Coastal Plains RESA Assessment Literacy: Leading Formative Instructional Practices January 28 and February 25 Session One: Modules 1, 2, 3 Session Two:

Coastal Plains RESA

Assessment Literacy: Leading Formative Instructional Practices

January 28 and February 25Session One: Modules 1, 2, 3Session Two: Modules 4, 5, 6

Coastal Plains RESA 2013-14

Reading: Leadership Role in FIP(white handout on table)

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Use a close reading strategy.Underline and circle…with a purpose.

Summarize what the author is saying in the left margin.

Ask questions in the right margin. Schmoker. Results Now, p. 1-3, 10-12.DuFour. Leaders of Learning, p. 4-7.Marzano. School Leadership that

Works, p. 8-9.


Reading: Leadership Role in FIP

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Steps

1. First Round: Each person shares a sentence from the document that he/she thinks/feels is particularly significant.

2. Second Round: Each person shares a phrase that he/she thinks/feels is particularly significant. The scribe records each phrase.

3. Third Round: Each person shares the word that he/she thinks/feels is particularly significant. The scribe records each word.

4. The group discusses what they heard and what it says about the document.

5. The group agrees on the words and phrases that summarize the key points in the readings.

6. The group debriefs the text rendering process.

Take a few moments to review the document and mark the sentence, the phrase, and the word that you think is particularly important. Choose a facilitator and a scribe for your table.

Text Rendering Protocol


Norms

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Be on time.Place cell phones on silent.Actively listen and participate.Limit sidebar conversations (take notes to discuss later).

Assume good will and positive intent.Observe the work time limit.Use electronic devices for group work only.End on time.Clean your work area.Laugh often. Celebrate success!


Wi-Fi Protocol

Please connect only ONE device to Wi-Fi.WiFi in Auditorium

The north side of the room will access RESA Hall 2.The south side of the room will access RESA Hall 1.The front of the room will access RESA Lab.

WiFi in AnnexThe north side of the room will access resaannex.The south side of the room will access annex hall.

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Leading Formative Instructional Practices Learning Targets

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Understand what formative instructional practices are.

Become familiar with key research findings related to the effects of formative instructional practices on student achievement.

Understand the benefits of clear learning targets.Know how to ensure learning targets are clear to

the teacher.Know how to ensure learning targets are clear to

students.Know how to collect accurate formative evidence

of learning.Know how to document formative evidence of

student learning.

Record your personal learning targets for this session on the yellow sheets.


Preview Module 6 Leading FIP Learning Targets

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How do Formative Instructional Practices connect to Leader

Keys, Teacher Keys, CCRPI, …?

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Teacher Keys Effectiveness System

Leader Keys Effectiveness System


FIP: Alignment to Leader Keys

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1. Instructional LeadershipThe leader fosters the success of by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.3. Planning and AssessmentThe leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures.6. Teacher/Staff EvaluationThe leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.


Performance Standard 6: Assessment Uses

The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.


Performance Standard 4: Differentiated InstructionThe teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.


M1: Introduction to Formative Instructional Practices

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Section 1 Activity 1: Misconceptions about Formative Instructional Practices (HO, p.3)

Work in pairs to discuss, select an answer, and record reasons.

Watch Adkins and Smith in M1, p. 32.Compare and contrast formative and summative

assessment.Create double bubble to show similarities and

differences. Refer to misconceptions discussion, to Mr. Adkins and Mr. Smith, and to key terms on page one of the Module Overview.

Complete Formative or Summative? (Download B).

LT: Understand what formative instructional practices are.


Key Terms: Formative Assessment: The formal and informal processes

that teachers and students use to gather evidence for the purpose of improving learning. Formative assessment is also referred to as assessment for learning.

Formative Instructional Practices: The term we use to refer to the practice of formative assessment and assessment for learning. Formative instructional practices are the formal and informal ways that teachers and students gather and response to evidence of student learning.

Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

Learning Targets: Statements of intended learning—what students should know and be able to do.

M1: Introduction to Formative Instructional Practices

Module Overview, p. 1.


M1: Introduction to FIP

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Activity M1, p. 20.Choose the three (3) formative instructional practices that have been identified as particularly effective in improving student achievement (high impact).

LT: Become familiar with key research findings related to the effects of formative instructional practices on student achievement.



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Reflect and record evidence of your progress toward the learning targets you set for this session.

What changes would you like to see• in teacher

actions?• in student

actions?


M2: Clear Learning Targets

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Section 1 Activity 1: What Leaders, Teachers, Coaches, and Students Say About Clear Learning Targets (HO, p.3)Work in pairs to discuss, select an answer, and record your

reason for your choice.

Review Learning Target Types (Download C).Learning Target Types Activity M2, p. 22.Section 1 Activity 2: Critiquing Deconstructed

Standards (HO, p. 5)Review Deconstructed Reading Standard

(Download D).

Understand the benefits of clear learning targets.Know how to ensure learning targets are clear to the teacher.Know how to ensure learning targets are clear to students.


M2: Clear Learning Targets

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Review Benefits of Clear Learning Targets (Download B)

Section 1 Activity 2: Sharing and Ensuring Students Understand Learning Targets (HO, p. 6)Read scenario.Discuss how teacher or team ensures students

understand the learning target.What strategies to make learning targets clear

to students have you seen in classrooms in your school/district?

Understand the benefits of clear learning targets.Know how to ensure learning targets are clear to the teacher.Know how to ensure learning targets are clear to students.


Are the learning targets made clear? How?



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actions?


M3: Collecting and Documenting Evidence of Student Learning

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Design Elements and Assessment Types, M3 p. 9.What are the assessment design elements?What are the methodology assessment types?Review key terms p. 1 of Module Overview.

Section 1 Activity 2: Test Blueprint Exercise (HO p.5-7)M3, p24 blueprint example.Work with table group to complete target type and

assessment method.Read Audit an Assessment for Clear Learning Targets

(Download C). Discuss if teachers in your school/system have a similar process.

Know how to collect accurate formative evidence of learning.


Blueprint Example, M3, p. 24

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View Test Specification Chart


M3: Collecting and Documenting Evidence of Student Learning

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Review Formative and Summative Data Recorded Together (Download D). How do your teachers document student evidence? Do your teachers follow any of the suggested record-

keeping guidelines?

Know how to document formative evidence of student learning.


M3 Documenting Evidence

23M3. p. 41.



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actions?


Resources at GaDOE

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http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx

User’s Guide

How to Access







Resources at FIP Portal


Resources

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Chappuis, Jan. Seven Strategies for Assessment for Learning.Stiggins, Rick. Classroom Assessment for Student Learning.



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Begin a District and School Plan for Implementation of Formative Instructional Practices.• Refer to District and School

Implementation of Formative Instructional Practices (FIP) Professional Learning.

• Refer to Assessment for Learning, the Achievement Gap, and Truly Effective Schools.

• How do you connect the dots…LKES, TKES, SLO…?

• Brainstorm and list next steps.


Reflect on your thinking about formative instructional practices.

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I used to think… But now I think…

What are your goals for assessment literacy and implementation of formative instructional practices in your system/school?

What support do you need to meet your goals?


Research Base

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Chappuis, Jan. Seven Strategies for Assessment for Learning.

DuFour, Richard. Leaders of Learning.Marzano, Robert. School Leadership That

Works.Moss, Connie M. Knowing Your Learning

Target.Schmoker, Mike. Results Now.Stiggins, Rick. Classroom Assessment for

Student Learning.

Coastal Plains RESA

Documents

Coastal Plains RESA Assessment Literacy: Leading Formative Instructional Practices January 28 and February 25 Session One: Modules 1, 2, 3 Session Two: