Information Session www.FIPYourSchoolOhio.org

Today’s Learning Targets Understand the mission of FIP Your School and what it means to become a FIP School Understand the connections between formative instructional practices and other educational improvement efforts Understand how formative instructional practices benefit teachers, leaders, students, and parents Understand what training and supports FIP Your School will provide to help the schools in your district/LEA become FIP Schools Understand how to join FIP Your School and begin your journey to becoming a FIP School

WHAT IS FIP YOUR SCHOOL?

FIP Your School Mission Our mission is to advance and support the use of proven formative instructional practices that accelerate student learning.

Race to the Top Scope of Work State Success Factors Standards and Assessment Data Systems to Support Instruction Great Teachers and Leaders Turning Around the Lowest Achieving Schools FIP professional development is part of Application Area C of Race to the Top because it focuses on using data to support instruction.

Race to the Top Scope of Work Application Area C includes three key projects: Improve Access to Student Data (C2) Expand Value-Added Statewide (C2) Personalize Learning through Formative Instruction (C3) FIP Your School is a statewide system of support designed to help you meet your Race to the Top Application Area C3 commitment. As a RttT partner, your District/LEA has already committed to do this work in your Scope of Work. FIP Your School is one option for meeting this commitment – there are some private companies offering assistance with formative assessment. FIP Your School is a FREE system of support designed to help you meet your commitment Remember: Though we will help you meet your commitment, this is not a compliance activity To see the impact of formative instructional practices, this work needs to be implemented in a sustainable and systemic way (beyond Race to the Top) This is school-wide/LEA-wide systemic change initiative that is research-based and been proven to increase learning results for students

The FIP Your School Experience FIP Your School is a professional learning experience that is comprised of four tenets: Focusing on high-impact formative instructional practices Developing a formative learning system, where all school stakeholders understand and use formative instructional practices Utilizing effective delivery systems, including blended learning, a regional network of face to face and online support, and focused teacher collaboration time Engaging in an intentional approach to change © 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

Why FIP Your School? NOTE: You must have a live internet connection to play this embedded video.

FIP Your School: Implementation Pathway Awareness and Commitment to FIP Your School Understanding of Formative Instructional Practices Implementation of Core Components of Formative Instructional Practices Building Capacity for System-Wide Change Sustainability of Formative Instructional Practices Beyond RttT FIP Your School: Implementation Pathway FIP Your School supports schools and districts as they move through an intentional implementation pathway to create a meaningful and sustainable shift in school culture. FIP Your School is more than simply using formative instructional practices: it is about infusing formative instructional practices systemically and committing to continuous improvement. This graphic shows the different phases of embracing FIP as part of school culture. FIP Specialists are here to support LEAs in this work each step of the way. A big piece of this is the culture shift over time. Notice that that there is more space between Awareness and Understanding – LEAs should take the time to involved all stakeholders and build their awareness before moving to far toward implementation. ALL stakeholders engage in every step of this model for change. Ask participants: Where is your school or district on this continuum? If your school is beyond the awareness phase, what is your evidence? Are formative instructional practices being implemented with fidelity across the organization? How are students, teachers and leaders responding to evidence of student learning? What does full implementation look like? It’s not just pockets of people practicing formative instruction Systemic change involves all stakeholders. We need to be working toward 95% of staff, leaders, parents, students all participating consistently

WHAT ARE FORMATIVE INSTRUCTIONAL PRACTICES?

Defining Formative Instructional Practices Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Dylan Wiliam in his book, Embedded formative assessment, refers to teaching as a contingent activity in which formative assessment involves obtaining accurate evidence of what students have learned, then using that information to make decisions about what to do next. Breaking down the definition: Formal and informal Teachers and students – shifting the ownership to students Responding to evidence… We have always gathered evidence of student learning – it is what we do with that evidence that makes our assessments summative or formative. When we use evidence of student learning to inform our instruction, to make adjustments based on student needs, then we are using it formatively.

