning a formative and a summative assessment
Design assessments so that students can self-assess and set goals for further learning based on the results
In this two-day workshop, participants learn how to ensure that high-quality classroom assessment practices are in place in their schools and districts. The workshop provides the knowledge and materials needed to introduce the concepts of assessment quality to others. In addition, it provides the foundation needed to facilitate effective professional learning in classroom assessment using a learning team model of implementation.
The text Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd edition, by Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judy Arter.
A CD with introductory presentation PowerPoint® slides, handouts, and talking points.
A workbook with planning information for learning team facilitation.
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Leading Professional Development
Name of Service
Goals of Workshop Learning Targets Description Materials Provided
introduce key concepts to others
To prepare participants to plan and manage learning-team-based study with the text Classroom Assessment for Student Learning: Doing It Right—Using It Well
Set up a system for students to track their learning
Introduce the five keys of classroom assessment quality to others
Plan and facilitate continued learning with the text Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2nd edition
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Leading Professional Development
Name of Service
Goals of Workshop Learning Targets Description Materials Provided
Leading Professional Development in Seven Strategies of Assessment for Learning
Target Audience:School Administrators, district administrators, staff development specialists, teacher leaders
This session has four broad goals: To deepen
participants’ understanding of how assessment for learning practices can be woven into daily teaching activities
To provide practice with each of the seven strategies
To prepare participants to introduce key concepts to others
To prepare participants to plan and manage learning-team-based study with the text Seven Strategies of Assessment for Learning
To accomplish the goals, participants will learn how to do the following: Help students develop a clear vision of
the intended learning Use examples and models to
communicate level of quality desire. Provide descriptive feedback effectively
and efficiently Teach students to self-assess and set
goals Focus instruction and offer opportunities
for focused revision Prepare students to track, reflect on, and
share their learning progress Introduce the Seven Strategies of
Assessment for Learning and the underlying research base to others
Plan and facilitate continued learning with the text Seven Strategies of Assessment for Learning
In this two-day workshop, participants learn how to ensure that effective formative assessment practices are part of regular practice in their schools and districts. The workshop teaches the principles of assessment for learning: how teachers and students can use the assessment process and its results to improve learning. In addition, it provides the foundation needed to facilitate effective professional learning in formative assessment practices using a learning team model of implementation.
The text Seven Strategies of Assessment for Learning, by Jan Chappuis
A CD with introductory presentation PowerPoint, handouts, and talking points
A workbook with planning information for learning team facilitation.
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Appendix E—Capacity Builder Plus: Developing an Assessment Cadre
Capacity Builder Plus: Developing an Assessment Cadre
Name of Service
Description Schedule NextSteps
Capacity Builder Plus: Developing an Assessment Cadre
Target Audience:School and district administrators, staff development specialists, teacher leaders
Build organization-wide capacity by working with Pearson ATI to create your own cadre of classroom assessment specialists to become trainers using ATI-developed materials. This option, for large districts or consortia interested in a total scale-up implementation, prepares a select cadre of presenters to offer one of three Pearson ATI one-day workshops:
Getting Started with Classroom Assessment for Student Learning
Getting Started with Seven Strategies of Assessment for Learning
Getting Started with Sound Grading Practices
Initial preparation of the assessment cadre: 3 days
Limited to 25 participants to ensure quality and fidelity.
1 follow-up day is also recommended to take place after a cadre has delivered one or more workshops. An Organization/ School District can elect to add days at its discretion, on mutually agreed-upon topics, to the preparation of a cadre of presenters
The Organization/School District can elect to train one or more cadres
After cadres have been trained, Pearson ATI grants use of the PowerPoint® deck, facilitator handbook, and participant workbook associated with the one-day workshop for the express purpose of use within the organization.
Under the site license agreement that accompanies this model, Pearson provides the electronic files for duplication and grants the district permission to copy and use the materials for a period of two or more years.
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Books Written by ATI AuthorsBooks Written by ATI Authors
Title of Book Description
Classroom Assessment for Student Learning: Doing It Right— Using It Well
By: Jan Chappuis, Rick Stiggins, Steve Chappuis, & Judith Arter
The 2nd Edition is a combination textbook and workbook grounded in research shown to increase student motivation and learning through improved classroom assessment. Presented in a format appropriate for use by individuals or collaborative learning teams, the book teaches two central concepts: How to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement.
Seven Strategies of Assessment for Learning
By: Jan Chappuis
This practical book organizes research-based recommendations about classroom assessment practices around three formative assessment questions: “Where am I going?”; “Where am I now?” and “How can I close the gap?” The framework is sequenced so that you can easily weave assessment for learning practices into daily teaching and assessment activities.
