1. Formative Assessments Monitoring for Learning to Inform Instructional Decisions

2. QuestionProductsResources 1-What do we want all students to learn? 2. How will we know they’ve learned it? 3. What will we do when students don’t learn? 4. What will we do when they’ve already learned?

3. Celebrations O Last time I was here we shared the idea of facilitation grids to gather formative data on student mastery of standards. O Share out successes, hiccups, and questions.

4. Facilitation Grid Three Ways O Organized by targets on the scale O Organized targets by standard O Criteria for success during conversations and/or observations

5. Criteria for Success O Think about the target you are focusing on for the lesson or lesson series. O What information would you expect to hear in a conversation, on a short response, etc. O Clarify this ahead of time especially if your PLC will use this as a CFA.

6. Quick Formative Checks O Checks can be short and sweet: O Amount of content O Tight schedule O Turnaround time to discuss data and problem solve in a timely fashion

7. Formative Assessments O Think about which targets O will most likely cause students difficulty O are prerequisite skills O are absolutely necessary for students to know O Pick the most important targets to monitor to create your CFAs

8. Types of CFAs O Selected response: O Matching O T/F O Multiple Choice O Constructed Response: O Students supply own answers O Performance Task: O Oral report O Demonstration O Common rubric would be used for scoring either

9. CFAs Continued… O Personal communication: O Probing discussions O Used less often as a CFA, but is a great option to collect observable data O Student work samples: O Any work product the individual student completes O Criteria for success is determined by the PLC if it will be used for a CFA Use a maximum of four questions per target Consider a combination of question styles

10. The Taxonomy O You can utilize the taxonomy when creating questions for the formatives. O Look at how to spiral the questions to represent 2.0, 3.0 and possibly 4.0 targets

11. CFA Spiral Question Example O Think about your standard and what taxonomy level it lives in. O Create a question that addresses that level. That would be your 3.0 type question. O Then create a question that addresses a 2.0 target for that standard. Look at the taxonomy or your scale to create that question. O Then utilize your taxonomy to create a 4.0 question that extends the learning a little beyond the standard.

12. Administering CFAs O Write the CFA as a PLC O Review the CFA as a PLC O Set the proficiency criteria as a PLC O Set the criteria for implementation as a PLC O Set a short window (2 day period) to deliver the CFA O Every member of the PLC commits to having the CFA graded and ready to share at the specified PLC date/time.