What is the Difference? Formative assessment Assessment of learning Assessment for learning Formative instructional practices These terms are often used interchangeably to refer to the process of using assessment to inform instructional decisions. However, some educational researchers have noted differences among these terms. Question Participants: How many of you have heard these terms? How many of you have heard these terms used interchangeably? How many of you have heard of districts using these terms to describe their short cycle assessments? Are those assessments being used formatively? How do you know? ‘Formative assessment’ can limit teachers’ thinking to the assessment tools used to gather data – leaving out the processes that need to surround the assessment including using the assessment data to inform instruction. ‘Assessment for learning’ goes beyond the assessment tools to how teachers can use assessment to improve learning. ‘Assessment of learning’ refers to the use of assessment data for final evaluation or grading. ‘Formative instructional practices’ takes assessment for learning one step further through the use of the term ‘practices’. Formative instructional practices include the use of formative assessments and assessment for learning within an instructional process that includes setting clear learning targets, collecting evidence of student learning, providing effective feedback, and getting students involved in their learning, and more. While this is often an issue of semantics, it can also be a substantive issue if we don’t communicate to teachers that the use of formative assessment is really a change in instructional practices. 9/17/2018

Core Components of Formative Instructional Practices Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning These are the four core components of FIP. They are four practices we know are highly effective – we will look at some of the research that supports these practices. These are not new practices. Many Ohio educators have been using these practices for a long time, while others are just starting. Ask participants: Has your school or district participated in professional development on these practices? FIP Your School has taken these practices and put them together in a professional development initiative to encourage teachers to analyze and improve their practice. These practices are most effective when used intentionally and in conjunction with each other.

WHY FORMATIVE INSTRUCTIONAL PRACTICES?

What the Research Says The student gains in learning triggered by [the process of] formative assessment were “amongst the largest ever reported for educational interventions.” - Black, P. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education , 5(1), p. 61. Remember, formative assessment is a process – not a test… The power of these practices is realized when students and teachers adjust teaching and learning based on the formal and informal evidence they collect. This is formative instructional practices! Wiliam and Black found that where sound formative instructional practices were implemented, students performed on average 30 percentile points more than schools not using the practices. The largest gain was for low-achieving students. They also found that there is room for improvement in the area of formative instructional practices. Specifically, the improvement needs to involve assessment accuracy, more descriptive vs. evaluative feedback and more student ownership of their own learning.

What Matters Most? Extensive research tells us the most effective strategies include: Formative Evaluation Teacher Clarity Feedback Learning Intentions John Hattie’s research involves many millions of students and represents the largest ever evidence-based research into what actually works in schools to improve learning. Hattie's meta analysis (a synthesis of 50000 previous studies) found that overwhelmingly student-teacher interaction came out on top. The bullets listed on this slide are among the most effective strategies for increasing student achievement. Formative Evaluation: A form of feedback, formative evaluation involves having teachers use data and evidence-based models of instruction to plan what to do next. Teachers benefit from paying attention to the formative effects of their daily teaching, both instructional strategies that worked well and those that did not yield positive results. Page 181 Teacher Clarity : Teacher clarity is the ability of the teacher to communicate the intentions of the lesson and what success means for the learning intention. Further defined, teachers organize the learning intentions through a thorough explanation followed by examples accompanied with guided practice and followed up with collecting evidence of student learning. Page 125 Feedback: An important note here is that Hattie’s research includes two-way feedback— feedback that the teacher provides to the student AND feedback that the teacher receives from students, in terms of what they know, what they understand, where they make errors, when they have misconceptions, when they are not engaged. When teachers use this information to provide specific feedback to students, teaching and learning are synchronized. Feedback to teachers helps make learning visible! Page 173 Learning Intentions: Learning intentions describe what it is we want students to learn in terms of the skills, knowledge, attitudes and values within a particular unit or lesson. They need to be clear, provide guidance about what to teach, help learned understand what they are to learn from the lesson and provide the basis for assessing what the student learned. Lesson activities need to be focused on these intentions. Page 163 Visible Learning by John Hattie (2009)

Indisputable Evidence Black and Wiliam Shepard Stiggins Sadler Chappuis Hattie Marzano William and Leahy Costa and Kallic Popham Harlen and James Arter And many, many others!

Connections to New Standards The transition to new standards is incomplete without formative instructional practices. When using these practices, teachers are: Deconstructing standards (which ensures teacher clarity) Creating student-friendly, clear learning targets Building logical progressions for learning Monitoring and assessing student progress in real-time to ensure students are on track to meet the standards Using information collected to appropriately respond to student learning and inform instructional decisions

Connections to Ohio Teacher Evaluation System Formative instructional practices are already embedded in Ohio’s Standards for the Teaching Profession, a key element of the Ohio Teacher Evaluation System. The expectation is that all teachers can use these research-based practices that accelerate student learning.

