1. Christine Lucas, Stephanie Williams Fort Bend ISD November 2, 2013
Be Informed!
Christine Lucas, Stephanie Williams
Fort Bend ISD
November 2, 2013
STEPHAsk participants to scan the bar code to assure that they have access to the today’s meet and/or other technology for this session.
Display the FACT book and the Embedded Formative Assessment Book for participants to review, also use as door prizes.

2. Sticky Bar Self-Assessment
Use sticky notes to indicate the formative assessments that you have used within your own classroom.
STEPHAs participants walk into the room ask them to use small stick notes to indicate the formative assessment techniques that they have implemented previously.
Use thumbs up thumbs down to come to consensus about the FA’s that we will model.

3. Be Informed!
STEPHUse this slide to highlight the key factors that define good formative assessment.
Ask participants to agree upon these ideas and share that committing them to practice is the key to changing student performance.
Have participants read the quotes on Formative Assessment. Ask them to Think---which of these quotes most resonates with me?
Then, PAIR—SHARE—their thoughts….

4. Key Features Links goal-oriented assessment and instruction
Promotes learning as well as informs instruction
Used continuously before and throughout instruction
Encourages students to become more aware of their own learning (metacognition) and the ideas of others
STEPHProvide this slide as a summary of the discussions from the quotes.
15 min

5. Formative Assessment Discuss: Formative Assessment Real Time Practice
Classroom Reflections
Data Decisions
CHRISTINE: Explain to participants that we will use this model for discussion during our time together.
Discuss: go over the how to of the formative assessment
Practice: Real time like students would, modeling teacher talk
Classroom Reflections: Consider where this will fit into my own content/classroom
Data Decisions: look at data from the formative assessment, determine decisions for how to progress instructionally
Allow time for participants to reflect on the ones we have used so far:
Sticky Bars
Thumbs Up/Down
Think – Pair – Share

6. FA: Four Corners
Post the answers to a question in the four corners of a room.
Ask participants to go to the corner with their answer.
Allow time for discussion at the corner.
Allow time for explanation of the correct answer.
STEPHUse this slide to review the steps to 4 Corners formative assessment.

7. Let’s Practice
STEPH Ask participants to work the problem and go to the corner which represents their method/answer.
Tell participants to partner up and discuss their answer.

8. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
STEPH Ask participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

9. FA: Line Ups Each student in the group or class gets one card.
Students solve the problem then line up in order from greatest answer to least answer.
Teacher verifies the order and provides feedback.
Once the order is correct, students discuss the process they used to solve the problems.
CHRISTINE Explain the process of line ups. Ask teachers to select with either MS or HS example to do in groups of 5-6.
Helps teachers gauge the extent of student understanding and set the pace of instruction.
Provide time here to do the line up prior to going to the next slide. (answers are there)

10. Let’s Practice Middle School Example High School Example
CHRISTINEShow these answers. Explain that this allows for a quick check of student work. Emphasize the importance of teachers monitoring this activity to ensure that student reasoning is sound.
After each line up, teachers should utilize the problems to highlight student understanding and clarify any misunderstandings.

11. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
CHRISTINEAsk participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

12. FA: Extended Response Cards
Front of Card
Back of Card
Mean
Mean
Median
Median
CHRISTINEHave teachers each get a blank note card
And fill as explained above.
We have been using response cards today. (with our A, B, C, D cards)
Here is alternative type of response cards.u723
Demonstrate how we will use them
Mode
Mode

13. Mean, Median or Mode
The number of customers each day at Joe’s Deli was 62, 50, 63, 58, 61, 122 and 70. Which measure of central tendency best describes this data?
CHRISTINEGo through with teachers
Median

14. Mean, Median or Mode
Sally’s scores in math are 78, 80, 85, 80, and 75. She receives a 96 on a test. Which measure of central tendency will be most affected by the new score?
CHRISTINEGo through with teachers
mean

15. Mean, Median or Mode
The students in one middle school homeroom received the following scores on their achievement test: 32, 87, 89, 96, 96, 85, 79, 96, 90, 85, 78, 72, 96, 99, 91, 82, 77, 82, and 81. Which measure of central tendency would make the scores appear the highest?
CHRISTINEGo through with teachers
mode

16. Extended Response Cards
Parent Graphs
Inverse, Converse, Contrapositive
Equation, expression, inequality
CHRISTINEHave teachers brainstorm other ways to use extended response cards
Then click through these examples
Always, Sometimes, Never
Area, perimeter, volume
Inequality symbols

17. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
CHRISTINEAsk participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

18. FA: A and D Statements
Provide students with a set of statements about content that you are teaching.
Ask students to agree or disagree with each statement.
Allow for time to process why students agree or disagree.
Teach the lesson, then allow time to return to the agree/disagree statements. (Can be used to start a unit as well)
STEPHUse this slide to describe how to utilize Agree/Disagree Statements within a classroom.

19. Let’s Practice
Agree
Disagree
Statement
How could you find out?
1. The slope of a line can be determined from an equation.
2. The x-intercept for a linear function can be determined from its equation.
3. An equation for a line can be written from information taken from a graph.
4. The range of a function is found by identifying the x-values in a table.
STEPHShare that this is one way that you can use A & D statements. Another way is on the back of the paper that you have.
Ask participants to discuss how this could provide information to inform instruction?
Explain how you can modify this to be Agreement Circles
Model 1…..

20. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
STEPHAsk participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

21. FA: Fold and Pass
Provide students with a question or prompt Ask them to answer it without putting their name on the paper. When complete, students fold their paper and pass it 3-5 times around the room. Teacher leads the class through a processing activity, students answer based on the paper they received.
CHRISTINE

22. Let’s Practice
CHRISTINE

23. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
CHRISTINE Ask participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

24. FA: Strategy Harvest Provide students with a problem to solve.
Then provide students with the strategy harvest.
Ask them to identify their strategy and another one that makes sense. Or
Ask students to identify someone who used a different strategy and explain their process.
STEPHUtilize this slide to explain the concept of strategy harvest. Ask participants to solve the problem prior to going to the next slide.

25. Let’s Practice STEPHShow the harvest here as a screen shot…..
Ask participants to go to the corner with the strategy that they selected and discuss why.
Ask them to partner with someone from a different corner and explain why?
Use questioning to reveal student thinking:
Is there a strategy that is more efficient than another? Etc.

26. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
STEPHAsk participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

27. FA: Concept Cartoons
Use Cartoon Characters to comment about a mathematical idea.
One idea is mathematically correct while the other two are common misconceptions.
Ask students to select the character that they most agree with and write a explanation of why.
Structure the processing of the ideas to reveal student thinking.
CHRISTINEUse this slide to introduce the concept cartoon formative assessment. Explain that it is important to select wrong answers based on common student misconceptions so that these can be used to determine next instructional steps.

28. Let’s Practice
CHRISTINEExplain that the Page Keeley Formative Assessment Probes have multiple examples of concept cartoons and other formative assessments.
Provide time to complete the probe and discuss.

29. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
CHRISTINEAsk participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

30. FA: Fist to 5 & Give me 5 Provide a prompt or question. Fist to 5
Ask students on a scale of 1-5, show me your understanding.
Give me 5
Ask students to give me five….answers to the open ended prompt
STEPH

31. Let’s Practice Fist to Five Identify a point on this line:
Give me Five
Points on the line above
STEPHUse this slide to practice fist to five and give me five.
Explain that these are not always used together.

32. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
STEPHAsk participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

33. FA: Odd One Out Select items that lend themselves to grouping
One item should be able to be ruled out and justified as the “odd one out”
Explain that this is like, which one of these doesn’t belong……
Try this one, then go to the next page to practice a math example.

34. Let’s Practice CHRISTINE
Use this page to explain that sometimes it is important to do a non-math example first to teach kids the formative assessment, then provide the math examples.
Then provide the math examples for practice.

35. My Classroom Reflection
Grade Level Content
Key Understanding
Structures
CHRISTINE Ask participants to reflect on the grade level content that might fit this formative assessment.
What key understandings would you be measuring?
What structures are needed to utilize this structure?

36. Data Decisions: 4 ways to go
1) Need to ask more questions.
2) Need to provide additional instruction. Asking more isn’t going to help.
3) Provide feedback (students have enough understanding that feedback will help.)
CHRISTINEWhen we elicit evidence of understanding we have 4 ways to go.
Slide in 1st
Have teachers think (not share) what this means and what would they do
Point out this would be low (1/4 or less of class). This doesn’t necessarily indicate lack of understanding or the need for additional instruction. Suggestion would be to ask more specific questions to determine where to go
Slide in 2nd
This would be about ¼ to ½. Need more instruction. Should not be the exact same instruction. Needs to be a different instruction. May need a teacher a think aloud (or student think aloud) Tap into ½ that got it. Could be mathematical dissucssion, different methods, etc.
Slide in 3rd
Have teachers think (not share) what this means and what would they do.
This would ½ to ¾ go it. Give some descriptive feedback and oppoutnuity for students to clarify and apply the feedback. This is where small instruction could come in with extension in the student led groups
Slide in 4th
This would be almost all got it.
No explanation needed.
4) Move on – they have it!

37. Back to Mean, Median, Mode
Question
<25%
25% – 50%
50% - 75%
>75% 1
Median 2
Mean 3
Mode 4 5
CHRISTINEExamples of student data
Where would you go with this data?
Discuss at tables

38. Back to Mean, Median, Mode
Question
<25%
25% – 50%
50% - 75%
>75% 1
Median 2
Mean 3
Mode 4 5
CHRISTINEExamples of student data
Where would you go with this data?
Discuss at tables

39. Back to Mean, Median, Mode
Question
<25%
25% – 50%
50% - 75%
>75% 1
Median 2
Mean 3
Mode 4 5
CHRISTINEExamples of student data
Where would you go with this data?
Discuss at tables

40. Door Prizes
STEPH Utilize Hot Seat Questions to Close the PD and provide door prizes to those participants who are in the hot seat……

41. Feedback & Follow Up
Stephanie Williams Secondary Math Coordinator Fort Bend ISD Christine Lucas Secondary Math Helping Teacher
CHRISTINEOffer our contact information for participants to follow up and provide feedback on the use of the formative assessments.
Thank participants for attending.

42. Works Cited
CHRISTINE Explain that all of the concepts we discussed today are from these books.
Highlight each author and their book layout.