Assessment to Inform Learning 

January 5th, 2017  3:30-4:30 pm

This webinar will address the power of effective formative assessment in supporting English language learner students to achieve the language and learning expectations of college- and career ready mathematics standards.

In addition to highlighting specific practices of formative assessment that teachers use in their classrooms, there will be a discussion of how principles of learning underlie and are implemented in formative assessment practices, and how student involvement is integral to effective assessment.

The webinar will draw on chapters from the bookEnglish Learners and the New Standards by Margaret Heritage, Aída Walqui, and Robert Linquanti.

Please share with any interested colleagues!

Margaret Heritage joined WestEd as Senior Scientist in October 2014 after 12 years as an Assistant Director at the National Center for Research on Evaluation, Standards and Student Testing, UCLA. Heritage’s current work focuses primarily on formative assessment and innovative ways to support teachers’ classroom assessment practice.

Summative Assessment to Inform Learning - January 31, 2017 3:30p - 4:30p

The final webinar in this series explores summative assessment policy and practice for English learners (ELs). In particular, Robert will examine key issues and opportunities in defining ELs, and in assessing ELs’ linguistic and academic progress under new math standards and corresponding English language proficiency standards. He will also highlight more nuanced approaches to EL assessment and accountability that send clearer signals to educators and that can support continuous improvement of policy and practice.

The webinar will draw on chapters from the book English Learners and the New Standards by Margaret Heritage, Aída Walqui, and Robert Linquanti.

Please share with any interested colleagues!

Robert Linquanti is Project Director and Senior Researcher at WestEd. He helps states and school districts strengthen their assessment, evaluation, and accountability policies, practices, and systems for English learners (ELs).

His current work includes supporting states in implementing ESSA for ELs; helping state and local educators implement new content and English language proficiency (ELP) standards and assessments; and co-leading a U.S. Department of Education-sponsored multistate project exploring innovative assessment and accountability for recently-arrived ELs.

We are excited about the kick-off of the official Opt-In Learning Strands for 2016-17!


Search for the "Opt In Learning Official Strands" page to learn more about getting involved.

Is your district looking for a quick classroom observation model? 

Elk Grove's Leadership Team has been utilizing a "FAST" (Fair, Accurate, Specific, Timely) formative feedback process for their teachers that is helping to transform classroom instruction. They have taken Dr. Kanold's philosophy to heart and actively are working to provide teachers (and students!) authentic and timely feedback.                           






  • Team of 3-5 District Administrators or Math Specialists visit a school site
    • The Principal is part of walking the classrooms
  • One member from this team previously communicated with PLC site based leaders to organize the classroom visits and ensure teachers were comfortable with a team of folks observing. 
  • The District team spends 30 minutes observing the classroom environment. 
  • After this time period, the teacher is pulled outside the class with a Math Specialist "substituting" for ~5 minutes while this teacher receives real-time feedback to improve his/her instruction. 
  • Within 5 minutes, the teacher is back in the classroom with positives and critical feedback to help move her CCSS-M implementation forward. 
  • On to the next classroom... 
  • At the end of the visit, the District Admin and Specialist team meets with the school site leadership team and debriefs areas of strength and areas of growth. 

Oceanside Unified VisionAll students will demonstrate their thinking, both verbally and in writing, to show understanding of their learning. 

Oceanside Unified is a special place, working hard to push their vision for Common Core Math implementation forward. Check out the below information to gain quick insight into the incredible work their team is doing. Thank you to Eric and Mandy for showcasing their district to our community! 


In this 2nd grade classroom, students were expected to use arrays to discover how many different ways they could create a classroom with 20 desks. Students were encouraged to find multiple different representations and share their reasoning with others. In the Common Core State Standards, arrays are introduced in Kindergarten with the 10 frame and utilized throughout Elementary School to assist in proficiency with multiplication, division, and later fractions.  



Middle School: 

In this 6th grade classroom, students were asked to create expressions in order to discover who owned the most land in each section. Students were provided pieces of “land” to assist in using what they knew to solve new problems while simultaneously looking for rules and patterns. 



SMP Highlight: 

The Standards for Mathematical Practices were alive and customized in all classrooms! Students actively engage with their SfMP worksheet which remains in the middle of their 4 desk pod. Below is a tool created by one Middle School teacher.


#1: I can solve problems without giving up                                           #2: I can think about numbers in many ways                                       #3: I can explain my thinking and try to understand others             #4: I can show my work in many ways                                                       #5: I use math tools and explain why I used them                                 #6: I can work carefully and check my work                                   #7: I can use what I know to solve new problems                           #8: I can solve problems by looking for rules and patterns