1. Common Formative Assessments
November 6, 2017

2. Ticket In
Teachers are superheroes who change the world one student at a time. Below are some research-based statements that improve student learning
*Read each research-based statement about learning
*Write the statement on your cape that speaks to you the most

3. Partner Feedback
*Write on your partner’s cape relating to their statement
*As you are giving feedback,
Do you see any common themes? What do you think the title of article is?

4. Common Formative Assessment

5. Objective/TAP Connection
By the end of Clusters, teachers will learn about the common formative assessment process and how it relates to student learning of essential standards and corresponding levels of student support.
TAP Connection: TKS teacher practices display understanding of each student anticipated learning difficulties
Assessment: Include descriptions of how assessment results will be used to inform future instruction
Lot of words...basically learn how the CFA process relates to what we are doing to support student learning

6. Assessments & Levels of Support
CFA’s
-grade
level
Our Ticket in focused on the research of using common formative assessments so you might be thinking WHY are we thinking about CFA’s now. Let’s look back at our levels of support and how it connects to our previous learning with Clusters.
Last week, we looked at the intervention piece. We used universal assessment to identify student need
*The word Universal screener in our case means “done by all people” Makes sense because all 3rd-5th grade teachers used the same assessment to fill in the gaps of student learning (TAI screener for math/Az Reader passages for ELA) The instruction for each child is specific to the level they are missing BELOW grade level.
When do you provide time to support intervention students- Tutoring
2. Now, we are looking at common formative assessments. Common formative assessments will only be utilized by your team because your team is focusing on the essential standards specific to your grade level.
Universal Assessment
-fill in gaps during tutoring

7. Difference between types of Assessment
Common Formative
Assessment
Process
Formative
Summative
Flip over Ticket In and Create Trifold- Write Summative, Formative, and Common Formative Assessment
*under word write what you think each means
2. In the middle, take notes from what Dr Richard DuFour
3. Collaborate with partner...what was your thinking? Did it relate with what you viewed?
STOP at 2:52 and have teachers debrief about Summative and Formative
STOP at 6:51
Connect
Collect
Collaborate
*What was your thinking?
*Did your response relate to video?

8. Common Formative Assessment Process
*Team chooses the essential standard being taught
*Team creates common formative assessment and focuses instruction (backward design)
*Chose day to give assessment
*Meet together and analyze student results
*Small group instruction for students who did not master skills on CFA
What is the formative process? IF WE DO NOT DISCUSS THEN WE ARE COMPLETING SUMMATIVE ASSESSMENT- THE AUTOPSY IS THERE>>>FINAL DONE. Next slide...how will that look in our school

9. Common Formative Assessment Process
*Team chooses the essential standard being taught (Curriculum Map)
*Team creates common formative assessment and focuses instruction (backward design)
(Team Planning/Cluster)
*Chose day to give assessment
*Meet together and analyze student results
(Cluster)
*Small group instruction for students who did not master skills on CFA
(WIN)
The common formative assessment process is do-able *grade assessment before Cluster

10. Let’s try it out In groups of 4... Read results of CFA Fan-n-Pick
FF- What is the purpose of analyzing and responding to data? How will this process affect student learning?
Team chooses the essential standard being taught
*Team creates common formative assessment and focuses instruction (backward design)
*Chose day to give assessment
*Meet together and analyze student results
*Small group instruction for students who did not master skills on CFA

11. Ticket Out
What is the worst possible outcome of analyzing and responding to common assessment data?
What is the best possible outcome of analyzing and responding to common assessment data?