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1 Transitioning to New Standards Using Formative Instructional Practices

Transitioning to New Standards Using Formative Instructional Practices

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June 27, 10:15– 11:30am, Room: Franklin CFormative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.Main Presenter: Virginia Ressa, Ohio Department of Education

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Page 1: Transitioning to New Standards Using Formative Instructional Practices

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Transitioning to New Standards Using Formative Instructional Practices

Presenter
June 27, 2012 Connect for Success Conference
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Today’s Learning Targets

Participants will understand:

• The importance of formative instructional practices

• How formative instructional practices support the Common Core State Standards

• How FIP Your School Ohio can assist with transitioning to new standards

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WHAT ARE FORMATIVE INSTRUCTIONAL PRACTICES?

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What Are Formative Instructional Practices?

• Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning.

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Presenter
Dylan Wiliam in his book, Embedded formative assessment, refers to teaching as a contingent activity in which formative assessment involves obtaining accurate evidence of what students have learned, then using that information to make decisions about what to do next. We may assess students all the time. It is WHAT we do with the information that makes the difference. It is truly AFL not Assessment OF learning. Formative instructional practices are research-based Using high-impact formative instructional practices can translate to significant gains in student achievement Race to the Top has provided the resources necessary to focus on improving instruction through the use of data Ohio is currently transitioning to new standards, providing an opportunity for transitioning to improved instructional practices
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What is the difference?

• Formative Assessment

• Assessment for Learning

• Assessment of Learning

• Formative Instructional Practices

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Presenter
These terms are often used interchangeably to refer to the process of using assessment to inform instructional decisions. However, some educational researchers have noted differences among these terms. ‘Formative assessment’ can limit teachers’ thinking to the assessment tools used to gather data – leaving out the processes that need to surround the assessment including using the assessment data to inform instruction. ‘Assessment for learning’ goes beyond the assessment tools to how teachers can use assessment to improve learning. ‘Formative instructional practices’ takes assessment for learning one step further through the use of the term ‘practices’. Formative instructional practices include the use of formative assessments and assessment for learning within an instructional process that includes setting clear learning targets, effective feedback, self and peer assessment, and more. It is the intentional use of and decisions about the information we receive. While this is often an issue of semantics, it can also be a substantive issue if we don’t communicate to teachers that the use of formative assessment is really a change in instructional practices.
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What Matters Most?

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Visible Learning by John Hattie (2009)

Extensive research says:

• Formative Evaluation

• Teacher Clarity

• Feedback

• Learning Intentions

Presenter
Facilitator BRIEFLY shares meaning of research bullets and suggests we revisit the research after FIP components are reviewed to see direct connections. Facilitator information: John Hattie’s research involves many millions of students and represents the largest ever evidence-based research into what actually works in schools to improve learning. Hattie's meta analysis (a synthesis of 50000 previous studies) found that overwhelmingly student-teacher interaction came out on top. � The bullets listed on this slide are among the most effective strategies for increasing student achievement. Hattie’s research (a synthesis of more than 50,000 studies) represents the largest ever evidence-based research into what works in schools to improve learning. D = distinguished mean between the control group and the variable Formative Evaluation (d=.90): A form of feedback, formative evaluation involves having teachers use data and evidence-based models of instruction to plan what to do next. Fuchs and Fuchs found that this technique increased achievement for students with a mild disability (d=.70). AND…when the data was graphed, effect sizes were higher than when they were simply recorded. Teachers benefit from paying attention to the formative effects of their daily teaching, both instructional strategies that worked well and those that did not yield positive results. Page 181 Teacher Clarity (d=.75): Teacher clarity is the ability of the teacher to communicate the intentions of the lesson and what success means for the learning intention. Further defined, teachers organize the learning intentions through a thorough explanation followed by examples accompanied with guided practice and followed up with collecting evidence of student learning. Page 125 Feedback (d=.73): An important note here is that Hattie’s research includes two-way feedback—feedback that the teacher provides to the student AND feedback that the teacher receives from students, in terms of what they know, what they understand, where they make errors, when they have misconceptions, when they are not engaged. When teachers use this information to provide specific feedback to students, teaching and learning are synchronized. Feedback to teachers helps make learning visible! Page 173 Learning Intentions (d=.56): Learning intentions describe what it is we want students to learn in terms of the skills, knowledge, attitudes and values within a particular unit or lesson. They need to be clear, provide guidance about what to teach, help learned understand what they are to learn from the lesson and provide the basis for assessing what the student learned. Lesson activities need to be focused on these intentions. Page 163
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Activity: High Impact Practices

