1. Becky Martin Continuous Improvement Facilitator Paul Hayes Secondary Student Services Facilitator 17th National Quality Education Conference October 2009 Jacksonville, FL Amy Russell CI Curriculum Facilitator Steph Stulken Teacher and CI Trainer Formative Assessment Using Quality Tools

2. W h a t d o w e w a n t t o k n o w o r b e a b l e t o d o a t t h e e n d o f t h e s e s s i o n ? Learning Outcomes  Explore a process and strategies for formative/in-process measures  Pair quality tools with assessment for learning  Build student confidence and motivation for achievement with formative assessment

3. Video Clip

4. Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they don’t?

5. Formative Assessment  Collection of practices with a common feature: they all lead to some action that improves learning.  Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning  Rick Stiggins

6. Characteristics of Formative Assessment  In-process measures  Throughout the teaching/learning process  Indicators of progress during the learning process  Used diagnose student needs  Checks for understanding  Assessments that support the learner

7. For the learner  Engage students in their own learning  Ongoing review of my progress  Supports my learning  Extends my learning

8. “I cannot teach anybody anything; I can only make them think.” Socrates (BC 469- BC 399)

9. Classroom Uses of Assessment SUMMATIVE  Assessments OF Learning How much have students learned as of a particular point in time?FORMATIVE  Assessments FOR Learning How can we use assessment information to help students learn more? Rick Stiggins Assessment for Learning

10. Use Formative Assessment as a Regular Practice  How much do I know about this?  How skilled am I at doing this?  How often do I do this? Respond~ Routinely = Green Dot Sometimes = Yellow Dot Seldom-just thinking about it =Red Dot

11. Providing Effective Feedback on Student Work  How much do I know about this?  How skilled am I at doing this?  How often do I do this? Respond~ Routinely = Green Dot Sometimes = Yellow Dot Seldom-just thinking about it =Red Dot

12. Using Formative Assessment Information in Instructional Planning  How much do I know about this?  How skilled am I at doing this?  How often do I do this? Respond~ Routinely = Green Dot Sometimes = Yellow Dot Seldom-just thinking about it =Red Dot

16. Classroom Data Center Math Computation During the 2006- 2007 school year, the percentage of students scoring in the high and intermediate math total proficiency levels will increase by 5% as measured by the district math assessments and ITBS.

18. Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview

19. SMART Goal - SIP to Classroom  Original: During the 2007-08 school year, SAMPLE school will increase students’ proficiency in math estimation skills in the non-proficient student subgroups as measured by the ITBS estimation sub-test assessment will improve their understanding of estimation strategies as measured by accurately answering the questions on the biweekly check tests.  Student Friendly: This year, the 7 th grade class… September Baseline 68 % 1st Trimester % 2 nd Trimester % 3rd Trimester %

20. SMART Goal - SIP to Classroom will improve their understanding of estimation strategies as measured by accurately answering the questions on the biweekly check tests.  Student Friendly: This year, the 7 th grade class…  Student Goal (in data folder): This year, I will focus on getting better using estimation strategies. I will measure how I’m doing by keeping track of the number and types of errors I have on the biweekly check tests. My goal is to consistently score X% correct the first trimester.

21. Classroom PDSA

22. In-Process Measure Example

23. Estimation Check Sheet Weekly Class Errors Hour 1 - Mr. Albert Strategy123456 Total 1-6 Week12-Sep19-Sep29-Sep3-Oct10-Oct17-Oct Addition 2211006 Subtraction 22312111 Multiplication 78787744 Division 10111011121064 Application 11 101112 67 28 students Total Errors 323431323330192 Number of Students 28

29. “The primary purpose of formative assessment is to improve learning.”

30. “Classroom assessment for student learning turns the classroom assessment process and its results into instructional strategies designed to increase, not merely monitor, student learning, confidence and motivation.” ~ Rick Stiggins

31. 4 PLC Questions  What do we want each students to know or be able to do?  How will we know they have learned? What evidence do we have of the learning?  How do we respond when students don’t learn or struggle?  How do we respond to those who have already learned? Student Learning Expectations Formative Assessment Pyramid Of Intervention

32. Student Questions  What do I need to know ?  Where am I now?  How do I get there?  What happens if I struggle or fail?

33. Keys to moving to the next level  Rubric system  Scaffold, deconstruct, unwrap, unpack  Using materials embedded in curriculum

34. Rubric Based Marzano’s Model I Can Rubric Skill:Skill Indicators: 4 Expert Exceeds I understand completely! I can do it without making mistakes. I can help others. 5 or more events in order 3 Master Proficient I understand the important ideas. I can do it by myself. Once in awhile, I make little or careless mistakes. 4 events in order 2 Apprentice Developing I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. 3 events in order 1 Novice Beginning I don’t understand yet. I can’t do it by myself. My mistakes show that I have trouble with the important ideas. 1-2 events given, may not be in order