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
Books Written by ATI Authors
Title of Book Description
Repair Kit for Grading, A: Fifteen Fixes for Broken Grades with DVD
By: Ken O’Connor
Communicating about student achievement requires accurate, consistent, and meaningful grades. In many schools, grades are “broken” and teachers and schools need a “repair kit” to fix them. A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e gives teachers and administrators 15 ways to make the necessary repairs.
Assessment Balance and Quality: An Action Guide for School Leaders
By: Steve Chappuis, Carol Commodore, Rick J. Stiggins
Assessment Balance and Quality: An Action Guide for School Leaders, 3/e, is designed to enhance administrators’ understanding of sound assessment practice and to offer a clear vision of what excellence in assessment looks like systemwide. It includes seven essential assessment actions schools and districts can take to realize that vision.
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Books Written by ATI Authors
Title of Book Description
Creating & RecognizingQuality Rubrics
By: Judith A. Arter & Jan Chappuis
Teachers learn to choose or develop sound instructional rubrics and to use rubrics effectively with students to maximize learning. An accompanying CD contains more than 25 sample rubrics.
Understanding School Assessment: A Parent and Community Guide to Helping Students Learn
By: Jan Chappuis & Steve Chappuis
Understanding School Assessment will help parents and community members understand the important role classroom assessment plays in school improvement and student achievement. This book will help you work knowledgeably with parents and community members to create the best educational environment possible for all children in your community.
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SummaryChallenges to US education have never been more complex or consequential. Pearson has the staff capacity, scope of products and services, and depth of experience to provide strategic education solutions for improved student achievement.
Your Pearson Team
Name Position email Mobile
About PearsonPearson reaches students and changes lives by improving the quality of instruction in all classrooms, enabling states, districts, schools, and teachers to navigate fundamental and dramatic shifts in instructional leadership and classroom practices. We develop and deliver trusted, relevant, research-proven comprehensive services around our innovative and targeted professional development services, instructional solutions and materials, and education technologies. All of our comprehensive services are aligned with and help schools meet the Common Core State Standards. They empower and engage students to help them meet and sustain the highest achievement standards, no matter where they start.
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How to Order
Send purchase orders to:
Pearson
P.O. Box 2500
Lebanon, IN 46052
FAX: 877-260-2530
Email: [email protected]
Professional Development Summary Sheet
School/District
Address
Contact
Phone FAX
ISBN Topic Format Units Price Total
116904Developing Balanced Assessment Systems
114055Getting Started with Classroom Assessment for Student Learning
116934
Getting Started with Seven Strategies of Assessment for Learning
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
ISBN Topic Format Units Price Total
116294Getting Started with Sound Grading Practices
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
ISBN Topic Format Units Price Total
Formative Instructional Practices Online Learning Course & Support Services
Module 1—Introducing Formative Instructional Practices
Module 2—Creating Clear Learning Targets
Module 3—Collecting and Documenting Evidence of Student Learning
Module 4—Analyzing Data and Providing Effective Feedback
Module 5—Involving Students: Peer Feedback, Self-Assessment, and More
Module 6—Leading Formative Instructional Practices
Module 7—Coaching Formative Instructional Practices
Module 8—Creating Clear Learning Targets in ELA in Elementary School
Module 9—Creating Clear Learning Targets in ELA in Middle School
Module 10—Creating Clear Learning Targets in ELA in High School
Module 11—Creating Clear Learning Targets for Mathematics in Elementary School
Module 12—Creating Clear Learning Targets for Mathematics in Middle School
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ISBN Topic Format Units Price Total
Module 13—Creating Clear Learning Targets for Mathematics in High School
Module 14—Advancing Formative Instructional Practices through Professional Learning Teams
Module 15—The Core Components of Formative Instructional Practices in Action
Leading Professional Development in Classroom Assessment for Student Learning
Leading Professional Development in Seven Strategies of Assessment for Learning
Capacity Builder Plus: Developing Assessment Cadre
0132548755Seven Strategies of Assessment for Learning
By: Jan Chappuis
0132488639Repair Kit for Grading, A: Fifteen Fixes for Broken Grades with DVD
By: Ken O’Connor
013254878x
Assessment Balance and Quality: An Action Guide for School Leaders
By: Steve Chappuis, Carol Commodore, Rick J. Stiggins
0132548690 Creating & Recognizing
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Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)
ISBN Topic Format Units Price Total
Quality Rubrics
By: Judith A. Arter & Jan Chappuis
0132548739
Understanding School Assessment: A Parent and Community Guide to HelpingStudents LearnBy: Jan Chappuis & Steve Chappuis
TOTAL
The maximum number of participants per session is thirty (30) unless otherwise noted.
AE PDAE
Phone Phone
Email Email
Date
Session Details: