Hawaii Department of Education Bridging the Gap: Professional Development Protocols “Tools for Schools”

College & Career Readiness Tools for Schools Professional Development Rationale Inconsistent implementation Tri-Level: State to Complex Area to Schools Varied levels of understanding of CCSS and Formative Instructional Practices Geographic challenges Statewide system on 7 Islands

Hawaii Department of Education 7 Geographic Areas 280 Schools 180,000 Students 13,000 Teachers 1 Statewide System 15 Complex Areas

Content/Process Interactive School-specific discussions Differentiated through follow-up activities and resources Accountability & data collection

AGENDA 1.Definition and Power of Formative Practices 2. Formative Instructional Practices Where am I going? Where am I now? How do I close the gap? the bottom line 7 3. Commitment to Action

Are these Labels Interchangeable? Formative Assessment = Formative Instruction = Assessment for Learning Common Elements a Process During Instruction Involves Descriptive Feedback Teacher Makes Instructional Decisions Student Makes Learning Decisions To Improve Student Achievement Label is not as Important as the intent -Jan Chappuis

What does research say? “Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” Black & Wiliam, In1998b, p  Gains made by ALL students including ELL and Special Education students.  Largest gains made by low achievers.

10 Students’ learning is impacted positively by these practices: 1.Where Am I Going? a. having clear learning targets b. setting and using criteria using work samples 2.Where Am I Now? a. receiving descriptive feedback b. self-, peer-assessing and goal-setting 3.How Do I Close the Gap? a. focus on one component of quality at a time b. short practice assignments to scaffold learning c. students keep track of learning (portfolios) and share it (student-led conferencing) Formative Instructional Practices * *Seven Strategies of Assessment for Learning, Jan Chappuis. 2011

1. Where Am I Going? 1. Where Am I Going? Without Clear Targets We Can’t Do Any of the Following: 11 Know if the assessment adequately measures what we taught. Correctly identify what students know and don’t know and their level of achievement. Plan next steps in instruction. Give detailed, descriptive feedback to students. Have students self-assess or set goals that will likely help them learn more. Keep track of student learning target by target or standard by standard.

1. Where Am I Going? 1.b. Co-construct Criteria Using Student Work: Watch 3 video clips of oral presentations as samples of student work. As a large group, chart a list of criteria for a strong oral presentation. Sort the criteria list into 2-3 categories (ex: content; presentation or delivery etc.) Compare with the example provided in handout 6. (optional) Create 3 levels of quality for the categories generated above (also see handout 7 as an example). 14 Total Time : 13 minutes

Common Criteria Delivery Volume Articulation Pace Eye Contact Organization Clear introduction Ideas organized logically Conclusion

“Studies indicate that students who understand the learning goals and the assessment criteria, and have opportunities to discuss and/or reflect on their work, show greater progress than those who do not” - Fontana & Fernandes,1994; Frederickson & White,1997 Young and Giebelhaus, 17 Impact in the classroom…

2.a. Traits of effective descriptive feedback 1.Timely 2.Specific 3.Relates to criteria 4.Understandable to the student 5.Student can act on it 18

2. Where Am I Now? 19 2.a. Descriptive Feedback: Watch another video clip of a student’s oral presentation Give descriptive feedback using the rubric in handout 7 by highlighting, circling or writing comments. (teacher feedback) Total Time : 4 minutes 2.b. Self-, peer-assessing and goal-setting In addition to teacher feedback, students can self- and peer-assess their work based on the rubric co-constructed by them. Next step for students will be to set goals.

22 Where the learner is going Where the learner is right now How to get there Teacher Peer Learner 1.Clarifying learning targets and co-construct criteria for success 2. Engineering effective classroom discussions and other learning tasks that elicit evidence of student understanding 3. Providing feedback that moves learners forward 1.Understanding and sharing learning targets and criteria for success 4. Peer-assessing: Activating students as instructional resources for one another 1.Understanding learning targets and criteria for success 5. Self-assessing: Activating students as the owners of their own learning Modified from Black and Wiliam, 2009 In Summary…..Key Aspects of Formative Assessment

Commitment to Action What is one thing you will try next week? Next month? And this school year? (use the Formative Instructional Practices handout for ideas) Please use handout 9 and give to the facilitator. 23

Survey Questions Likert Scale 1. Rate the level of impact this protocol will have on your practice 2. Rate the level of understanding learned or gained from this protocol 3. Rate your satisfaction level on this protocol Open Ended Comments 4. What other resources would be helpful? 5. Any other questions or comments about the material in this protocol?

Elementary Feedback on Protocol #1 Formative Instructional Practices HighMediumLow

Secondary Feedback on Protocol #1 Formative Instructional Practices HighLowMedium

Lessons Learned Allow more time to complete the protocols More time for school collaboration Differentiate more effectively Deepen understanding through activities Include more ways to see examples Extension activities for topics presented

Questions?