Why is Your LEA Interested in Formative Instructional Practices? What does your school and district level data tell you about professional development? Are your teacher-based teams looking for effective instructional strategies to improve student achievement? Do you need resources to assist with the transition to new and revised standards? Do your school leaders need effective strategies for supporting teachers? Do you want to improve parent involvement and communication? Ask participants to discuss/volunteer why their LEA is interested in formative instructional practices. What does your school and district level data tell you? (Decisions about professional development should be data-based.) Have you participated in OIP? (FIP Your School can help you address some of the weaknesses identified through OIP.) Are your value-added scores positive? (Formative instructional practices can lead to great gains in student achievement.) Are teachers in your school(s) using formative data to guide instruction? Are your teacher-based teams looking for effective instructional strategies to improve student achievement? (FIP Your School utilizes research-based strategies.) Do you need resources to assist with the transition to new and revised standards? (FIP Application Modules provide examples of formative instructional practices in use in content classes, aligned to the standards.) Is your Transformation Team ready to improve school culture? (The impact of FIP Your School will extend far beyond Race to the Top if we focus on creating school cultures that embrace formative instructional practices. ) Do you want to improve parent involvement and communication? (Clear learning targets promote easier communication with parents as you develop a common language for talking about student learning.) Do your school leaders need effective strategies for supporting teachers? (The FIP leadership module encourages leaders to model the use of formative instruction as they support teachers in their learning.)

WHAT IS A FIP SCHOOL? This is a new term…a new way of thinking about embedding these practices deeply within our school This initiative is about changing school culture

What is a FIP School? Our goal is to make every school in Ohio a FIP School – a school committed to embracing formative instructional practices as part of its culture. In order to see the full impact of FIP, schools need to commit to making FIP part of the school culture, with all stakeholders using FIP – students, teachers, administrators, parents.

What is a FIP School? The four core components of formative instructional practices are central to a FIP School’s approach to teaching and learning. This brochure is in each attendee’s handouts The four center icons represent the four components of FIP The icons in each corner indicate the different stakeholders who must understand, use, and support formative instructional practices

In a FIP School… LEARNING TARGETS ARE CLEAR Students can answer the question, “Where am I going?” Consider making these slides an activity that allows attendees to think about how their district is or isn’t currently using these components of FIP. Some questions to consider asking participants: Are teachers in your schools using clear learning targets? Can you think of some examples from your school/district of teachers making the learning visible to students? Can your students answer the question “Where am I going?”

In a FIP School… EVIDENCE OF STUDENT LEARNING IS COLLECTED AND DOCUMENTED Students use this evidence to answer the question, “Where am I now?” Questions to consider asking attendees: How do you know students are learning? Do teachers in your district/school know how to collect and document evidence of student learning? Are teachers planning ahead for how they are going to monitor and document student learning? Can students answer the question, “Where am I now?”

In a FIP School… FEEDBACK IS EFFECTIVE Students use effective feedback to answer the question, “Am I on the right path?” Questions to consider asking attendees: Does the feedback given in your district/school describe where students are and guide them in the right direction? Do your teachers know how to give effective feedback? Can students answer the question, “Am I on the right path?”

In a FIP School… STUDENTS TAKE OWNERSHIP OF THEIR LEARNING Students can answer the question, “What do I need to do to be successful?” Questions to consider asking attendees: Do students in your school/district have the opportunity to own their learning? Are they able to accurately self-and peer-assess? Do students know what they need to do to be successful?

What is a FIP School? In a FIP School, everyone—including teachers, students, leaders, and parents—use and understand formative instructional practices. A FIP School is more than just teachers using formative instructional practices A FIP School is a school where ALL stakeholders understand, use, and support formative instructional practices

In a FIP School… TEACHERS WORK TOGETHER FIP Schools embrace a collaborative culture that supports teachers’ efforts to improve their practice. Teachers work together to embed formative instructional practices in their classrooms, learn from each other, and develop shared expectations of what students should know and be able to do. Questions to consider asking attendees: Do teachers in your schools work collaboratively? Do they share practices? Do they learn from each other?

In a FIP School… PARENTS UNDERSTAND WHAT STUDENTS ARE LEARNING In a FIP School, parents are clear about the learning targets and understand what their child should know and be able to do. As a result, they can better support their child’s learning at home. Questions to consider asking attendees: Do the parents in your district/building understand what the child is learning? Do they understand what targets their child needs to master in order to be successful? How might sharing learning targets help parents support learning outside of school?

