1. Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin
Leadership Session Guidelines for Implementation of a Formative Assessment System
Cynthia Cuellar
Astrid Fossum
Janis Freckmann
Connie Laughlin

2. What We Learned Systems Thinking: “What makes a system a system” ?
How can the formative assessment strategies aligned to the Learning Team Continuum become a system?
Cynthia

3. Goals of this Session: To understand the nature of systems thinking
To deepen understanding of the formative assessment system
Cynthia
Janis writes: What is the point we are making about the “nature of systems thinking”? Just so both rooms are getting the same message.

4. Characteristics of System Reform
Individually: Form a definition of the key elements of reform using the “Characteristics of Reform” handout.
Table group: Share your definitions, combining ideas to create one definition.
Cynthia (?)
Janis Writes: Not sure is this title works?
Janis Writes: Did you try to do this? Should the definition be 2 sentences?
Janis Writes: After the table group works together then do we hear a few of the definitions in large group?

5. Work of MTLs as it relates to Formative Assessment Strategies
What strategies are you using to develop a formative assessment system?
Grade Level Meetings
Grade 1: Analyzing student work
Grade 3 and Grade 5: CABS and lessons
Classroom Team Teaching
Grade 2: Student friendly math objective
Astrid
Janis writes in response to Astrid’s message below: Let’s stay with the work of the MTLs. They can learn from each other. We can learn about their work. I started this slide. Change it as needed. This is a talking slide for facilitator use.
Points to make:
So far as leaders we have studied together the following ideas:
1)we have studied the characteristics of systems thinking
2) we took some time to write our own definition of a “System”.
3) We studied the formative assessment strategies as aligned to the learning team continuum and discussed how the strategies are either isolated parts or how these parts can be working together to form a system.
Now let’s spend some time sharing with each other the answer to this question (point to slide) what we are doing in the schools as we work toward creating a formative assessment system.
So, for an example, each MTL will have an opportunity to do some table sharing highlighting something they are doing at their school to develop a formative assessment system. Then refer to slide as examples.
___________________________________________________________________________________________________________________
Astrid writes: I guess I didn’t take the best notes here or wrote down all ideas not marking our final decision. The notes that were sent says brainstorm buy in strategies for formative assessment strategies. My notes say the “As you develop a system of Formative Assessment reform, what strategies are you using?”
We wanted to have teachers think the first 4 principles, share what they are doing indicating how this connects to formative assessment strategies.
So is this about buy in strategies or about formative assessment strategies?

6. Strategies for Creating a Formative Assessment System
On your own, make a list of strategies that you are using to support your work.
Each MTL explains one of their strategies and writes it on the chart paper
Hang chart papers - Large group debrief
Astrid
Janis writes: Posters are hung…. How do we share?
Astrid writes: What debriefing question, comment are we hoping to get from the posters?

7. Leading Through Systems Thinking
Supporting a Formative Assessment System at our School
Article: Leading Through Systems Thinking by Jerry L. Johnson
Read pg. 66 – 68. Stop at the beginning of Guideline 1.
Janis
Connector from previous slide: As we look at all the strategies MTLs are using in their schools, we see many common arenas. Now for this next activity, keep your school in mind as we study an article about being a leader and leading through system thinking.
Supporting: As leaders supporting a formative assessment system, we must understand the system, it parts and how the parts work together to form a system. As we put all of our efforts into supporting this system first in our own classrooms and then at a school level, it is important to be proactive and spend time thinking about guidelines that can help us implement a system at our schools.
Article: We will read Jerry L. Johnson’s article Leading Through Systems Thinking and take time to discuss 3 out of 7 guidelines that support systems thinking.
Read: Let’s begin by independently reading pg. 66 and 67 to hear his preface on leading through system thinking.
When participants finish reading say something like….
This article is proposing that we not blame people when we can’t move our system forward (formative assessment system) but instead to search out , to think about, to address, the problems that may surface because of the system we are supporting.
What will be the problems that surface?
What roadblocks may occur?
What needs to be put in place?
Today, we will spend the rest of the session thinking deeply about 3 of the guidelines.

8. Structure of Activity On your own, read the designated guideline.
As a table group: 1) clarify the big message of the guideline and 2) relate the guideline to the work of supporting a formative assessment system. Be specific in making connections between the message of the guideline and the assessment system.
Large group debrief of the table discussion
Janis
Explain the structure of the activity.
During group debrief create a chart for each guideline. Then chart 1) the big message of the guideline and 2) connections between the message and the formative assessment system.

