Coastal Plains RESA

1. Coastal Plains RESA Assessment Literacy: Formative Instructional Practices March 27, April 23,April 30, May 7 Session One: Modules 1 & 2 Session Two: Module 3 Session Three: Module 4 Session Four: Module 5

2. Norms • 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! Coastal Plains RESA 2013-14

3. Student Ownership of LearningAgenda • Establish Norms • Set Learning Targets • What does the research say about student ownership of learning? • How do we prepare students to give feedback, self-assess, and set goals? (Activity 2, Activity 3, Create Chart) • How do we help students track their learning? • Readings from Educational Leadership • Integrating Formative Instructional Practices (FIP) in Unit One for 2014-15 • Reflect Coastal Plains RESA 2013-14

4. Leading Formative Instructional Practices Learning Targets • Know how to ensure learning targets are clear to teachers and students. • Know how to collect and document accurate formative evidence of learning. • Know how to analyzeevidence and provide effective feedback. • 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. Review each target. Underline, circle, and/or make notes to set your personal learning targets. Coastal Plains RESA 2013-14

5. How do Formative Instructional Practices connect to Leader Keys, Teacher Keys, CCRPI, …? Teacher Keys Effectiveness System Leader Keys Effectiveness System Coastal Plains RESA 2013-14

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10. Accurate Assessment Assess What? What are the learning targets? Are they clear? Are they good? Why Assess? What’s the purpose? Who will use the results? Assess How? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets, too. Students are users, too. Communicate How? How manage information? How report? Students can participate in the process, too. Students track progress and communicate, too. Effectively Used

11. Why do we want students to take ownership of their learning? M5, p. 9. Coastal Plains RESA 2013-14

12. M5, p. 9. Coastal Plains RESA 2013-14

13. M5, p. 9. Coastal Plains RESA 2013-14

14. Why do we want students to take ownership of their learning? M5, p. 10. Coastal Plains RESA 2013-14

15. Preparing Students for Peer Feedback • Activity 2, p. 5. • With a partner, examine the following rubric used by a teacher to help his students prepare to engage in peer feedback. How would you “fix” Getting Started for Clear Learning Targets and Getting There for Focus of Feedback so they are descriptive like the others? (If you work with primary students, you may choose to convert some of the language.) Coastal Plains RESA 2013-14

16. Preparing Students to Set Specific and Challenging Goals • Activity 3, p. 6-7. • With a partner, examine the following goals set by students of various ages. • You decide: • Did the student set a specific and challenging goal or not? • What feedback would you provide the students who did not set specific and challenging goals to help get them on track? Coastal Plains RESA 2013-14

17. Anchor Papers/Exemplars To help students, teachers, administrators, and parents learn what the expectations are for writers at grade 8, the site makes available sample or "anchor" papers that show varying levels of performance in each of the modes. These papers may be used for teacher training, informational documents, scoring practice with students, other audiences, or for other uses.  http://www.ode.state.or.us/search/page/?id=531 Coastal Plains RESA 2013-14

18. St. Paul School Assessment for Learning Sarah explains exemplars. Coastal Plains RESA 2013-14

19. Exemplars/Anchor Papers Low, Medium, Medium High http://www.ode.state.or.us/search/page/?id=531 Coastal Plains RESA 2013-14

20. http://mdk12.org/instruction/clg/public_release/geometry/2003_232_geo12.htmlhttp://mdk12.org/instruction/clg/public_release/geometry/2003_232_geo12.html Coastal Plains RESA 2013-14

21. How Do We Prepare What Students to Give Feedback, Self-assess, and Set Goals Create a chart. Include at least 5 bulleted items for each column. Limit each bulleted item to 9 words. Use the participant handouts, downloads, the modules, other handouts, and other available resources for gathering the information. Cite the source for each bulleted item. Coastal Plains RESA 2013-14