Directions:

• Review the High Impact Practices

• Discuss which three practices you think have the most impact on student achievement

Presenter
As a whole group, use the Module live to drag the practices over. (Module One; slide 20)
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Core Components of Formative Instructional Practices

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 8  

Presenter
These are the four core components of FIP. They are four practices we know are highly effective – we will look at some of the research that supports these practices. These are not new practices. Many Ohio educators have been using these practices for a long time, while others are just starting. Ask participants: Has your school or district participated in professional development on these practices? FIP Your School has taken these practices and put them together in a professional development initiative to encourage teachers to analyze and improve their practice. These practices are most effective when used intentionally and in conjunction with each other.
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Core Components of Formative Instructional Practices

Are we creating and communicating clear, student-friendly learning targets?

Have we been collecting and documenting evidence of student learning?

Are we analyzing evidence of student learning and providing effective feedback?

How have we been increasing opportunities for students to take ownership of their learning?

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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 10  

Presenter
Using Clear Learning Targets (SWBAT – grade 5) https://www.teachingchannel.org/videos/making-lesson-objectives-clear (hyperlink embedded in green target)
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HOW DO FORMATIVE INSTRUCTIONAL PRACTICES SUPPORT COMMON CORE STATE STANDARDS?

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Shifts in English Language Arts

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Shift 1 PK-5, Balancing Informational & Literary Texts

Shift 2 6-12, Knowledge in the Disciplines

Shift 3 Staircase of Complexity

Shift 4 Text-based Answers

Shift 5 Writing from Sources

Shift 6 Academic Vocabulary

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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 13  

Presenter
Providing Effective Feedback (Podcast to Personalize Feedback – high school) https://www.teachingchannel.org/videos/student-feedback-through-technology?fd=1 (hyperlink embedded in green target)
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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 14  

Presenter
Effective Feedback (Improving Student Writing – grade 5) https://www.teachingchannel.org/videos/improving-student-writing (hyperlink embedded in green target)
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Shifts in Mathematics

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Shift 1 Focus

Shift 2 Coherence

Shift 3 Fluency

Shift 4 Deep Understanding

Shift 5 Application

Shift 6 Dual Intensity

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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 16  

Presenter
Collecting Evidence of Student Learning AND Providing Effective Feedback (My Favorite No – high school math) https://www.teachingchannel.org/videos/class-warm-up-routine (hyperlink embedded in green target)
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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 17  

Presenter
Student Ownership of Learning (Self-Assessment and Peer Support – upper elementary math) https://www.teachingchannel.org/videos/peer-teaching--2 (hyperlink embedded in green target)
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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 18  

Presenter
Infinitely Reusable Folders for Practice and Assessment (Collecting and documenting evidence –elementary math) https://www.teachingchannel.org/videos/streamline-teaching-practices (hyperlink embedded in green target)
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WHAT SHOULD DISTRICTS BE DOING NOW?