In a FIP School… SCHOOL LEADERS MODEL FORMATIVE INSTRUCTIONAL PRACTICES In a FIP School, leaders model and support the practices they want teachers and students to master. School leaders provide effective feedback, establish clear learning targets, and create structures that foster success. Questions to consider asking attendees: Do the leaders in your schools model formative instructional practices? Are school leaders providing effective feedback to teachers? Do school leaders understand the structures and resources that need to be in place to support teachers in these practices?

In a FIP School… STUDENTS ARE ENGAGED Students in a FIP School are fully engaged in their learning. They understand what they are learning and why. They see and are motivated by evidence of their progress. Students engaged in their learning can answer these questions: Where am I going? Where am I now? Am I on the right path? What do I need to do to be successful? Question to consider asking attendees: How would the students in your school/district respond if asked these questions?

WHAT ARE THE BENEFITS OF BECOMING A FIP SCHOOL? Note: It’s important to remember that these next few slides are about the benefits of becoming a FIP School --- a school that’s embraced formative instructional practices as part of its culture. If the “culture change” part of FIP Your School is ignored, districts/LEAs will not see all of these benefits come to fruition. Activity: Fold a blank sheet of paper into four vertical columns: 1) Fold top of paper down about an inch; 2) Using new “size” fold paper in half and then in half again; Should have a fold for heading and then folds for 4 equal sections. Heading: FIP Benefits Each section title: Students, Teachers, Leaders, Parents Have participants list the possible benefits of formative instructional practices for each stakeholder group: Students Teachers Leaders Parents Allow time for participants to complete four columns. Encourage participants to share their ideas for each stakeholder group before revealing content on slides.

Benefits for Students Understand what they are learning and why Are clear about where they are in their learning Know what they need to accomplish in order to be successful Are motivated by evidence of their progress Can practice without being penalized or graded See improved achievement

Benefits for Teachers Can make real-time adjustments to instruction Work collaboratively with their colleagues Have shared expectations of what students should know and be able to do Share a common language with parents when discussing student learning See improved student achievement FIP is the answer to the “Now what?” question that results from teacher value-added reports and teacher evaluations. It’s the “how” to improve.

Benefits for Leaders Provide a vision for common highly effective practices Understand how to provide effective feedback to teachers Understand how to support teachers’ professional growth Have common language to use with all school stakeholders See improved student achievement When teachers come to their school leader and ask how to act upon their teacher value-added report or their evaluation, FIP is the answer. FIP is the answer to the question of “Now what?”

Benefits for Parents More clearly understand what their child should know and be able to do Better understand how to support their child’s learning at home Engage in more productive conferences because there is common language See improved student achievement FIP allows parents to take a more active role in supporting their child’s education outside of school. It provides them with the language to discuss student progress with not only teachers and administrators, but with their child as well.

HOW WILL FIP YOUR SCHOOL HELP?

Overview of Support for LEAs Statewide System of Support Regional FIP Specialists Local FIP Facilitators FIP Campus – an online community of support for local FIP Facilitators Blended Learning Tools Online learning modules Guide to facilitating formative instructional practices with teacher teams FIP Your School provides two kinds of support—The people (FIP Specialists and FIP Facilitators that will be trained) and PD tools Online community for learning will support FIP Facilitators by giving them one shared space to house resources, learn from each other, and communicate with each other so that they can better support the teacher-teams in their district/LEA. It’s important to note that this online community will be regional---intended to be used by FIP Specialists and FIP Facilitators (not teacher-based teams)

System of Support: The Role of FIP Specialist Train local FIP Facilitators on formative instructional practices and how to engage teacher teams in blended learning Provide ongoing support to FIP Facilitators (through face-to- face trainings and online community) Work with district leadership to create strategies for building capacity and sustainability around formative instructional practices The role of the FIP Specialists is to support a blended learning model for professional development with LEA facilitators and teacher teams. These opportunities for sustained embedded learning and collaboration among teachers provide meaningful, sustained support to improve teaching practices and student learning. Carrie Leana, in her article, “The Missing Link in School Reform” in the 2011 Stanford Social Innovation Review, refers to this effective collaboration among teachers as social capital. She states, “…when the relationships among teachers in a school are characterized by high trust and frequent interaction – that is when social capital is strong- student achievement scores improve.” This is a general statement about what FIP Specialists do. More specifics will be included in Partnership Agreement.

