1. Foundations and Purpose of Common Formative Assessments (CFAs) October 27, 2014 Thomasville Schools

2. “Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.” NC State Board of Education Mission

3. Outcomes: generate a common understanding of the purpose of CFAs; create a common understanding of the purpose of the use of a CFA process; and identify the purpose of consistency with CFA implementation

4. Can We Agree? To be actively involved Value differences Agree to disagree Listen

6. Formative Assessment is.. “Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes” (CCSSO FAST SCASS, 2008).

7. Why use formative assessment process? The vast majority of quick formatives assessment are informal, with interactive and timely feedback and response. It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.

8. Why use formative assessment process? learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice (Fisher and Frey, 2007). Provides information on what an individual student needs to practice; to have re-taught and to learn next

9. Quick Write 9 What is the purpose of the Common Formative Assessment (CFA)?

10. Assessment Comparison Chart Quick Formative Assessment Common Formative Assessments Occurs daily during instructionGiven intermittently or at the end of learning NOT gradedScored - may or may not be graded ProcessProduct Descriptive feedbackInterim/Evaluative feedback ContinuousPeriodic Examples:  Questioning  Discussions  Learning Activities  Teacher-student conferences  Interviews  Student Reflections/Journals  Observations Examples:  Mid-term and end of unit assessments  9-week or quarterly assessments  Districts assessments  Teacher created quizzes and tests  Textbook quizzes and tests Assessment FOR learningAssessment OF learning

11. Poster Activity What does a CFA look like in your classroom? How often are they given? How many items are usually on it? How do you prepare students for the CFA? How is the CFA data used in the PLCs? What else do you do with the CFA data?

12. CFA: Subject/Grade First Administration of CFA 0-74% =Below Proficiency75-100% = Proficient 0-59%60-69%70-74%75-79%80-89%90-100% Standard After Retest 0-74% =Below Proficiency75-100% = Proficient 0-59%60-69%70-74%75-79%80-89%90-100% Standard

13. Recipe for Implementing CFAs Identify learning targets. Write or find assessment questions. Determine proficiency. Identify possible interventions. Identify possible extensions. B.DuFour,R DuFour, 2007

14. Definition of Rigor Academic rigor is based on expectations established for students and staff that ensure that students demonstrate a thorough, in-depth mastery of challenging and complex curricular concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core and the application of that knowledge core to solve complex real-world problems.

15. Definition of Rigor Academic rigor is based on expectations established for students and staff that ensure that students demonstrate a thorough, in-depth mastery of challenging and complex curricular concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core and the application of that knowledge core to solve complex real-world problems.

16. How rigorous are your CFAs? Case Study Performance Task Portfolio Project Traditional Tests Short Answer Essays/Scenarios

17. 17 Ideas Associated with Rigor Thinking and acting on content that matters Authentic work/assessment Demonstrate content mastery and application Teaching so that students can transfer the concepts to other areas Finding the unanswered questions Engaging learners

18. 18 Rigor – Question Stems What evidence can you list for_____? What patterns or relationships do you see in __? What can be concluded about __? What would happen if ___? How would you compare ____to___? How does ___connect with ___? What would you predict about ___? What solutions would you suggest for ____? What generalizations can you make about ___? What biases do you see in this ____? Judge the effectiveness__?

19. Leadership Strategies for Classroom Rigor Creating Effective School Culture Ownership and Shared Vision Managing Data Professional Development Advocacy Shared Accountability Structures to Support Success (Blackburn, B.R. & Williamson, 2010)

20. Common Formative Assessment Inventory Read the CFA Inventory Identify one area to celebrate Identify one area for improvement

21. Exit Ticket After a result of this session, I am going to…

22. Resources Blackburn B.R & Williamson, 2010 Council of Chief State School Officer, 2008 B. DuFour & R.DuFour, 2007 Fisher and Frey, 2007

23. Contact Information Dr. Frances Harris-Burke Frances.harrisburke@dpi.nc.gov Regional Lead | Office of Regional Support Services