How the Form rmative Assessment Process Transforms Student - PowerPoint PPT Presentation

How the Form rmative Assessment Process Transforms Student Learning and Cla lassroom Cult lture Michigan School Testing Conference February 11, 2020

What is your current understanding of formative assessment? Use th the small note pads to re record your current th thoughts

Session Outcomes • Building an understanding of the formative assessment process • Introducing the components and elements of the process • Impact of process on student learning • Begin to assess the conditions that create positive student engagement

Comprehensive Balanced Assessment System Aligned to Content Standards M-STEP/MI-Access/WIDA/End of Course Summative – Assessment of Learning Are students proficient? Benchmark Assessments/Unit/Chapter Short-Cycle Summative Assessments Did students learn the important parts of this unit? Classroom Assessment Practices Formative – Assessment for Learning Teacher – Where are my students & how might I adjust my instructional strategies? Student – Where am I & how might I adjust my learning strategies?

Summative Formative Annual Periodic Classroom Did the students What comes next in Is the class/student on the student’s Key Question learn what they track for proficiency? should have? learning? End of unit/ Ongoing in the When Asked Multiple times per year term/year classroom Between instructional After instruction During Instruction cycles ends Use of Results (teachers & students) (instructional leaders & (curriculum & teachers) instructional leaders)

Bala lanced Assessment Systems • In what ways might your building/district assessment system be in balance? • In what ways might it not be in balance?

How does FAME defin ine the formative assessment process? “ Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become more self-directed learners. ” (CCSSO FAST SCASS, revised June 2017)

FAME Components • Where are we (student and teacher) going? • Planning • Learning Target Use • What does the student understand know? • Eliciting Evidence of Student Learning • How do we (student and teacher) get to the learning target? • Formative Feedback • Instructional and Learning Decisions

Title Goes Here

Components and Elements • Briefly review each component and element, silently and simultaneously • Use two different-colored highlighters/symbols to explore these questions • What might be some you are familiar with? Symbol or Color one • What might be some you would like to learn more about? Symbol or Color two

In what ways might your understanding of the formative assessment process be supported or stretched?

Sara’s Classroom

What might we infer about teacher actions in Sara’s classroom?

Positive Classroom Culture • What is it? • What might we see? • What might we hear?

Pair Up - Where we might begin? Start with the students In what ways might you gain insight into student perceptions through the Inventory? Start with ourselves What of our beliefs about What questions would student learning may be you add to either connected to the inventory/survey? characteristics of classroom culture?

Square Up What are you beginning to learn about the student’s role and/or the teacher’s role in classroom culture?

Give One and Get One • What one thing might you do in • What one thing might you do in the next 6 months to move your the next 12 months to move classroom or the classrooms in your classroom or the your building/district in a classrooms in your positive direction? building/district in a positive direction?

Vision The FAME program is based on the belief that significant change in professional practice requires work over several years, supported by internal and external resources.

• Goal 2 – Implement with strong and building leadership, high-quality instruction in every classroom through a high-coherent child-centered instructional model where student meet their self-determined academic and personal goals to their highest potential. • Goal 3 – Develop, support and sustain a high-quality, prepared and collaborative education workforce. • Goal 4 – Reduce the impact of high-risk factors, including poverty, and provide equitable resources to meet the needs of all students to ensure that they have access to quality educational opportunities

FAME Coaches

Legacy Map 2007 to Present

Part of f a Larger Learning Community California Pennsylvania D of Defense South Carolina Delaware South Dakota Idaho Utah Iowa US Virgin Islands Maryland Wisconsin Michigan Ohio Oregon

Support Partner for FAME www.michiganassessmentconsortium.org

How does FAME Alig lign wit ith Effective Ele lements of Professional Learning? • Job embedded and teacher led • Focus on instruction and student outcomes • Sustained over a long period • Engage teachers in a community that supports learning and teaching • Engage teachers in authentic problems of practice • Coaches are learners too

Training Resources - FREE • Launching into Learning (for Thinking Collaborative Offerings: new coaches & learning teams) • Adaptive Schools Foundation • FAME Learning Guide Seminar • Cognitive Coaching Foundation • FAME Learning Guide – Coach (8 days over 2 years) Edition ( Updated for 19-20 ) • Calibrating Conversation • FAME Resource Website • Using CC with Your Learning • FAME Self-Reflection Guide and Team Rubrics for individuals or learning teams (Year 2) • Presenter Skills with Jane Ellison • MDE and FAME Regional Lead Support

Im Impact • LTMs reported that the FAME model was “effective” or “very effective” • LTMs reported the meetings impacted their use of formative-assessment practices • LTMs reported using new strategies or tools with their students (esp. learning targets, assessing prior knowledge, descriptive feedback, exit slips, learning logs)

What do we know about th the educators on th the teams? 2018-19

What are we le learning about FAME Le Learning Teams?

Use of f Formative Assessment Strategies Beginning of the Year End of the Year

How can administrators support th the work of f FAME? • Engage in learning about the formative assessment process • Speak with FAME team and non-member FAME team member faculty about formative assessment • Provide release time for teachers to attend FAME launches or to attend Team meetings • Provide additional formative assessment resources • Facilitate sharing between FAME LT members and staff • Attend Learning Team meetings • Understand how FA fits in the evaluation process

FAME in the Context xt of f Multiple In Initiatives • Successful efforts have found ways to embed FAME within other initiatives and priorities • A third of the principals indicated that FAME was the most impactful initiative

What do students say about their learning? • They appreciate knowing the target for the lesson • They are able to use exemplars to guide their learning • Students were able to provide specific detail about their thinking and understanding • They find feedback helpful to move their learning forward • They describe specific self-directed actions and behaviors • They are able to set goals and identify progress toward them

In Interested in 2020-21 FAME Name District Role Email

Thank You! Rashell Bowerman Jennifer McFarlane Michigan Department of Romeo Community Schools Education Jennifer.mcfarlane@romeok12.org bowermanr1@Michigan.gov Annlyn McKenzie Kimberly Young Muskegon ISD Michigan Department of Education amckenzi@muskegonisd.org youngk1@Michigan.gov