formative instruction and data teams - hawaii doe forms/eli/breakout session 5 effective...

Formative

Instruction

and Data Teams

Educational Leadership Institute

Monica Mann

July 19, 2013

April 4, 2013 Memo: Announcement of New Complex Area Support Team (CAST) Positions to Support Quality

Implementation of the State’s Six Priority Strategies

• Common Core State Standards (Goal 1)

• Comprehensive Student Supports/RtI (Goal 1)

• Formative Instruction (Goal 1)

• Educator Effectiveness Systems (Goal 2)

• Induction and Mentoring (Goal 2)

• Academic Review Teams process (Goals 1, 2 & 3)

• Science, Technology, Engineering and Mathematics - STEM (Goal 1)

Effective Teaching

What do you see & what do you hear?

Focus on

Students

Focus on Students

Learning Goals for Today’s Session

I will be able to explain the formative

instruction process.

I will understand how by doing the

formative instruction process, it will

address the other priority areas.

I will make the connection between

formative instruction and components of

the educator effectiveness system.

• WHAT

• WHY

• HOW

Agenda

What

Formative

Instruction

WHAT

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.

CCSSO, 2006

WHY

• Sadler (1989, 1998)

• Black & Wiliam (1998)

• Davies (2007)

• Hattie (2008)

• Popham (2008)

• Marzano (2009)

• Brookhart, Moss and Long (2010)

• Heritage (2010)

• Stiggins & Chappuis (2005, 2010, 2012)

Wiliam and Thompson 2007

Formative assessment produces

greater increases in students’

achievement than class-size

reduction or increases in

teachers’ content knowledge,

and at a fraction of the cost.

Formative assessment produces greater increases in students’ achievement than class-size

reduction or increases in teachers’ content knowledge, and at a fraction of the cost.

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

Please notice

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

STEM & HCPS III

What do we want students to

know and be able to do?

What do you see & what do you hear?

Formative Instruction Process

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Match Evidence to Target

Match Assessment to Target

Evidence & Criteria

Evidence & Criteria

What do you see & what do you hear?

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

Tier 1: Core, Instructional Interventions • All Students, All Settings • Preventive, proactive support (e.g. school-

wide behavior support, high quality core instruction, differentiate instruction, universal screening)

Tier 2: Targeted Group Interventions • Some students (at risk) • High efficiency (e.g. target skill instructions with

progress monitoring)

Tier 3: Intensive, Individualized Interventions • Individual students • Assessment Based • High Intensity • Intense, durable procedures

Success for ALL Students: Multi-tiered System of Supports

What do you see & what do you hear?

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

EVIDENCE

PRODUCTS

CONVERSATIONS OBSERVATIONS

- multiple forms of overlapping, diverse pieces of evidence and perspectives.

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

Analysis of Student Work

Serves as a

Source of

FEEDBACK

What do you see & what do you hear?

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Student Engagement in the

Formative Instruction Process

We do not learn from

experience…

we learn from reflecting

on experience.

John Dewey

What Makes the Difference?

Team-Based Data-Driven Problem Solving Process

Action 1

Collect & chart data

Action 2

Analyze to prioritize

Action 3

Set SMART Goals

Action 4

Select interventions & strategies

Action 5

Determine results indicators

Action 6

Monitor & evaluate results

The Data Team Process

Analyze to Prioritize

Monitor & Evaluate Results

Treasure Hunt

SMART Goals

Specific Strategies

Results Indicators

Inquiry; Develop Questions

Leadership and Learning Center

What do want students to know and be able to do?

LEARNING TARGETS

Haw will we get there?

SIPM

What will we do if they don’t?

CSSS & RtI

Student Engagement

Teacher Collaboration

What do you see & what do you hear?

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative Instruction Process

CCSS, STEM & Other Disciplines

Determine Evidence &

Criteria

RtI Tier I

Elicit Evidence Of Learning

Data Team Process

RtI Tier 2-3

Scaffold New Learning & Close

the Gap

Formative Instruction Process

FORMATIVE ASSESSMENT

to Meet Students’, Teachers’, and School’s Goals

Learning Goals for Today’s Session

I can explain the formative instruction

process.

I can understand how by doing the

formative instruction process, it will

address the other priority areas.

I can make the connection between

formative instruction and components of

the educator effectiveness system.

Helping Today’s Students Navigate Tomorrow’s World

Helping Today’s Students Navigate Tomorrow’s World