1. The Michigan Formative Assessment Project

2. Holland GRGR Fowlerville

3. 1.I can describe the components of a balanced assessment system. 2.I can identify protocols for learning. 3.I can identify the components of an effective Formative Assessment PLC. Learning Targets

4. 4 Assumptions… Chalk Talk

5. Classroom Assessment Formative Assessment Summative Assessment FormativeAssessmentSummativeAssessment

6. Assessment FOR Learning: How can we use assessment to help students learn more? (formative) Assessment OF Learning: How much have students learned at a particular point in time? (summative)

8. …it goes beyond merely providing judgments about student performance to providing rich descriptions of student performance, —Rick Stiggins, 2006

9. use assessment to influence learning the teaching should be contingent on what students have learnt while we’re teaching we collect evidence about where the students are to make adjustments to our teaching “The central idea is that we should use assessment to influence learning and that the teaching should be contingent on what students have learnt... So that while we’re teaching we collect evidence about where the students are to make adjustments to our teaching to better meet our students’ learning needs.” —Black, P. & William, D. (2006)

10. When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative. —Stake, R. (2004)

11. 11 Summative district and state assessments Formative classroom assessments for learning Data about people, practices, perceptions Benchmark, common assessments Formative common assessments Annually 2-4 Times a year Quarterly or end of the unit 1-4 times a month Daily/weekly How often should data be collected?

12. Formative assessment is a planned process -W. James Popham, 2008

13. Formative assessment can identify students’ learning gaps at a time when the learning is still taking place and timely interventions can be made

14. Learning Target Use Self Assessment Peer Assessment Feedback

15. http://www.simmons.edu/conferences/btc/i/new_teachers_j_kozol.jpg Stand Up if you…

16. http://cobbcast.cobbk12.org/wp-content/uploads/2009/04/kell-phillips_01.jpg

17. http://office.microsoft.com/en-us/images/?CTT=97

19. http://www.wharton.upenn.edu/mba/images/mbal2_academics_learning_team.jpg

21. http://1.bp.blogspot.com/_I3H0ZuyGL9g/RmNIf1_MUFI/AAAAAAAAALs/0uZdFY_8D4k/s1600/apathetic.bmp

22. http://krapps.com/wp-content/uploads/2009/07/LadyHuhFINAL.jpg

23. http://office.microsoft.com/en-us/images/?CTT=97

25. Hopes Work collaboratively / purposefully as a group Open up to others, analyze & share (both good & bad) Gather Evidence Impacts classroom practice as much as I hope Work will inspire others to action Support others as needed … “just right” Fears Maintaining focus outside of dedicated meeting time Convincing staff … F.A. & common summative (balance) team as point persons for nay- sayers Distraction due to other initiatives / responsibilities Improving enough to help lead / be catalysts

26. Be prepared to dedicate share time in every meeting Maintain a record of our collective work Share all successes and/or failures without fear Designate time for implementation

27. Met every two weeks Agenda Sharing Time – Discussions about readings Interactive discussion concerning use of FA tools How has this effected students? Set individual goals for implementing next monthly theme Set time for classroom visits

28. Principal Assistant Principal Teachers from Science, Math, and Social Studies Once a month meeting, for 4 hours Two times for full day sessions

29. Hopes New strategies that work Develop a climate of sharing and observing each other Impact student learning/ increase achievement Build enthusiasm, purpose, professionalism Constructive atmosphere Foster culture of student ownership Increase metacognition Fears Finding time in our classrooms to DO all of this What about the RESISTANT staff members? Staff development time and time to create shared vision How do we take what we learn and “grow” with our entire staff and our student body?

30. Have a purpose/Be purposeful Approach new ideas with a positive, open mind Be willing to share and try new ideas Manage our time and materials wisely Stay focused!

34. Year 1 Hamilton High School Year 2 Baldwin Street Middle School Spring Lake Middle School Harbor Lights Middle School Macatawa Bay Middle School Careerline Tech Center Year 3 Riley Street Middle School Jenison High School Hamilton Public Schools (District-wide)

37. Assessment Academy Year 1 Balanced Assessment Assessment Academy Year 2 Grading Blended Learning Course Book Studies

40. TFAP Funding 101

41. DEFINE THE NEED Comprehensive Needs Assessment (CNA) Comprehensive Needs Assessment (CNA) ESA/District Performance Rubrics (DPR) ESA/District Performance Rubrics (DPR)

42. DESIGN THE PLAN ESA/District Improvement Plan (DIP) Local Educational Agency Planning Cycle (LEA-PC) School Improvement Plans (SIP) Consolidated Grant ~Title IIA submission

