Welcome

1. Welcome • Change songs CRISP 2011 Summer Academy

2. Blaine High School received the State Board of Education Exemplary Status Award for academic progress in the content area of science and on time graduation rate Mount Baker Middle School received the Washington Achievement Award for ranking in the top 5% of schools in state and narrowing the achievement gap Neah Bay School received the 2010 School of Distinction and the Gear-Up Exemplary Program Award 100% of 2011 Full-Time Seniors were accepted to either a four year College or Vocational school

3. MSP Student ImprovementCRISP middle schools doubled the increase of the state, increasing 8% compared to the state’s 4% increase with significant gains for females, special education students, and Hispanic students.

4. HSPE Student ImprovementCRISP high schools increased 9% compared to the state’s 6% increase, with significant gains for students receiving free/reduced lunches, Hispanics, and American Indians.

5. Summer Academy Outcomes • Understand genetics or chemistry and how you learned it • Understand the role of the formative assessment process and commit to implementation of strategies in your classroom • Understand the importance of accountability to students and peers • Create and commit to an implementation plan for the 2011-2012 school year that represents a fundamental change in practice that your PLC supports • Commit to full participation in all aspects of your PLCs’ work

6. Content and pedagogical content knowledge Professional Learning Communities Effective Science Instruction and High Student Learning Formative Assessment Leadership Fixed vs Growth Mindset Resources Common Beliefs

7. Share beliefs about student learning • Surface current state of thinking about formative assessment • Surface current state of thinking about learning targets

8. What are beliefs about student learning at your school?

9. What evidence do you have for the choice you made?

10. What school would you like your child to attend?

11. Is the school you selected for your children to attend the same one you work in? • What does that say about your own beliefs about student learning compared to the beliefs about student learning in your school?

12. Individually Reflect • What beliefs do I have that support student achievement in my classroom? • What beliefs would help make my classroom one where all students are successful? • What support will I need to make this transition?

13. :..."Teachers teach in ways that they believe to be best, often ignoring educational research..." (Moss and Brookhart)

14. Content and pedagogical content knowledge Professional Learning Communities Effective Science Instruction and High Student Learning Formative Assessment Leadership Fixed vs Growth Mindset Resources Common Beliefs

15. Where are we now? • Where are we going? • How do we close the gap?

16. How do you routinely use formative assessment strategies in your classroom? • What strategies seem to have the greatest impact on student motivation? • What is the student role in formative assessment in your classroom?

17. with someone else at your table about how you use formative assessment in your classroom for strategies to motivate students and include them in the process

18. Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. ~Black and Wiliam (2009)

19. How does research support engaging in the formative assessment process?

20. Further professional qualifications (NBPTS) Pedagogical content knowledge Advanced content matter knowledge Total “explained” difference <5% <5% 10-15% 20-25% Teaching makes a differenceBut what makes the difference in teaching practices? Dylan Wiliam Washington Educational Research Association workshop June 2009

22. Students make significant learning gains – especially lower achieving students • Teachers tend to be more reflective about their practice and more in touch with their students’ learning • The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning Black and Wiliam (1998) and others (e.g., Shepard et al., 2005) Black and Wiliam (1998) and others (e.g., Shepard et al., 2005) 9

23. Research on Effects of Formative Assessment Process:0.4 to 0.7 Gain 0.75 Standard Deviation Score Gain = • 25 Percentile Points on ITBS (middle of score range) • 70 SAT Score Points • 4 ACT Score Points Largest Gain for Low Achievers Black & Wiliam (1998)

24. “...across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.” “… it seems reasonable to conclude that use of formative assessment can increase the rate of student learning by somewhere between 50 and 100 percent.” “This suggests that formative assessment is likely to be one of the most effective ways—and perhaps the most effective way—of increasing student achievement.” Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment 11

25. Recommended Practices • Increased descriptive feedback, reduced evaluative feedback • Increased student self-assessment • Increased opportunities for students to communicate their evolving learning during the teaching (Black & Wiliam, 1998) Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.

26. Assessment for Learning Five Key Strategies

27. Classroom Focus: Teaching or Learning?

29. Where are we now? • Where are we going? • How do we close the gap?

30. How do you share your learning targets with your students? • How do you check student understanding of learning targets?

31. Clarifying Learning Targets Sharing Criteria for Success Teacher clarity and explanation of intention ranked as the 8th (of 138) most important contributor to learning. Hattie (2009)

32. Clarifying Learning Targets Sharing Criteria for Success • Put each learning target into a bigger picture of “why” students might want to learn it • Keep bring students’ focus back to the learning targets during the lesson/ task • Record and post learning targets

33. “Do your best” goals are easily attained by anyone; The performances of students who have the most challenging goals are over 250% higher than the performances of students with the easiest goals. (Wood & Locke, 1997, in Hattie, 2009) • Use “face your challenges” or “strive to the highest” goals instead of “do your best” goals.

34. Clarifying Learning Targets Sharing Criteria for Success • Students can understand the differences in 4 levels of performance...not 100 (which is what giving a percentage is) • Criteria is what’s important or what counts in an activity/ task. Students of all ages need a clear understanding of the criteria by which--AND the level to which--their work will be assessed.

35. Notice the strategies that your facilitators use in your content rooms and consider whether similar strategies would be useful for your own students.

36. Content Immersion Rooms • Small Particle Room 210 • Genetics Room 240 north