9. Focus On the System, Not the People
Guideline 1
Focus On the System, Not the People
Janis
Ideas for the chart are below:
Big Idea: Don’t blame people for not doing their work for not pulling their weight. Don’t try to “fix” or fire people. Teachers are conforming to ideas about teaching and learning that they were trained to do in the education courses. Support the system; focus on the system. How the parts of the system are related and require long term adjustments.
Formative Assessment System: Don’t focus on negative comments or teachers. Begin to work with a few teachers to begin the process of your system. Where can you start? What can you learn? Share the learning. Bring in more parts to support the formative assessment system.
Example: Think about your work at the school. Focus on the teachers that are willing to begin with formative assessment strategies. Different grade levels may focus on different strategies. It is okay because you see the big picture and the connections between all the strategies. As time moves along continue to help teachers see how the strategies are dependent upon each other.

10. Guideline 3
Expect the System to Resist Interventions Meant to Disrupt the Stability of the Current System
Janis
Note: There is a current assessment system in place in your school. As an MTL, you are supporting the work of a new system; formative assessment system.
Big Idea: Stability is a hallmark of a working system. The harder the pressure against the system the harder the pushback will be against the system.
Formative Assessment System: Teachers feel stability with the current system in place for monitoring student achievement. They need to feel comfortable with the change and the one piece they can begin to develop in the system. Ask rhetorical questions: Why wouldn’t we want to read the lesson ahead of time, think about the mathematics students will learn and then tell the students the objective for the day. Model the strategies. Keep focused on the system.
Example: Begin working with one grade level or one teacher. Let teachers talk to teachers about kids learning. When talking about the CABS for the next unit, talk about the big mathematical ideas kids will learn in the unit. Discuss the lessons aligned to the math. Go slow but keep focused on the system.

11. Evaluate the System According to the Organization’s Core Values
Guideline 4
Evaluate the System According to the Organization’s Core Values
Big Idea: When working the parts in the system and the pieces in the parts run into roadblocks do not blame people. Keep focused on the core value’s the system supports.
Formative Assessment System: Using just the CABS or writing feedback that is not integral to teaching, can appear to not support student learning. It is the system that is not in place instead isolated parts working independently without a interrelated system.
Example: When examining student work from CABS and either the CABS is not seen as appropriate or the student work is not proficient, regroup focusing on the math students are being asked to learn and where it aligns to lessons in the unit. Help teachers with kid friendly language or expectations for learning. Keep them focused on student learning as a core value reframing discussions away from gripe sessions.

12. Article Discussion
How might an increased understanding of the Guidelines increase the probability that new reforms will take root?
Janis
Table discussion for a few minutes and then have a few leaders share highlights of their table discussion.

13. Reflection
Individually revisit the definition, written earlier, of the key elements of reform.
What will be your next step to work on formative assessment reform?
Astrid (?)
Janis writes: Awkward second bullet. What strategies will you continue? What strategy will you try next?

14. Leading through Systems Thinking
Seeing “WHOLES,” recognizing PATTERNS and RELATIONSHIPS, and learning how to structure those relationships in more EFFECTIVE, EFFICIENT ways.
SENGE 1990
Astrid or Cynthia?
Janis writes: What do we say here?

15. Guideline 2
Learn how the Current System Evolved and How it Connects to Related Systems.
Janis
Big Idea: Know the history of the system you are trying to put in place. Know each part of the system and how the parts are related. (Leadership of self)
Related to Formative Assessment System: Know the parts and the connections of the formative assessment system. Be sure to model, in your teaching, the parts of the system and the connections between the parts that support the outcome of student achievement.

16. Guideline 5
Look Beyond the Symptomatic Problems and Symptomatic Solutions to Fundamental System Issues.
Janis
Big Idea: Too often we latch onto a problem within a system and attempt the “quick fix”. Be careful not to jump on an approach of identifying a problem, trying to solve it and moving on .
Formative Assessment System: BE sure to put the issue on the table keeping in mind how the problem connects to fundamental beliefs about the system.
Not enough time to do something- principal offers more time to teachers. Be sure to bring clarity to the real issue in context of the system and fundamental beliefs about the system.

17. Guideline 6
Think Whole-System, Long-Term Solutions and Remain Patient for the Solution to Take Effect
Janis
Big Idea: We tend to focus on the part of the system that needs attention. As we work with smaller issues that continually surface keep the whole system in mind. Don’t give up on the system because of small issues. Stay focus on the Whole system and long-term solutions.
Formative Assessment System: keep the course. Keep the big picture in mind of the formative assessment system. Help address small issues and help teachers see the connections in the parts to form a system to support student achievement.

18. Anticipate New Systems Problems Arising for Current Systems Solutions
Guideline 7
Anticipate New Systems Problems Arising for Current Systems Solutions
Janis
Big Idea: Don’t get blind sided by new problems. We spend so much time getting everything in place, go to great lengths to convince others, offer assurances that this is the way to go, that we tend to get discouraged by new issues. Realize this is how a system works. New solutions bring new problems. Think of how the automobile changed modes of transportation but brought on new problems of air pollution.
Formative Assessment System: Anticipate new problems and be prepared to accommodate the new problem.