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State Transition Timeline

June 2010- July 2011

2011-2012 School Year

2012-2013 School Year

2013-2014 School Year

2014-2015 School Year

Phase  1-­‐  Communication  and  

Awareness  

Statewide  awareness  and  

understanding  of  the  new  

academic  standards  and  

model  curriculum  

Participating  member  in  both  

national  assessment  

consortia  

OAA  and  OGT  assessments  

aligned  to  the  Ohio’s  2001  

and  2002  academic  standards  

Accountability  based  on  the  

OAA  and  OGT  

Phase  2  -­‐  Alignment  and  Refinement  

Curriculum  alignment  to  the  

new  standards      

National  assessment  

consortia  and  state  

assessment  development  

work    

OAA  and  OGT  assessments  

aligned  to  the  Ohio’s  2001  

and  2002  academic  standards  

Accountability  based  on  the  

OAA  and  OGT  

Phase  3  –Transition  and  Implementation  

Continued  alignment  and  

initial  implementation  of  

aligned  curriculum  and  

instruction      

National  assessment  

consortia  and  state  

assessment  development  

work    

OAA  and  OGT  assessments  

aligned  to  the  Ohio’s  2001  

and  2002  academic  standards  

Accountability  based  on  the  

OAA  and  OGT  

Phase  4  –  Full  implementation  and  Evaluation  Implementation  of  

revised  curriculum  

and  instruction  

National  and  state  

assessment  fully  

operational    

New  

Accountability  

System  

Continued  

enhancement  of  

teaching  and  

learning  

Development and implementation of necessary resources and professional development for a successful transition to Ohio’s Integrated Educational System

Presenter
Please click through the animation Underlining is meant to emphasize what new activities are occurring during that phase. Please note: the boxes intentionally overlap to express that these phases do not necessarily occur at discrete times and that they may blend together.  If you click through the slide as a presentation, they appear separately so that all the text is readable. The attendees will also receive a handout with this information.
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What Should Districts Be Doing Do Now? • Become familiar with:

• Common Core State Standards • Revised standards • Model curricula for each

• Utilize crosswalks and to identify changes in content and levels of rigor from existing to revised standards

• Conduct Gap Analyses and Curriculum Alignment • Ensure that all students have access to high quality

instruction and challenging curriculum

• Develop support structures for struggling students

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Common Core Transition

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Educational Testing Service (ETS) www.k12center.org

Presenter
http://www.k12center.org/publications/raise_achievement.html
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What Can We Do Now in ELA?

• Study the standards

• Support teachers as they expand their skills and knowledge

• Engage in job-embedded professional development

• Collaborate for shared learning

• Create time for collaboration

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Presenter
The Common Core transition in English Language Arts What Districts, Schools and Teachers Can Do Now By Cheryl Krehbiel Many states and districts will begin using the Common Core State Standards (CCSS) this fall as the guiding document for what students should know and be able to do. For the purposes of planning for schools, this is just around the corner. There are things districts and schools should be doing now to prepare for this dramatic change.
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What Can We Do Now in Mathematics?

• Communicate that CCSS Mathematics requires significant shifts

• Promote understanding and implementation of the standards

• Provide professional development on instructional practices

• Develop a plan to phase-in curricular changes

• Assess students’ conceptual understandings and mathematical practices

• Center professional development around teacher collaboration

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Presenter
The Common Core Transition in Mathematics What States, Districts and Schools Can Do Now By Diane J. Briars These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. (CCSSO, 2010, p. 5)
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RESOURCES AVAILABLE FROM FIP YOUR SCHOOL

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Race to the Top Scope of Work A. State Success Factors

B. Standards and Assessment

C. Data Systems to Support Instruction

D. Great Teachers and Leaders

E. Turning Around the Lowest Achieving Schools

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Presenter
FIP professional development is part of Application Area C of Race to the Top because it focuses on using data to support instruction.
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FIP Your School Support for LEAs

• System of Support • Regional FIP Specialists

• Local FIP Facilitators

• ESC Partners

• Professional Development Tools • Online learning modules

• Facilitation materials

• Online FIP Campus

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Presenter
FIP Your School provides two kinds of support—The people (FIP Specialists and FIP Facilitators that will be trained) and PD tools � Online community for learning will support FIP Facilitators by giving them one shared space to house resources, learn from each other, and communicate with each other so that they can better support the teacher-teams in their district/LEA. It’s important to note that this online community will be regional---intended to be used by FIP Specialists and FIP Facilitators (not teacher-based teams)�
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Professional Development Tools

Online Learning Modules • Foundations of Formative Instructional Practices

(5 modules)

• Coaching and Leading Formative Instructional Practices

(2 module)

• Applications of Formative Instructional Practices

(30+ modules / online learning tools)

