Leadership of self linked with a system of formative assessment Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin

To understand the system of formative assessment practices.

 Brainstorm various systems you know about.  Choose one system to depict on a 8 by 11 paper.

 A SYSTEM is a collection of parts that interact to function purposefully as a whole.  A collection of auto parts is NOT a system.  A working car IS a system.

 Stiggins said: We can build assessment systems. It is not what we grew up in. It is not the one we see in place. But it is the assessment system we can create.  PRIME Leadership Framework: Stage 1 is a self awareness stage of leadership, a passion for acting upon, modeling; the leaders is respected for his or her own teaching and learning skills.

 Think about Assessment Practices in your classroom.  Do you have an assessment system?  What are the parts?  How are the parts linked?

During WITNESS, think about how the barn raising scene reflects a working system.

 In what ways did the barn raising scene reflect a working system?  What were the parts?  In what ways did the parts interact to function purposefully as a whole?

Imagine what would happen if any of the following were true …  There was no agreement about the units of measurement.  There was no opportunity for the children to learn.  Half the “lifters” decided not to lift.  The whole community decided barns were useless.

 3 Minutes: On your own, think about a formative assessment system. Write down the goal and the parts of the learning team continuum that make up a formative assessment system.  10 minutes: In groups of 4, decide on the parts, draw a graphic, and show relationships to reveal a system.

Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning (1)Prior to teaching, teachers study and can articulate the math concepts students will be4 learning. (2)Teachers use student- friendly language to inform students about the math objective they are expected to learn during the lesson. (3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards and classroom assessments (CABS), and fits within the progression of student learning. (5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning. (7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work. (9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement. Learning Team Continuum Stage 1 Learning Targets Stage 2 Align State Framework and Math Program Stage 3 Common CABS Stage 4 Student Work on CABS Stage 5 Descriptive Feedback on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. Provide a measure of consistency of student learning based on standards/descriptors and targets. Examine student work to monitor achievement and progress toward the targets and descriptors. Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback. Principles of Assessment for Learning

NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME). Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 3: Advocate & Systematize Leadership in the Extended Community Stage 2: Collaborate & Implement Leadership of Others

 I use formative assessment practices to inform teacher practices and student learning

Take a different color marker. Add any components or links that were missing from your first version of your graphic. Hang the charts.

 Students cannot articulate what they are learning during the lesson or the unit. They see the lesson as an activity, missing the mathematics they are learning.

 Teachers do not make connections between the mathematics embedded in the CABS, the lessons in the math book, and the mathematics students need to learn.

 Teachers give CABS, write feedback, and don’t make connections to planning and teaching.

 The only feedback given is in the form of grades on homework or tests. The feedback is not integral to the mathematics taught during the lessons.

an assessment system was in place in each classroom?

 Teachers thoroughly plan a lesson and can articulate to the students the objectives they will be learning.

 Teachers think about the mathematics they want the students to learn and align the CABS with the lessons as part of planning for instruction.

 Students use the assessment information given to them by their teachers to think about their own progress.

 Think about Leadership of Self  Reflect back on your first notes on assessment practices. What could you add now?  Implement a Formative Assessment System in your classroom, thus becoming a model for other teachers in your building.