System of Support: The Role of Local FIP Facilitator Serve as ambassadors for the adoption of formative instructional practices in every classroom Attend trainings hosted by their FIP Specialist around formative instructional practices and blended learning Work directly with teacher teams to facilitate discussion and encourage collaborative learning Model formative instructional practices and best practices for blended learning Share lessons learned and strategies for success Let LEAs know that the FIP Facilitator is the KEY change agent in the LEA LEAs need to consider the best person(s) to take on this role They may be curriculum specialists, instructional coaches, professional development coordinators, literacy coaches, mathematics coaches, department chairs, lead teachers, etc. Consider staff members who are enthusiastic, collaborative, leaders LEAs may choose staff representing multiple positions to be part of the facilitation team. For instance, an LEA may want to train a curriculum specialist, two department chairs and a literacy coach. FIP Facilitators need to have the time and resources to support this role Depending on the facilitator’s primary position, LEAs may need to provide release time and/or adjust schedules to allow facilitators time to attend teacher team meetings Facilitators do not need to be at EVERY team meeting, but the more often they are able to participate the better Facilitators need to be available to attend training Facilitators need access to online collaboration tool

System of Support: Allows FIP Specialists to provide ongoing support to FIP Facilitators Promotes collaboration among FIP Facilitators Allows FIP Facilitators to communicate with each other and share lessons learned and strategies for success Let LEAs know that the FIP Facilitator is the KEY change agent in the LEA LEAs need to consider the best person(s) to take on this role They may be curriculum specialists, instructional coaches, professional development coordinators, literacy coaches, mathematics coaches, department chairs, lead teachers, etc. Consider staff members who are enthusiastic, collaborative, leaders LEAs may choose staff representing multiple positions to be part of the facilitation team. For instance, an LEA may want to train a curriculum specialist, two department chairs and a literacy coach. FIP Facilitators need to have the time and resources to support this role Depending on the facilitator’s primary position, LEAs may need to provide release time and/or adjust schedules to allow facilitators time to attend teacher team meetings Facilitators do not need to be at EVERY team meeting, but the more often they are able to participate the better Facilitators need to be available to attend training Facilitators need access to online collaboration tool

Blended Learning Tools: Online Learning Modules Access any time and place Synchronous learning (with others) or asynchronous learning (alone) No cost to Ohio educators Supports District/LEA professional development plans

Blended Learning Tools: Online Learning Modules Foundations of Formative Instructional Practices Learning Path (5 modules) Leading and Coaching Formative Instructional Practices Learning Path (2 modules) Creating Clear Learning Targets (4 learning paths) Formative Instructional Practices in Action (2 modules) Application of Formative Instructional Practices (30 modules) Online learning resources to support implementation across LEAs (13 resources) Foundations of Formative Instructional Practices Learning Path (5 modules) This online learning path, which is designed to build foundation knowledge around formative instructional practices, includes: Module 1: Introduction to Formative Instructional Practices Module 2: Clear Learning Targets* Module 3: Collecting and Documenting Evidence of Student Learning Module 4: Analyzing Evidence and Providing Effective Feedback Module 5: Student Ownership of Learning: Self-Assessment, Peer Feedback, and More   Leading and Coaching Formative Instructional Practices Learning Path (2 modules) This online learning path, which is designed to help district and school leaders, professional development facilitators, and instructional coaches lead and coach the implementation of formative instructional practices school-wide, includes: Module 6: Leading Formative Instructional Practices Module 7: Coaching Formative Instructional Practices Online Learning: In Development (Expected Completion: Fall 2012) Creating Clear Learning Target in the Core Subjects (4 modules) These modules are designed to give teachers additional guidance and practice in deconstructing standards, creating and classifying clear learning targets, and organizing targets into logical progressions for learning. The modules are organized into elementary school, middle school, and high school grade-level segments: Creating Clear Learning Targets for English Language Arts Creating Clear Learning Targets for Mathematics Creating Clear Learning Targets for Social Studies Creating Clear Learning Targets for Science Formative Instructional Practices in Action (2 modules) These modules are exemplars of how the four core components of formative instructional practices work together in a specific subject: Formative Instructional Practices in Action: English Language Arts Formative Instructional Practices in Action: Mathematics Online Learning: Planned for Future (Expected Completion 2012 – 2014) Creating Clear Learning Targets in Non-Tested Subjects (3 modules) These modules are designed to show teachers of non-tested subjects how formative instructional practices apply in their classrooms and include: Creating Clear Learning Targets in World Languages Creating Clear Learning Targets in Music and the Arts Creating Clear Learning Targets in Physical Education Applications of Formative Instructional Practice (30 modules) These modules will highlight classroom scenarios showing the practical application of formative instructional practices. The exemplars will help educators: See what formative instructional practices look like in specific grade levels and subject areas. Understand how to plan for the instruction and assessment of more rigorous standards. Additional Online Learning Resources (13 resources) Throughout 2012-2014, 13 additional online learning resources will be developed for teachers of non-tested grades and subjects. These resources will help

