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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.

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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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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 classrooms.

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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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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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


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


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


Name of Service

Description Schedule NextSteps


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 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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Books Written by ATI Authors


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


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

Email

ISBN Topic Format Units Price Total

116904Developing Balanced Assessment Systems

114055Getting Started with Classroom Assessment for Student Learning

116934


vgoerjo, 08/08/13,

To fill in pricing information, contact Jacob Bruno, [email protected].

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116294Getting Started with Sound Grading Practices

23



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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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

25



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:

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