43. Michigan School Improvement Framework I:TEACHING FOR LEARNING ST2: Instruction ST3: Assessment II:LEADERSHIP ST1: Instructional Leadership BE B: Instructional Support III: PERSONAL & PROFESSIONAL LEARNING ST2: Professional Learning V: DATA & INFORMATION MANAGEMENT ST2: Information Management

44. LEA-PC (Local Educational Agency Planning Cycle) MUST BE IN THIS PLAN DETERMINED BY YOUR NEEDS DEVELOPED IN YOUR GOALS

45. LEA-PC OUTLINE GOAL: K-12 MATH ACHIEVEMENT OBJECTIVE: INCREASED MATH PROFICIENCY STRATEGY: M3: Data Use and Analysis STRATEGY: M4: 6 th -12 th Formative Assessment Process STRATEGY: M5: 6 th -12 th Reading Apprenticeship/Studying Math Learning GOAL: K-12 READING/WRITING ACHIEVEMENT OBJECTIVE: INCREASED READING/WRITING PROFICIENCY STRATEGY: RW3: Data Use and Analysis STRATEGY: RW4: 6 th -12 th Formative Assessment Process STRATEGY: RW5: 6 th -12 th Reading Apprenticeship

46. MATH STRATEGY DESCRIPTION GOAL: K-12 MATH ACHIEVEMENT OBJECTIVE: INCREASED MATH PROFICIENCY STRATEGY: M4: 6 th -12 th Formative Assessment Process Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)

47. READING STRATEGY DESCRIPTION GOAL: K-12 READING/WRITING ACHIEVEMENT OBJECTIVE: INCREASED READING/WRITING PROFICIENCY STRATEGY: RW4: 6 th -12 th Formative Assessment Process Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)

48. PAIR SHARE: “Describe who handles the LEA PC in your district/ESA”

49. SIP and DIP (School/District Improvement Plans) MUST BE IN These Plans DETERMINED BY YOUR NEEDS DEVELOPED IN YOUR GOALS

50. PAIR SHARE: “Describe who handles the SIP/DIP in your district/ESA”

51. SIP and DIP Goal: Goal: Improve Math Proficiency by 10% as shown on the Spring 2012 MME Objective: Objective: Teachers learn balanced assessment best practices to implement daily in their math instruction. Strategy: Strategy: Teams of teachers attend Formative Assessment Process trainings over a period of three years to learn best practices in Descriptive Feedback, Questioning, Peer and Self Assessment, and Grading.

52. COACH TRAINING: FHS: Formative Assessment Process--SUBS TFAP Coach Trainings: Julia Keider, Jennifer Connor, and Kristy Placido Sept 10, 11 and Oct 5 at WISD (No registration fees - costs incurred by MDE and OEAA) 3 subs for 3 days @ $100 p/day=$900 FHS: Formative Assessment Process--SUBS Team Training Coach prep time (3HRS 6Xs) for Coach Connor, Keider, and Placido (meet 6Xs 1/2 day each) Nov, Feb2x, Apr2x, May. 3 Teachers for 6 1/2 days=3 Subs @ $50 x 6=$900 ~DETAIL~ FHS - Building Budget ~DETAIL~

53. TEAM TRAINING: FHS: Formative Assessment Process --SUBS TFAP Team Launch Training Sept 23 WISD- Coach Julia Keider and 7 Tchrs & Coach Kristy Placido and 7 Tchrs & Coach Jeffie Connor and 7 Tchrs (Trainer-Sara Bryant and Registrations paid by MDE/OEAA.) 24 subs @ $100 pr/day for one day=$2,400. FHS: Formative Assessment Process --SUBS Year long Training of three teams (meet 6Xs 2hrs each day each) NOV 10, DEC 10,Feb 4 or 24,MAR 18,APR 22, MAY 12. (Trainers-Placido, Connor, and Keider previously trained with Title II Funds). 8 subs for 6 days @ $100 p/ day = $4,800. FHS: Formative Assessment Process--STIPENDS teachers to attend TFAP after-school Team training regarding Feedback. 1 hour stipends in Nov., Feb., Apr., May. 24 teachers for 4 days @ 1 hr at $16.67 pr/hr ($400) + (retir$108 & fica$24)=$532. MATERIALS : FHS: Formative Assessment Process --TEXT "Seven Strategies of Assessment for Learning" by Rick Stiggins. Train three teams Nov, Feb2x, Apr2x, May. (Trainers- Placido, Connor, and Keider previously trained with Title II Funds). 24 texts @$30= $720. ~DETAIL~ FHS - Building Budget ~DETAIL~

54. ???Questions???

56. Laura Otten, Kent ISD lauraotten@kentisd.org Laurie Smith, Ottawa Area ISD lsmith@oaisd.org Sheila Larson, Fowlerville Community Schools larsons@fvl.k12.mi.us