1. Engaging All Students in Exemplary Instruction for Exemplary results using Formative Assessment Leadership I and II November 2010 Leadership I and II November 2010

2. Juliann Dibble Director, Professional and Organizational Development

3. Systemic 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

4. 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

5. Race to the Top Action Teams 1.Standards and Assessment Chairs: Marie DeAngelis, Zeleana Morris, Jose Stevenson 2.Data Systems to Support Instruction Chairs: Bill Ryan, Pam Blackwell, Andrew Raith 3.Great Teachers and Leaders (Evaluation) Chairs: Juliann Dibble, Arlene Harrison, Dave Bruzga 4.Low Performing Schools Chairs: Caroline Walker, William Barnes, Marion Miller 5.Related Initiatives: (STEM and World Languages ) Chairs: Karen Learmouth, Sharon Kramer, Dan Michaels 1.Standards and Assessment Chairs: Marie DeAngelis, Zeleana Morris, Jose Stevenson 2.Data Systems to Support Instruction Chairs: Bill Ryan, Pam Blackwell, Andrew Raith 3.Great Teachers and Leaders (Evaluation) Chairs: Juliann Dibble, Arlene Harrison, Dave Bruzga 4.Low Performing Schools Chairs: Caroline Walker, William Barnes, Marion Miller 5.Related Initiatives: (STEM and World Languages ) Chairs: Karen Learmouth, Sharon Kramer, Dan Michaels

6. Race 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

7. Communicating with Stakeholders Superintendent’s Cabinet10/18/10 at 9:00 am HCPSS Chiefs10/25/10 at 9:00 am District Planning Team10/26/10 at 4:00 pm HCPSS Cross Functional Team10/27/10 at 9:00 am Student, Family, Community Advisory 10/27/10 at 7:00 pm Teachers10/28/10 at 4:15 pm Scope of Work Board Report11/4/10 at 4:00 pm HCEA Rep Council11/9/10 at 4:30 pm

8. -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 assessment that can actually transform teaching and learning.”

9.  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

10. Today’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

11. Consensogram How comfortable am I with observing and providing teachers with Feedback about formative assessment ? How comfortable am I with observing and providing teachers with Feedback about formative assessment ?

12. Sort 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

13. Sort 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)

14. “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, 2008

15. Minute Paper

16. 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

17. Formative Vs. Summative

19. Muddiest Point BREAK What is the muddiest point/idea you heard?

20. 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

21. 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

22. 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

23. 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

24. Write Around In what ways can I ensure that my staff uses formative assessment to inform instructional practice and student learning?

25.  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

26. Consensogram How comfortable am I with observing and providing teachers with Feedback about formative assessment ? How comfortable am I with observing and providing teachers with Feedback about formative assessment ?

27. Leadership I and II Wiki

28. Julian Katz COORDINATOR, RESEARCH AND PROGRAM EVALUATION

29. Evaluation Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted” -Albert Einstein Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted” -Albert Einstein

30. Engaging All Students in Exemplary Instruction for Exemplary results using Formative Assessment Leadership I and II November 2010 Leadership I and II November 2010