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Formative
Instruction
and Data Teams
Educational Leadership Institute
Monica Mann
July 19, 2013
April 4, 2013 Memo: Announcement of New Complex Area Support Team (CAST) Positions to Support Quality
Implementation of the State’s Six Priority Strategies
• Common Core State Standards (Goal 1)
• Comprehensive Student Supports/RtI (Goal 1)
• Formative Instruction (Goal 1)
• Educator Effectiveness Systems (Goal 2)
• Induction and Mentoring (Goal 2)
• Academic Review Teams process (Goals 1, 2 & 3)
• Science, Technology, Engineering and Mathematics - STEM (Goal 1)
Effective Teaching
What do you see & what do you hear?
Focus on
Students
Focus on Students
Learning Goals for Today’s Session
I will be able to explain the formative
instruction process.
I will understand how by doing the
formative instruction process, it will
address the other priority areas.
I will make the connection between
formative instruction and components of
the educator effectiveness system.
• WHAT
• WHY
• HOW
Agenda
What
Formative
Instruction
WHAT
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.
CCSSO, 2006
WHY
• Sadler (1989, 1998)
• Black & Wiliam (1998)
• Davies (2007)
• Hattie (2008)
• Popham (2008)
• Marzano (2009)
• Brookhart, Moss and Long (2010)
• Heritage (2010)
• Stiggins & Chappuis (2005, 2010, 2012)
Wiliam and Thompson 2007
Formative assessment produces
greater increases in students’
achievement than class-size
reduction or increases in
teachers’ content knowledge,
and at a fraction of the cost.
Formative assessment produces greater increases in students’ achievement than class-size
reduction or increases in teachers’ content knowledge, and at a fraction of the cost.
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
Please notice
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
STEM & HCPS III
What do we want students to
know and be able to do?
What do you see & what do you hear?
Formative Instruction Process
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Match Evidence to Target
Match Assessment to Target
Evidence & Criteria
Evidence & Criteria
What do you see & what do you hear?
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
Tier 1: Core, Instructional Interventions • All Students, All Settings • Preventive, proactive support (e.g. school-
wide behavior support, high quality core instruction, differentiate instruction, universal screening)
Tier 2: Targeted Group Interventions • Some students (at risk) • High efficiency (e.g. target skill instructions with
progress monitoring)
Tier 3: Intensive, Individualized Interventions • Individual students • Assessment Based • High Intensity • Intense, durable procedures
Success for ALL Students: Multi-tiered System of Supports
What do you see & what do you hear?
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
EVIDENCE
PRODUCTS
CONVERSATIONS OBSERVATIONS
- multiple forms of overlapping, diverse pieces of evidence and perspectives.
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
Analysis of Student Work
Serves as a
Source of
FEEDBACK
What do you see & what do you hear?
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Student Engagement in the
Formative Instruction Process
We do not learn from
experience…
we learn from reflecting
on experience.
John Dewey
What Makes the Difference?
Team-Based Data-Driven Problem Solving Process
Action 1
Collect & chart data
Action 2
Analyze to prioritize
Action 3
Set SMART Goals
Action 4
Select interventions & strategies
Action 5
Determine results indicators
Action 6
Monitor & evaluate results
The Data Team Process
Analyze to Prioritize
Monitor & Evaluate Results
Treasure Hunt
SMART Goals
Specific Strategies
Results Indicators
Inquiry; Develop Questions
Leadership and Learning Center
What do want students to know and be able to do?
LEARNING TARGETS
Haw will we get there?
SIPM
What will we do if they don’t?
CSSS & RtI
Student Engagement
Teacher Collaboration
What do you see & what do you hear?
Define Clear Learning Targets
Determine Evidence &
Criteria
Plan Learning Experiences Based on Student Needs
Elicit Evidence Of Learning
Analyze Evidence & Provide Feedback
Plan Instructional Modifications or
Next Steps
Scaffold New Learning & Close
the Gap
Formative Instruction Process
CCSS, STEM & Other Disciplines
Determine Evidence &
Criteria
RtI Tier I
Elicit Evidence Of Learning
Data Team Process
RtI Tier 2-3
Scaffold New Learning & Close
the Gap
Formative Instruction Process
FORMATIVE ASSESSMENT
to Meet Students’, Teachers’, and School’s Goals
Learning Goals for Today’s Session
I can explain the formative instruction
process.
I can understand how by doing the
formative instruction process, it will
address the other priority areas.
I can make the connection between
formative instruction and components of
the educator effectiveness system.
Helping Today’s Students Navigate Tomorrow’s World
Helping Today’s Students Navigate Tomorrow’s World