the michigan formative assessment project

The Michigan The Michigan Formative Assessment Formative Assessment

ProjectProject

Hollan

d

GR

Fowlerville

1. I can describe the components of a balanced assessment system.

2. I can identify protocols for learning.

3. I can identify the components of an effective Formative Assessment PLC.

Learning Targets

4

Assumptions…Chalk Talk

Classroom Assessment

Formative Assessment

SummativeAssessmentFormativeFormative

AssessmentAssessmentSummativeSummativeAssessmentAssessment

Assessment FOR Learning:

How can we use assessment to help students learnmore? (formative)

Assessment OF Learning:

How much have students learned at a particular point in time?

(summative)

…it goes beyond merely providing judgments about student performance to providing rich descriptions of student performance,

—Rick Stiggins, 2006

“The central idea is that we should use use assessment to influence learningassessment to influence learning and that the the teaching should be contingent on what teaching should be contingent on what students have learntstudents have learnt . . . So that while we’re while we’re teaching we collect evidence about where the teaching we collect evidence about where the students are to make adjustments to our students are to make adjustments to our teaching teaching to better meet our students’ learning needs.”

—Black, P. & William, D. (2006)

When the cook tastes the soup, that’s formative; when the guests taste the

soup, that’s summative.—Stake, R. (2004)

12

Annually

2-4 Times a year

Quarterly or end of the unit

1-4 times a month

Daily/weekly

How often How often should datashould databe collected?be collected?

Formative assessment is a Formative assessment is a plannedplanned processprocess

-W. James Popham, 2008

Formative assessment can identifystudents’ learning gaps at a time when thelearning is still taking place and timely interventions can be made

http://www.simmons.edu/conferences/btc/i/new_teachers_j_kozol.jpg

Stand Up if you…Stand Up if you…

http://cobbcast.cobbk12.org/wp-content/uploads/2009/04/kell-phillips_01.jpg

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http://office.microsoft.com/en-us/images/?CTT=97

http://www.wharton.upenn.edu/mba/images/mbal2_academics_learning_team.jpg

http://1.bp.blogspot.com/_I3H0ZuyGL9g/RmNIf1_MUFI/AAAAAAAAALs/0uZdFY_8D4k/s1600/apathetic.bmp

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Hopes Work collaboratively /

purposefully as a group Open up to others, analyze &

share (both good & bad) Gather Evidence Impacts classroom practice as

much as I hope Work will inspire others to

action Support others as needed …

“just right”

Fears Maintaining focus outside

of dedicated meeting time Convincing staff … F.A. &

common summative (balance) team as point persons for nay- sayers

Distraction due to other initiatives / responsibilities

Improving enough to help lead / be catalysts

Be prepared to dedicate share time in every meetingMaintain a record of our collective work

Share all successes and/or failures without fearDesignate time for implementation

Met every two weeksAgendaSharing Time –

Discussions about readings Interactive discussion concerning use of FA tools How has this effected students?

Set individual goals for implementing next monthly theme

Set time for classroom visits

•Principal•Assistant Principal •Teachers from Science, Math, and Social Studies

Once a month meeting, for 4 hoursTwo times for full day sessions

Hopes New strategies that work Develop a climate of sharing

and observing each other Impact student learning/

increase achievement Build enthusiasm, purpose,

professionalism Constructive atmosphere Foster culture of student

ownership Increase metacognition

Fears Finding time in our

classrooms to DO all of this What about the

RESISTANT staff members?

Staff development time and time to create shared vision

How do we take what we learn and “grow” with our entire staff and our student body?

• Have a purpose/Be purposeful• Approach new ideas with a positive, open mind

• Be willing to share and try new ideas• Manage our time and materials wisely

• Stay focused!

Year 1Hamilton High School

Year 2Baldwin Street Middle SchoolSpring Lake Middle SchoolHarbor Lights Middle SchoolMacatawa Bay Middle SchoolCareerline Tech Center

Year 3Riley Street Middle SchoolJenison High SchoolHamilton Public Schools (District-wide)

Assessment Academy Year 1Balanced Assessment

Assessment Academy Year 2Grading

Blended Learning CourseBook Studies

TFAP Funding 101TFAP Funding 101

DEFINE THE NEEDDEFINE THE NEED

Comprehensive Needs Comprehensive Needs Assessment (CNR) Assessment (CNR) ESA/District Performance ESA/District Performance

Rubrics (DPR)Rubrics (DPR)

DESIGN THE PLANDESIGN THE PLAN

ESA/District Improvement Plan (DIP)ESA/District Improvement Plan (DIP)Local Educational Agency Planning Cycle Local Educational Agency Planning Cycle

(LEA-PC)(LEA-PC)School Improvement Plans (SIP)School Improvement Plans (SIP)

Consolidated Grant ~Title IIA submissionConsolidated Grant ~Title IIA submission

Michigan School Michigan School Improvement FrameworkImprovement Framework

I: TEACHING FOR LEARNING

ST2: InstructionST3: Assessment

II: LEADERSHIPST1: Instructional

Leadership BE B:

