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

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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How do Formative Instructional Practices connect to Leader

Keys, Teacher Keys, CCRPI, …?


Teacher Keys Effectiveness System

Leader Keys Effectiveness System

FIP: Alignment to Leader Keys


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.

How can I use assessment results to improve learning (teaching)?


Discuss with your partner how this question is a shift in thinking for many.


Learning Targets and Assessment Methods

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Deconstruct the standard.Learning Target TypesDeconstructing a Standard TemplateChecklist for Creating Student-Friendly Learning Targets

Write student-friendly learning targets.Review the assessment items (from OAS). Analyze an

item to determine how it provides evidence of mastery of the LT/standard.

Share.

Work with a partner.

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.


Learning Targets and Assessment Methods

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ELAHeatherRobin

Science

TaraDebraAl

ELAClaudiaDjanaPatty

ScienceNancyTerriLisa

Social Studies

ElenaLindaDeborah

Social Studies

BeckyLaura

Sound Assessment Design

Which assessment methods are the best match for the learning target?

What is an appropriate sample size?

Are the items, tasks, and scoring rubrics of high quality?

Does the assessment control for bias?


4. Analyzing Evidence and Providing Effective Feedback

5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More

6. Leading Formative Instructional Practices12

MODULE 4 LEARNING TARGETS

Know how to use methods of assessment formatively in order to analyze evidence of student learning.

Understand what makes feedback effective.

Know how to provide effective feedback.

MODULE 5 LEARNING TARGETS

Know how to prepare students to give each other effective feedback.

Know how to prepare students to self-assess with a focus on learning targets.

Know how to prepare students to create specific and challenging goals.

Know how to prepare students to track, reflect on, and share their learning with others.

Module 6 Learning Targets

Know how to plan for the change process and to promote a systemic approach to formative instructional practices.

Understand the importance of a balanced assessment system and the pivotal role formative instructional practices play in it.

Understand the conditions, structures, and processes needed in order to sustain formative instructional practices.

Know how to lead a quality implementation of formative instructional practices in your school or district by modeling and supporting the very practices that you expect to permeate the entire school community.


Leading Formative Instructional Practices Learning Targets

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

M4: Analyzing Evidence and Providing Effective Feedback


Section 1 Activity 1: What Teachers and Students Might Say (HO, p.3) Work in pairs to discuss, select an answer, and record reasons. Be prepared to share.

Watch Dueck in M4, p. 11.Section 1 Activity 2: Analyzing Formally Documented

EvidenceDiscuss with table group.Record information individually.Share.

Know how to use methods of assessment formatively in order to analyze evidence of student learning.

M4: Analyzing Evidence and Providing Effective Feedback


My Feedback Practices (Download E)Section I, Activity 3: Analyzing Evidence and Providing

Effective Feedback (HO, p.7)Groups of 3.Individually, Read, Think and Write about the three

exercises.Each member leads the discussion on one of the

exercises.

Understand what makes feedback effective. Know how to provide effective feedback.



Seven Strategies of Assessment for Learning.Chapter 3: Effective Feedback. Appendix B: Reproducible Forms.




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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?

What plans, structures, and processes would facilitate the consistent implementation of these practices in your system and schools?


M5: Student Ownership of Learning: Peer Feedback, Self-Assessment, and More

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Section I, Activity 1: What Teachers and Students Might Say About Ownership of Learning (HO, p.3)Work in pairs to discuss, select an answer, and record the

reason for your choice.Section I, Activity 2: Preparing Students for Peer

Feedback (HO, p.5) Read the rubric.Record ideas for fixing the Getting Started section

of Clear Learning Targets. Record ideas for fixing the Getting There section

of Focus of Feedback.Discuss whole group.

Know how to prepare students to give each other effective feedback. Know how to prepare students to self-assess with a focus on learning targets.


M5: Student Ownership of Learning: Peer Feedback, Self-Assessment, and More

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Section I, Activity 3: Preparing Students to Set Specific and Challenging Goals (HO, p. 6)Complete Sophie whole group.Partners complete Mario and Nathan.

Review Downloads J, K, and M. Section II, Activity 1 and 2 (HO, p. 8-9)

Review 1 and 2. What evidence have you seen of students assessing and

tracking their learning? What evidence have you seen of teachers preparing students

to self-assess and give each other feedback?Sarah, the kindergartner explains exemplars.

Know how to prepare students to create specific and challenging goals. Know how to prepare students to track, reflect on, and share their learning with others.




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What changes would you like to see• in teacher actions?• in student actions?

What plans, structures, and processes would facilitate the consistent implementation of these practices in your system and schools?

How might you create a feedback-friendly culture that allows peer feedback to flourish?

Module 6 Learning Targets

Know how to plan for the change process and to promote a systemic approach to formative instructional practices.

Understand the importance of a balanced assessment system and the pivotal role formative instructional practices play in it.



M6: Leading Formative Instructional Practices

M6, p. 13, Why Doesn’t Every Teacher?

M6, p. 63, Marietta City Schools Principal

M6, p. 93, Marietta City Schools Principal

• Know how to plan for the change process and to promote a systemic approach to formative instructional practices.

• Understand the conditions, structures, and processes needed in order to sustain formative instructional practices.




Aim: Raise Student Achievement


M6: Leading Formative Instructional Practices

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Clear Learning Targets Continua (Download H)

Effective Feedback Continua (Download I)Student Ownership Continua (Download J)Confirming Your Practice for School Leaders

Using the documents listed above, describe what you observed in terms of teachers’ skill in using clear learning targets, providing effective feedback, and providing opportunities for students to take ownership of their learning.



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What changes would you like to see• in teacher

actions?• in student

actions?



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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 Clarke County District Assessment Plan and Hopkinton District Plan.

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

• Share where your school/system is in this process and your next steps.


Resources at FIP Portal Resources at GaDOE


Resources

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


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

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

Documents

learning teaching

improved student learning

student ownership of

norms coastal plains

methods of assessment

learning target types

resa hall

targets coastal pl