Foundations of Formative Instructional Practices Modules 1. Introduction to Formative Instructional Practices Understand what formative instructional practices are Become familiar with key research findings related to the effects of formative instructional practices on student achievement 2. Clear Learning Targets Understand the benefits of learning targets Know how to ensure learning targets are clear to the teacher Know how to make learning targets clear to students Foundations of Formative Instructional Practices (5 modules) Appropriate for ALL teachers, including related arts, special education, gifted and talented, early childhood Based on original FIP modules from BFK, but are enhanced with new technology and updated with new research Introduction to Formative Instructional Practices – introduces teachers to formative instructional practices, the supporting research and the four core practices that are expanded upon in the next four modules. Clear Learning Targets – leads teachers through the process of creating clear learning targets from standard statements. Teachers will deconstruct standards, put them in student friendly terms and determine an appropriate order of instruction.

Foundations of Formative Instructional Practices Modules 3. Collecting and Documenting Evidence of Student Learning Know how to collect accurate formative evidence of student learning Know how to document formative evidence of student learning 4. Analyzing Evidence and Providing Effective Feedback 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 Foundations of Formative Instructional Practices (5 modules) 3. Collecting and Documenting Evidence of Student Learning – emphasizes the importance of gathering accurate evidence of student learning aligned to established learning targets. Teachers will develop methods of collecting and organizing evidence of student learning including the development of multiple types of assessments (selected response, written response, performance based, personal communication). 4. Analyzing Evidence and Providing Effective Feedback – emphasizes the use of assessment data to inform instruction and feedback. The purposes and characteristics of effective feedback are introduced and teachers are encouraged to reflect on their practice.

Foundations of Formative Instructional Practices Modules 5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More 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 5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More – an essential part of formative instructional practices is engaging students in collecting and analyzing evidence of their own learning. This includes self and peer assessments as an essential part of the use of data for learning.

Leading and Coaching Formative Instructional Practices Modules Leading Formative Instructional Practices Know how to promote formative instructional practices and support school-wide change Know how to lead quality formative instructional practice implementation in your school Understand the importance of developing a balanced assessment system Target audience: FIP Facilitators, district and school leaders Leading Formative Instructional Practices (1 module) Designed for school administrators, curriculum supervisors, and other building and district leaders This module will be available soon. It is important that all school leaders and members of leadership teams be trained because FIP Your School involves a cultural change school-wide. This module emphasizes the use of formative instructional practices in the support of teachers as they work to improve their practice. Content is aligned to Ohio’s Educator Standards.

Leading and Coaching Formative Instructional Practices Modules Know how to plan for the change process and to promote a systemic approach to formative instructional practices Know how to leverage blended learning and professional learning teams Understand how to sustain the implementation of formative instructional practices Know how to provide teachers with effective feedback as they learn about formative instructional practices Know how to employ resources and strategies that support formative instructional practices Target audience: FIP Facilitators, instructional coaches, curriculum supervisors, department heads, district and school leaders Coaching Formative Instructional Practices(1 module) Designed for staff who directly support teacher professional learning This module will be available soon. This module will provide assistance to anyone whose responsibility it is to move this work forward---that includes FIP Facilitators, school leaders, teacher leaders, etc. This module emphasizes the use of formative instructional practices in the support of teachers as they work to improve their practice. Content is aligned to Ohio’s Educator Standards

Creating Clear Learning Targets Learning Paths The modules in these learning paths are designed to give teachers additional guidance and practice in deconstructing standards, creating and classifying clear learning targets, and organizing targets into logical progressions for learning. There will be a learning path for each of the four core subject areas: English Language Arts Mathematics Social Studies Science

Formative Instructional Practices in Action Modules These modules are exemplars of how the four core components of formative instructional practices work together in a specific subject: Formative Instructional Practices in Action: English Language Arts Formative Instructional Practices in Action: Mathematics

Applications of Formative Instructional Practices Modules These 30 modules, released in cycles over the next two years, include: Rich examples of how to apply formative instructional practices in the context of specific grade-level and subject-area standards Examples based on Ohio’s Revised Learning Standards Target audience: Pre K-12 teachers Applications of Formative Instructional Practices (30 modules) Designed to show FIP in ‘practice’ Use common language presented in Foundations modules Aligned to Ohio’s new and revised academic content standards Will assist with the transition to new standards Some modules will be grade specific, while others will be designed for grade-bands Applications modules will address content in ELA, Mathematics, Science and Social Studies at all grade levels Pre-K-12 Applications modules will be developed and released on a rolling basis over the next two years. Modules will be developed to help teachers understand more about applying FIP practices in their content area and grade level. Some modules will be focused on content in one subject area and grade level. Other modules will emphasize vertical articulation across a grade band. It is important that teachers complete the five foundations modules prior to participating in the applications modules. Very clearly communicate that these focus on the CC and Revised Standards The four core components are the “what” of the applications. Content statements will be used to deconstruct the learning targets and so on, working through all four core components of FIP. The point of these modules is to model how the four core components would look in specific grade/content examples.

Blended Learning Tools Facilitation Materials FIP Facilitators will receive materials to help them: Facilitate conversations around formative instructional practices Combine online learning opportunities with collaborative learning in teacher team meetings Build and sustain momentum and capacity

Facilitating Formative Instructional Practices Guide Section I: Confirming Our Learning All activities ensure teachers have met the learning targets of each module. Section II: Confirming Our Practice All activities facilitate reflection and discussion about teacher practice. Section III: Confirming Our Commitment All activities help teachers set goals and take action based on what they’ve learned from each module.

Navigating the Learning Journey FIP Facilitators will be trained to use blended learning to support teacher teams in their professional learning. Online learning refers to the independent use of online learning modules available through the Battelle for Kids Ohio Student Progress Portal. Online modules may be 1-3 segments in length and may take 1-2 hours to complete. Collaborative learning refers to face-to-face team meetings during which teachers will discuss the content of the online modules, engage in reflection activities, work together to plan for instruction, share successes and challenges and more, with the support of their FIP Facilitator. Collaborative learning is broken into learning units that provide FIP Facilitators and teacher teams with multiple learning activities that can be used over multiple meetings. FIP Facilitators can adjust the use of the learning unit resources to meet the needs of the participating teachers - spending more time on new strategies and less on strategies already in place.

Connections to Ohio Standards for Professional Development FIP Your School online learning modules can be used to meet Ohio’s Standards for High Quality Professional Development (HQPD): Purposeful, structured and continuous process that occurs over time Informed by multiple sources of data Collaborative Includes varied learning experiences that accommodate individual educators’ knowledge and skills Evaluated by its short- and long-term impact on professional practice and achievement of all students Results in the acquisition, enhancement or refinement of skills and knowledge Ohio’s Standards for Professional Development emphasize continuous, collaborative, and job embedded professional learning. FIP Your School embraces this vision through the use of collaborative learning during teacher team meetings. Many Ohio schools have Teacher-Based Teams, Professional Learning Communities, Communities of Practice or some other configuration of teacher teaming. FIP Your School’s blended learning model encourages schools to utilize their teacher teams for collaborative learning discussions of the content in the online learning modules. Use of the online learning modules alone is not high-quality professional development. Learners need to discuss, collaborate and practice together as they work to improve their practice and the achievement of all students.

HOW CAN YOU JOIN FIP YOUR SCHOOL?

Partnership Agreement Districts/LEAs interested in joining FIP Your School will need to complete a Partnership Agreement and choose an Adoption Plan. This document serves several purposes: Clarifies expectations of districts/LEAs, FIP Specialists, and FIP Facilitators Helps districts choose an Adoption Plan to define their path to roll out formative instructional practices in a way that can be sustained Provides FIP Specialists with critical information to help better support a district/LEA’s adoption strategy Assists LEA’s with planning for professional development and completing their RttT Scope of Work. This is a good faith agreement between LEA’s, their FIP Specialists, Race to the Top and the Ohio Department of Education to work together to embedded formative instructional practices in school culture.

Adoption Plan Options FIP Your School recommends that each district/LEA choose the adoption plan that best suits the needs of their district. Your Partnership Agreement outlines the potential advantages and challenges of each option. Option A: District/LEA-Wide Approach Option B: Central Office Approach Option C: Incremental Approach We want to be transparent about expectations and implementing RttT with high fidelity If a district/LEA would to implement FIP Your School outside of these three options, district leadership can work with their FIP Specialist to determine what that looks like.

