FIP Power Point - Mrs. Steffanmrssteffan.weebly.com › uploads › 1 › 1 › 3 › 6 › 11369480...

© 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. © 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. 1 8/19/13

Facilitators: Cherie Cash Stephanie Forson Joanne Petty Sadie Steffan

© 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. © 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

JH MEETING NORMS

•  There is an agenda that is followed •  Have defined roles when applicable •  Open conversation at the table-confidentiality away

from the table. •  Be Present

•  No technology, side activities, email, grading papers, phones •  Encourage consideration of all staff •  Decision Making

•  Have a consensus when possible and support the outcome

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Today’s Learning Targets •  Understand the mission of FIP and how it aligns to your district’s

mission •  Be familiar with the core components of formative

instructional practices •  Understand the connections between formative instructional

practices and other educational improvement efforts

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URBANA CITY SCHOOLS MISSION •  Urbana City Schools shall ensure that our students are able to

demonstrate mastery of predetermined outcomes in the humanities as well as in the academic areas of mathematics, language/communications, science, reading, technical skills, and problem solving.

•  We believe: •  All policies, practices and decisions must be in the best interest of

students. •  We learn from success and failure. •  People learn at different rates and through different ways. •  Open communication and the development of teamwork create

ownership and quality of work. •  Trust is a byproduct of open honest communication delivered and

received from the basis of mutual respect. 4


Snowball Activity

•  Please take a few minutes to complete the Pre-Assessment

•  After you are finished crumple the paper into a “snowball”

•  Throw it into the center of the room when directed. •  Retrieve a snowball •  Then BLT will collect the snowballs at the end of the

activity to “People graph” the results of a selected question/s.

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© 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

Vision Ac)on Plan Incen)ves Skills Resources Change

Ac)on Plan Incen)ves Skills Resources

Ac)on Plan Incen)ves Resources

Ac)on Plan Skills Resources

Ac)on Plan Incen)ves Skills

Incen)ves Skills Resources

Vision

Vision

Vision

Vision

Confusion

Anxiety

Resistance

Frustra)on

Treadmill

Adapted from Knoster,T. (1991) Presenta7on at TASH Conference, Washington, DC (Adapted by Knoster from Enterprise Group Ltd.)

Managing Complex Change

6


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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What is the Difference?

•  Formative assessment

•  Assessment of learning

•  Assessment for learning

•  Formative instructional practices

•  Assessment as Learning 8 8/19/13


The student gains in learning triggered by [the process of] formative assessment were “amongst the largest ever reported for educational interventions.”

- Black, P. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education , 5(1), p. 61.

What the Research Says

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What Matters Most?

Visible Learning by John Hattie (2009)

Extensive research tells us the most effective strategies include:

•  Formative Evaluation

•  Teacher Clarity

•  Feedback

•  Learning Intentions

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Activity: High Impact Practices

•  As a table group, look at the “High Impact Practices” handout

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

•  Circle the practices your table believes are the nine high-impact practices and the nine lowest.

•  Debrief as large group

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ACTION PLAN

•  BY THE 2ND SEMESTER CONTENT TBTs will need to have: •  New Standards Deconstructed

•  Target/Goals written •  I can Statements written

•  Vertical Alignment of Standards •  Compare examples of possible activities according template for the

deconstruction of your standards (look for overlaps)

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HOMEWORK

•  By September 30th please go through Modules 1-3 on the Battelle website and fill out the reflection form (there will be a separate Google form for each of the Modules so you can work through the modules at your convenience). BLT will use this as part of Evidence for Implementation.

•  FAMS participants please review the first 3 Modules and complete the reflection forms.

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