engaging all students in exemplary instruction for exemplary results using formative assessment...
TRANSCRIPT
Engaging All Students in Exemplary
Instruction for Exemplary results using Formative
Assessment
Leadership I and IINovember 2010
Leadership I and IINovember 2010
Juliann DibbleJuliann Dibble
Director, Professional and Organizational DevelopmentDirector, Professional and Organizational Development
Systemic ExpectationsSystemic Expectations Know your students and the differentiated supports in place to ensure their success
Ensure students receive exemplary instruction that prepares them for college and careers
Have a process in place for continuously monitoring student progress
Develop a relationship with students and their families
Know your students and the differentiated supports in place to ensure their success
Ensure students receive exemplary instruction that prepares them for college and careers
Have a process in place for continuously monitoring student progress
Develop a relationship with students and their families
Today’s Outcomes:Today’s Outcomes: Receive updates on RTTT Develop a common language and understanding related to formative assessment in order to facilitate the use of formative assessment within the instructional improvement process
Engage in a variety of formative assessment processes to enhance instructional leadership
Enhance relationships between and among DOI colleagues
Receive updates on RTTT Develop a common language and understanding related to formative assessment in order to facilitate the use of formative assessment within the instructional improvement process
Engage in a variety of formative assessment processes to enhance instructional leadership
Enhance relationships between and among DOI colleagues
Race to the Top Action TeamsRace to the Top Action Teams
1. Standards and AssessmentChairs: Marie DeAngelis, Zeleana Morris, Jose Stevenson
2. Data Systems to Support InstructionChairs: Bill Ryan, Pam Blackwell, Andrew Raith
3. Great Teachers and Leaders (Evaluation)Chairs: Juliann Dibble, Arlene Harrison, Dave Bruzga
4. Low Performing SchoolsChairs: Caroline Walker, William Barnes, Marion Miller
• Related Initiatives: (STEM and World Languages)Chairs: Karen Learmouth, Sharon Kramer, Dan Michaels
1. Standards and AssessmentChairs: Marie DeAngelis, Zeleana Morris, Jose Stevenson
2. Data Systems to Support InstructionChairs: Bill Ryan, Pam Blackwell, Andrew Raith
3. Great Teachers and Leaders (Evaluation)Chairs: Juliann Dibble, Arlene Harrison, Dave Bruzga
4. Low Performing SchoolsChairs: Caroline Walker, William Barnes, Marion Miller
• Related Initiatives: (STEM and World Languages)Chairs: Karen Learmouth, Sharon Kramer, Dan Michaels
Race to the Top Action Time LineRace to the Top Action Time Line
Wednesday, November 3, 2010 First draft of Scopes of Work due to MSDE
Wednesday, November 17, 2010 Revised Scopes of Work submitted to MSDE
Monday, November 22, 2010 MSDE submits all Final Scopes of Work to USDE
Wednesday, November 3, 2010 First draft of Scopes of Work due to MSDE
Wednesday, November 17, 2010 Revised Scopes of Work submitted to MSDE
Monday, November 22, 2010 MSDE submits all Final Scopes of Work to USDE
Communicating withStakeholders
Communicating withStakeholders
Superintendent’s Cabinet 10/18/10 at 9:00 am
HCPSS Chiefs 10/25/10 at 9:00 am
District Planning Team 10/26/10 at 4:00 pm
HCPSS Cross Functional Team 10/27/10 at 9:00 am
Student, Family, Community Advisory
10/27/10 at 7:00 pm
Teachers 10/28/10 at 4:15 pm
Scope of Work Board Report 11/4/10 at 4:00 pm
HCEA Rep Council 11/9/10 at 4:30 pm
-Margaret Heritage (2007)-Margaret Heritage (2007)
To many of today’s teachers, assessment is synonymous with high-stakes standardized tests. But there is an entirely different kind of assessmentthat can actually transform teaching and learning.”
Presume Competence (Act As If) & Make the Least Dangerous Assumption
Provide Academic Challenges to All students
“Absence of evidence is NOT evidence of absence.”
-Carl Sagan
Presume Competence (Act As If) & Make the Least Dangerous Assumption
Provide Academic Challenges to All students
“Absence of evidence is NOT evidence of absence.”