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Presenter
Foundations of Formative Instructional Practices (5 modules) Appropriate for ALL teachers, including related arts, special education, gifted and talented, early childhood Based on original FIP modules from BFK, but are enhanced with new technology and updated with new research Formative Instructional Practices for Leaders (1 module) Designed for school administrators, curriculum supervisors, and other building and district leaders Formative Instructional Practices for Coaches (1 module) Designed for staff who directly support teacher professional learning Applications of Formative Instructional Practices (30 modules) Designed to show FIP in ‘practice’ Use common language presented in Foundations modules Aligned to Ohio’s new and revised academic content standards Will assist with the transition to new standards Some modules will be grade specific, while others will be designed for grade-bands Applications modules will address content in ELA, Mathematics, Science and Social Studies at all grade levels Pre-K-12
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Blended Learning in Teacher Teams

Teacher-­‐

Based  

Teams  

Online  

Learning  

Modules  

Blended  

Learning  

FIP Your School is supporting a blended learning approach.

Presenter
FIP Your School has taken a blended learning approach to professional development. Advantages of blended learning: Ability to take course any time, any where – more flexibility No fixed amount of time for learning Creates a basis for common language and focused discussions Can be revisited multiple times Meets the needs of a variety of learning styles Less reliance on outside trainers and formal training events FIP Facilitators will be trained to use blended learning to support teacher teams in their professional learning. Online learning refers to the independent use of online learning modules available through the Battelle for Kids Ohio Student Progress Portal. Online modules may be 1-3 segments in length and may take 1-2 hours to complete. Collaborative learning refers to face-to-face team meetings during which teachers will discuss the content of the online modules, engage in reflection activities, work together to plan for instruction, share successes and challenges and more, with the support of their FIP Facilitator. FIP Facilitators will introduce the modules to teacher-based teams and facilitate ongoing conversations about formative instructional practices Teachers take online learning modules to deepen their understanding of formative instructional practices Teacher-based teams discuss their implementation of these practices
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Supporting Teachers’ Professional Growth

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Ohio Standards for the Teaching Profession

Presenter
USE HANDOUT OF PAGE 12 (?) FROM BOOK ACTIVITY – highlight or star the points of alignment between FIP and Standards for Teaching Profession Standards for the teaching profession 1. Teachers understand student learning and development and respect the diversity of the students they teach. 2. Teachers know and understand the content area for which they have instructional responsibility. 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 4. Teachers plan and deliver effective instruction that advances the learning of each �individual student. 5. Teachers create learning environments that promote high levels of learning and achievement for all students. 6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. 7. Teachers assume responsibility for professional growth, performance and involvement as individuals and as members of a learning community.
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Ohio Standards for the Teaching Profession

1. Teachers understand student learning and development and respect the diversity of the students they teach.

2. Teachers know and understand the content area for which they have instructional responsibility.

3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

4. Teachers plan and deliver effective instruction that advances the learning of each individual student.

5. Teachers create learning environments that promote high levels of learning and achievement for all students.

6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

7. Teachers assume responsibility for professional growth, performance and involvement as individuals and as members of a learning community.

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FIP in Action: What Practices Did You See?

Using clear learning targets

Collecting and documenting evidence of student learning

Providing effective feedback

Student ownership of learning 33  

Presenter
Collecting Evidence of Student Learning (Fist to Five – grades 2/3) https://www.teachingchannel.org/videos/getting-instant-student-feedback (hyperlink embedded in green target)
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Access Online Resources

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Access module facilitation materials at www.bit.ly/FacilitatingFIP

Once logged in, click the “Facilitating Formative Instructional Practices” link in the Tools section.

Presenter
There are resources on this site to help you with log in directions to modules. Access to modules- FIP Specialists can support ESCs with retrieving district and school access codes. Structure of facilitation materials: Confirming Our Learning Confirming Our Practice Confirming Our Commitment Facilitation materials will also include PPT, Agenda, Activities/Handouts, Answer Keys, FIP Tips FIP Facilitators will have access to: Planning/implementation tools Presentations, agendas, and key talking points to facilitate conversations with teacher-based teams for each foundation module Articles to deepen learning
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Want to Learn More?

Visit www.FIPYourSchoolOhio.org to find an information session in your region and meet your FIP Specialist!

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FIP Your School Ohio Virginia Ressa Project Coordinator (614) 728-6920 [email protected]