Instructional Support

III: PERSONAL & PROFESSIONAL LEARNING

ST2: Professional Learning

V: DATA & INFORMATION MANAGEMENT

ST2: Information Management

LEA-PC (Local Educational Agency Planning Cycle)

MUST BE IN THIS PLAN

DETERMINED BY YOUR

NEEDS

DEVELOPED IN YOUR GOALS

LEA-PC OUTLINELEA-PC OUTLINE

GOAL: K-12 MATH ACHIEVEMENTGOAL: K-12 MATH ACHIEVEMENT

OBJECTIVE: INCREASED MATH PROFICIENCY

STRATEGY: M3: Data Use and Analysis

STRATEGY: M4: 6th-12th Formative Assessment Process

STRATEGY: M5: 6th-12th Reading Apprenticeship/Studying Math Lrng GOAL: K-12 READING/WRITING ACHIEVEMENTGOAL: K-12 READING/WRITING ACHIEVEMENT

OBJECTIVE: INCREASED READING/WRITING PROFICIENCY

STRATEGY: RW3: Data Use and Analysis

STRATEGY: RW4: 6th-12th Formative Assessment Process

STRATEGY: RW5: 6th-12th Reading Apprenticeship

MATH STRATEGY DESCRIPTIONMATH STRATEGY DESCRIPTION

GOAL: K-12 MATH ACHIEVEMENT

OBJECTIVE: INCREASED MATH PROFICIENCY

STRATEGY: M4: 6th-12th Formative Assessment Process

Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)

READING STRATEGY DESCRIPTIONREADING STRATEGY DESCRIPTION

GOAL: K-12 READING/WRITING ACHIEVEMENT

OBJECTIVE: INCREASED READING/WRITING PROFICIENCY

STRATEGY: RW4: 6th-12th Formative Assessment Process

Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement.(FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)

PAIR SHARE:PAIR SHARE:

““Describe who Describe who handles the handles the

LEA PCLEA PC

in your in your district/ESA”district/ESA”

SIP and DIP(School/District Improvement Plans)

MUST BE IN These Plans

DETERMINED BY YOUR NEEDS

DEVELOPED IN YOUR GOALS

PAIR SHARE:PAIR SHARE:

““Describe Describe who handles who handles

the the

SIP/DIPSIP/DIP

in your in your district/ESA”district/ESA”

SIP and DIPSIP and DIP

Goal: Goal: Improve Math Proficiency by 10% as shown on the Spring 2012 MME

Objective: Objective: Teachers learn balanced assessment best practices to implement daily in their math instruction.

Strategy: Strategy: Teams of teachers attend Formative Assessment Process trainings over a period of three years to learn best practices in Descriptive Feedback, Questioning, Peer and Self Assessment, and Grading.

COACH TRAINING:

FHS: Formative Assessment Process--SUBS TFAP Coach Trainings: Julia Keider, Jennifer Connor, and Kristy Placido Sept 10, 11 and Oct 5 at WISD (No registration fees - costs incurred by MDE and OEAA) 3 subs for 3 days @ $100 p/day=$900

FHS: Formative Assessment Process--SUBS Team Training Coach prep time (3HRS 6Xs) for Coach Connor, Keider, and Placido (meet 6Xs 1/2 day each) Nov, Feb2x, Apr2x, May. 3 Teachers for 6 1/2 days=3 Subs @ $50 x 6=$900

~DETAIL~ ~DETAIL~ FHS - Building Budget FHS - Building Budget ~DETAIL~~DETAIL~

TEAM TRAINING:FHS: Formative Assessment Process --SUBS TFAP Team Launch

Training Sept 23 WISD- Coach Julia Keider and 7 Tchrs & Coach Kristy Placido and 7 Tchrs & Coach Jeffie Connor and 7 Tchrs (Trainer-Sara Bryant and Registrations paid by MDE/OEAA.) 24 subs @ $100 pr/day for one day=$2,400.

FHS: Formative Assessment Process --SUBS Year long Training of three teams (meet 6Xs 2hrs each day each) NOV 10, DEC 10,Feb 4 or 24,MAR 18,APR 22, MAY 12. (Trainers-Placido, Connor, and Keider previously trained with Title II Funds). 8 subs for 6 days @ $100 p/ day = $4,800.

FHS: Formative Assessment Process--STIPENDS teachers to attend TFAP after-school Team training regarding Feedback. 1 hour stipends in Nov., Feb., Apr., May. 24 teachers for 4 days @ 1 hr at $16.67 pr/hr ($400) + (retir$108 & fica$24)=$532.

MATERIALS :FHS: Formative Assessment Process --TEXT "Seven Strategies of

Assessment for Learning" by Rick Stiggins. Train three teams Nov, Feb2x, Apr2x, May. (Trainers-Placido, Connor, and Keider previously trained with Title II Funds). 24 texts @$30= $720.

~DETAIL~ ~DETAIL~ FHS - Building Budget FHS - Building Budget ~DETAIL~~DETAIL~

???Questions??????Questions???

Laura Otten, Kent ISDlauraotten@kentisd.org

Laurie Smith, Ottawa Area ISDlsmith@oaisd.org

Sheila Larson, Fowlerville Public Schoolslarsons@fvl.k12.mi.us