22. Track, Reflect On, and Share Learning M5, p. 45. Coastal Plains RESA 2013-14

23. Tracking Learning M5, p. 47. Coastal Plains RESA 2013-14

24. M5, p. 48. Coastal Plains RESA 2013-14

25. Review Downloads H-M. Identify a Learning Target from unit one in reading and math. Create a student tracking document. M5, p. 50. Coastal Plains RESA 2013-14

26. M5, p. 62. Coastal Plains RESA 2013-14

27. St. Paul School Assessment for Learning Robert self-assesses and sets goal. Coastal Plains RESA 2013-14

28. Videos available on DVD that accompanies Refocus: Looking at Assessment FOR Learning http://www.aac.ab.ca/product/refocus-looking-at-assessment-for-learning/ Coastal Plains RESA 2013-14

29. Know how to ensure learning targets are clear to teachers and students.Know how to analyze evidence and provide effective feedback.Know how to prepare students to give each other effective feedback, to self-assess with a focus on learning targets, to set goals, and to track, reflect on, and share their learning with others. • Moss, Connie M. Knowing Your Learning Target (p. 1-3 ivory handout) • Answer these questions as you read. Be prepared to share whole group citing evidence from the article. • Describe a lesson with shared learning targets connected throughout. • How do learning targets impact student ownership of learning? Coastal Plains RESA 2013-14

30. Know how to ensure learning targets are clear to teachers and students.Know how to analyze evidence and provide effective feedback.Know how to prepare students to give each other effective feedback, to self-assess with a focus on learning targets, to set goals, and to track, reflect on, and share their learning with others. • Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and Tomorrow’s (p. 4-8 ivory handout) • Individually read the entire article. • Reread and summarize the assigned section in one sentence. • Write the sentence on the erasable whiteboard and share whole group. Coastal Plains RESA 2013-14

31. Review the FIP Learning Targets Coastal Plains RESA 2013-14

32. Integrating Formative Instructional Practices Culminating Task • Identify or create the Learning Targets for unit one. • Determine the LT type for each. • List the LTs in a progression of learning. • Create an graphic organizer that identifies the student work (practice) that leads to mastery of the LT. • Identify/create assessment prompts for each LT, and identify which assessment method is used for each. • Create a document for students to track their learning for a LT or for the unit. • Create a checklist or rubric for one piece of student work aligned to a LT(s) of this unit. Coastal Plains RESA 2013-14

33. Accurate Assessment Assess What? What are the learning targets? Are they clear? Are they good? Why Assess? What’s the purpose? Who will use the results? Assess How? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets, too. Students are users, too. Communicate How? How manage information? How report? Students can participate in the process, too. Students track progress and communicate, too. Effectively Used

34. Students Who Are College and Career Ready Coastal Plains RESA 2013-14

35. FIP in Classrooms From your reflection To implement formative assessment effectively, we need… Time Clear Expectations Collaboration Modeling • https://www.teachingchannel.org/videos/daily-lesson-assessment (Stoplight method) • https://www.youtube.com/watch?v=TM-3PFfIfvI (Do overs Wormeli) • https://www.youtube.com/watch?v=J8DQugVxHv0 (Reteach and enrich) Coastal Plains RESA 2013-14

36. Reflection and Goal Setting • Review the FIP learning targets. • Determine your next steps. • Set three (3) specific formative instructional practices goals for 2014-15. Coastal Plains RESA 2013-14

37. Resources at GaDOE How to Access User’s Guide http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx Coastal Plains RESA 2013-14

38. Resources at CPRESA cpresa.org jbaxter@cpresa.org Coastal Plains RESA 2013-14

39. Resources at FIP Portal Coastal Plains RESA 2013-14

40. Resources Chappuis, Jan. Seven Strategies for Assessment for Learning. Stiggins, Rick. Classroom Assessment for Student Learning. Coastal Plains RESA 2013-14

41. Research Base • Chappuis, Jan. Seven Strategies for Assessment for Learning. • Chappuis, Jan. How Am I Doing? • 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. • Tomlinson, Carol Ann. Assessment and Student Success in a Differentiated Classroom. • Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and Tomorrow’s. Coastal Plains RESA 2013-14

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