-Carl Sagan
Presume Competence
Today’s FacilitatorsToday’s Facilitators Mike Goins, Principal EMMS Scott Ruehl, Principal MHHS Bill Barnes, Coordinator, Secondary Mathematics
Terri Savage, Instructional Facilitator, Special Education
Fran Clay, Coordinator, Elementary English Language Arts
Mike Goins, Principal EMMS Scott Ruehl, Principal MHHS Bill Barnes, Coordinator, Secondary Mathematics
Terri Savage, Instructional Facilitator, Special Education
Fran Clay, Coordinator, Elementary English Language Arts
Consensogram
How comfortable am I with observing and providing teachers withFeedback about formativeassessment ?
How comfortable am I with observing and providing teachers withFeedback about formativeassessment ?
Sort ActivitySort Activity
Work in groups of 3 or 4 Use post it notes to generate examples of assessment
Write down all the different ways students might be assessed in a classroom
Write one idea on each post it note
You will have three minutes
Work in groups of 3 or 4 Use post it notes to generate examples of assessment
Write down all the different ways students might be assessed in a classroom
Write one idea on each post it note
You will have three minutes
Sort Card Activity
Sort ActivitySort Activity
As a table, sort your ideas under the categories of formative and summative assessment (Strips Provided)
Discuss your rationale for sorting
Discuss the characteristics that appear to be more challenging to sort
As a table, sort your ideas under the categories of formative and summative assessment (Strips Provided)
Discuss your rationale for sorting
Discuss the characteristics that appear to be more challenging to sort
Sort Card Activity(Concept Attainment)
“Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”
Popham, 2008Popham, 2008
Minute Paper
Discuss with your partner
How are our thoughts similar?
What new insights did I gain?
Discuss with your partner
How are our thoughts similar?
What new insights did I gain?
Pair-Share-Squared
Formative Vs. Summative
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
Muddiest Point
BREAKBREAK
What is the muddiest point/idea you heard?
What is the muddiest point/idea you heard?
Four Corners and Pinch Cards
• Listen to the statement about formative assessments
• Pinch to the corner that best reflects your thoughts
• Share perspectives
• Listen to the statement about formative assessments
• Pinch to the corner that best reflects your thoughts
• Share perspectives
Formative assessment is a SPECIAL KIND OF a test or
series of tests that teachers learn to use to
find out what their students know.
Formative assessment is a SPECIAL KIND OF a test or
series of tests that teachers learn to use to
find out what their students know.
Connie M. Moss, Susan M. Brookhart, Advancing Formative Assessment in Every Classroom
Formative assessment is a
Program that teachers adopt and add to what
they already do.
Formative assessment is a
Program that teachers adopt and add to what
they already do.
Connie M. Moss, Susan M. Brookhart, Advancing Formative Assessment in Every Classroom
Any practice that gathers information for
the purpose of improving programs or improving teaching is a
part of formative assessment.
Any practice that gathers information for
the purpose of improving programs or improving teaching is a
part of formative assessment.
Connie M. Moss, Susan M. Brookhart, Advancing Formative Assessment in Every Classroom
Write Around
In what ways can I ensure that my staff uses formative assessment to inform instructional practice and student learning?
In what ways can I ensure that my staff uses formative assessment to inform instructional practice and student learning?
RSQC Group Survey
• Recall and list most important ideas. Rank order. (1)
• Summarize points in single sentence (2)
• Write one major question (2)
• Share
• Recall and list most important ideas. Rank order. (1)
• Summarize points in single sentence (2)
• Write one major question (2)
• Share
Consensogram
How comfortable am I with observing and providing teachers withFeedback about formativeassessment ?
How comfortable am I with observing and providing teachers withFeedback about formativeassessment ?
Leadership I and II Wiki
Julian Katz
COORDINATOR, RESEARCH AND PROGRAM EVALUATION
COORDINATOR, RESEARCH AND PROGRAM EVALUATION
Evaluation
Everything that can be counted does not necessarily count; everything that countscannot necessarily be counted”
-Albert Einstein
Everything that can be counted does not necessarily count; everything that countscannot necessarily be counted”
-Albert Einstein
Engaging All Students in Exemplary
Instruction for Exemplary results using Formative
Assessment
Leadership I and IINovember 2010
Leadership I and IINovember 2010