1. Fair Oak’s PLC Work

2. Our History 2004  Brand New Principal – 5 th in 5 years.  6 New Teachers  Training/Professional Development Attended CA Reading Conference Attended CA Reading Conference Attended Asilomar Conference Attended Asilomar Conference Participated in 1st Year of SB472= 40 hours Participated in 1st Year of SB472= 40 hours  1 st year not to meet all AYP criteria

3. Current History  Principal starting 6 th year.  Only 1 new teacher (sort of)  Training/Professional Development AttendEdusoft Training AttendEdusoft Training Attend Systematic ELD Training Attend Systematic ELD Training Work with Coach to develop SMART goals Work with Coach to develop SMART goals Hold F.O. Summits yearly Hold F.O. Summits yearly 2/3 of the staff Attended Professional Learning Communities at Work Conference in Seattle. 2/3 of the staff Attended Professional Learning Communities at Work Conference in Seattle.

4. 4 Questions to Guide PLCs  1. What do we expect students to learn?  2. How will we know if they learn it?  3. How do we respond when they experience difficulty?  4. How do we respond when students do learn?

5. Assessment History – Nov. ‘08  Writing baseline  Fall Writing Assessment  District Progress Assessment (DPA)  RAP  HM Language Arts Theme Tests  HM Math Chapter Tests  Report Card Assessments We were data rich but not sure what to do with it. Students and teachers were miserable!

6. Summative assessment is like a post-flight evaluation of the effectiveness of the pilot’s actions. This measure can be compared and analyzed and can help inform improvements for future flights. This measure does not affect the completed flight. Formative assessment can be thought of as the equivalent of regular pilot readings and observations of conditions during flight to determine if the initial flight plan is still appropriate or if adjustments need to be made. These observations and adjustments directly impact the success of the flight, allowing an on-time, safe arrival at the intended destination. October 2009 Florida Mathematics and Science Leadership Conference Ellington and Diamond Teacher as Pilot

7. Assessment Continuum Formative Summative √ Waypoint √ Endpoint √ No stakes √ High stakes √ Descriptive outcome √ A score or grade √ During teaching √ After teaching √ Feedback √ High reliability

8. √ “is carried out at intervals when achievement has to be summarized and reported.” (Harlen, 1998) √ “summarizes” learning at end of a sequence of teaching √ adds procedures or tests to existing work √ provides grades or scores to student √ Assessment of Learning Summative Assessment

9. Formative Assessment √ A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. √ Strategies and techniques designed to meet immediate learning needs √ Minute to minute, day by day √ Assessment for Learning

10. Locus of Control ClassroomSchoolDistrict State and National Summative/Formative Most FormativeMore FormativeMore SummativeMost Summative Frequency Daily/Weekly (frequent, ongoing) Quarterly (at minimum) *6-8 weeks Periodic (pre and post) Annual (or longer) Description of Data Individualizes Student Data Standards Based Data Benchmark Data Autopsy Data Highlights Mastery of strategies and skills Levels of Proficiency Groups of At-risk students Programmatic Strengths and Weaknesses Products Descriptive Feedback Diagnostic Feedback Entrance and Exit Criteria Rank order Outcome Reteaching and regrouping Systematic Interventions Program SupportAccountability Current Assessments Lang. Arts HM Theme Tests RAP Writing Prompts STAR/CST Current Assessments Math HM Chapter and Unit Tests DPA STAR/CST Interventions ½ Hour Daily Grade Level Time Title 1 Support & Learning Center : Lang!, Read Naturally, My Skills, Math Fact Fluency, ASPIRE (SES) Summer School/Early Back Supplemental Educational Services Fair Oaks Elementary 2009-2010

11. Hand in Hand, We All Learn  Teachers and students go hand and hand as learners … or they don’t go at all. Roland Barth