Option A: District/LEA-Wide Approach Comprehensive, system-wide approach to adopting formative instructional practices FIP Facilitators are building-embedded Emphasis on common district/LEA vision Requires additional release time and district/LEA-wide coordination and monitoring Discuss advantages and disadvantages of each option (outlined in the adoption plan pages in the Partnership Agreement) Additional incentives offered for this option include: • Opportunities for FIP Specialists to attend district/LEA leadership/Transformation Team meetings • Opportunity for building principals to take part in additional leadership training • Opportunity to become a model training site • Opportunity to become a pilot site for new Applications of Formative Instructional Practices online learning modules • Discounts on bulk orders of new Pearson book, Classroom Assessment for Student Learning, 2nd Edition • Opportunity to attend a special workshop session for FIP Facilitators the Ohio Educators Connect for Success Conference, June 27 - 29 in Columbus • Opportunity to attend specialized FIP Facilitator session(s) at Race to the Top conferences

Option B: Central Office Approach A minimum of two FIP Facilitators from central office are selected to work with all buildings in the district FIP Facilitators work with FIP Specialists and district leadership to determine strategy for building capacity in each school Advantages include use of existing central office resources and less concern about building-level release time May be more difficult to build and sustain capacity in schools Discuss advantages and disadvantages of each option (outlined in the adoption plan pages in the Partnership Agreement) Additional incentives offered for this option include: • Opportunity for FIP Specialists to work with central office FIP Facilitators to develop strategies for building capacity for formative instructional practices at the building level • Opportunity for FIP Specialists to attend district leadership/Transformation Team meetings • Discounts on bulk orders of new Pearson book, Classroom Assessment for Student Learning, 2nd Edition • Opportunity to attend specialized FIP Facilitator session(s) at Race to the Top conferences

Option C: Incremental Approach A portion of schools in the district are selected to be “early adopters” for first year of FIP Your School Each early adopter school has embedded FIP Facilitators Early adopter schools serve as pilots/learning labs to inform the expected rollout in additional buildings FIP Specialists work with FIP Facilitators and district leadership to create strategy for expanding to additional schools Can be easier to coordinate, especially for large districts Does not emphasize a common vision and common practices Discuss advantages and disadvantages of each option (outlined in the adoption plan pages in the Partnership Agreement) Additional incentives offered for this option include: • Opportunity for FIP Specialists to advise FIP Facilitators on ways to expand to additional schools • Discounts on bulk orders of new Pearson book, Classroom Assessment for Student Learning, 2nd Edition • Opportunity to attend specialized FIP Facilitator session(s) at Race to the Top conferences

Selecting FIP Facilitators FIP Facilitators should demonstrate the following qualities: Willingness and enthusiasm to promote the use of formative instructional practices in their school Strong leadership and relationship-building skills Ability to influence, motivate, and encourage teachers Ability to facilitate important discussions about educational improvement and change Ability to facilitate blended learning and troubleshoot minor technical questions FIP Facilitators will play a vital role in leading professional development, working directly with teacher-based teams to facilitate collaborative learning around formative instructional practices. Selection of FIP Facilitators will be done locally and may differ based on the selected adoption plan and district/LEA staffing structures. FIP Facilitators may serve as full-time instructional coaches or they may serve in multiple roles. Districts/LEAs may choose staff representing multiple positions to be part of the facilitation team. Depending on local circumstances, this key role may be filled by curriculum specialists, instructional coaches, professional development coordinators, literacy coaches, mathematics coaches, department chairs, or lead teachers. It is important to note that FIP Facilitators will need to have access to resources to successfully serve in this role: • Facilitators may need release time and/or adjusted schedules to attend teacher-based team meetings regularly. • Facilitators need to be available to attend regional trainings. • Facilitators need access to the FIP Your School online collaboration tool.

NEXT STEPS

Begin Your Journey to Becoming a FIP School Here are your next steps: Review Partnership Agreement with Transformation Team and district/LEA leadership Choose an adoption plan and identify FIP Facilitators Return completed Partnership Agreement to your FIP Specialist Ensure chosen FIP Facilitators register for an upcoming FIP Facilitator Training – Part 1 Begin introducing FIP Your School to district/LEA and school stakeholders Additional copies of the Partnership Agreement can be downloaded at www.FIPYourSchoolOhio.org

Contact Information FIP Your School Ohio Virginia Ressa Project Coordinator      (614) 728-6920 virginia.ressa@ode.state.oh.us Race to the Top Adrienne Carr RttT Professional Development Manager      (614) 995-5162 adrienne.carr@ode.state.oh.us Technical questions regarding online modules: 1-866-543-7555 Support@BattelleforKids.org Visit www.FIPYourSchoolOhio.org to find your region’s FIP Specialist.