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Transitioning to New Standards Using Formative Instructional Practices
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Transitioning to New Standards Using Formative Instructional Practices

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June 27, 10:15– 11:30am, Room: Franklin C …

June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education

Published in: Education, Technology

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  • 1. Transitioning to New Standards Using Formative Instructional Practices 1  
  • 2. Today’s Learning TargetsParticipants will understand:• The importance of formative instructional practices• How formative instructional practices support the Common Core State Standards• How FIP Your School Ohio can assist with transitioning to new standards 2  
  • 3. WHAT ARE FORMATIVEINSTRUCTIONAL PRACTICES? 3  
  • 4. What Are FormativeInstructional Practices?• Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning. 4  
  • 5. What is the difference? • Formative Assessment • Assessment for Learning • Assessment of Learning • Formative Instructional Practices 5  
  • 6. What Matters Most?Extensive research says:• Formative Evaluation• Teacher Clarity• Feedback• Learning Intentions Visible Learning by John Hattie (2009) 6  
  • 7. Activity: High Impact Practices Directions: • Review the High Impact Practices • Discuss which three practices you think have the most impact on student achievement
  • 8. Core Components of FormativeInstructional Practices Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 8  
  • 9. Core Components of FormativeInstructional Practices Are we creating and communicating clear, student-friendly learning targets? Have we been collecting and documenting evidence of student learning? Are we analyzing evidence of student learning and providing effective feedback? How have we been increasing opportunities for students to take ownership of their learning? 9  
  • 10. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 10  
  • 11. HOW DO FORMATIVE INSTRUCTIONAL PRACTICES SUPPORT COMMON CORE STATE STANDARDS? 11  
  • 12. Shifts in English Language Arts Shift 1 PK-5, Balancing Informational & Literary Texts Shift 2 6-12, Knowledge in the Disciplines Shift 3 Staircase of Complexity Shift 4 Text-based Answers Shift 5 Writing from Sources Shift 6 Academic Vocabulary 12  
  • 13. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 13  
  • 14. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 14  
  • 15. Shifts in Mathematics Shift 1 Focus Shift 2 Coherence Shift 3 Fluency Shift 4 Deep Understanding Shift 5 Application Shift 6 Dual Intensity 15  
  • 16. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 16  
  • 17. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 17  
  • 18. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 18  
  • 19. WHAT SHOULD DISTRICTS BE DOING NOW? 19  
  • 20. State Transition Timeline June 2010- 2011-2012 2012-2013 2013-2014 2014-2015 July 2011 School Year School Year School Year School Year Phase  4  –  Full   Phase  3  –Transition  and   implementation  and  Phase  1-­‐  Communication  and   Phase  2  -­‐  Alignment  and   Implementation   Evaluation  Awareness   Refinement   Implementation  of   Statewide  awareness  and   Curriculum  alignment  to  the   alignment  and   Continued   revised  curriculum   understanding  of  the  new   new  standards       initial  implementation  of   aligned  curriculum  and   and  instruction   academic  standards  and   National  assessment   instruction       National  and  state   model  curriculum   consortia  and  state   National  assessment   assessment  fully   Participating  member  in  both   assessment  development   operational     national  assessment   work     consortia  and  state   assessment  development   New   consortia   OAA  and  OGT  assessments   Accountability   work     OAA  and  OGT  assessments   aligned  to  the  Ohio’s  2001   System   aligned  to  the  Ohio’s  2001   and  2002  academic  standards   GT  assessments   OAA  and  O Continued   Development and implementation of necessary aligned  to  the  Ohio’s  2001   and  2002  academic  standards   Accountability  based  on  the   resources and professional development for a enhancement  of   and  2002  academic  standards   teaching  and   successful transition to Ohio’s Integrated OGT   Accountability  based  on  the   OAA  and   Educational System Accountability  based  on  the   learning   OAA  and  OGT   OAA  and  OGT  
  • 21. What Should Districts BeDoing Do Now?• Become familiar with: • Common Core State Standards • Revised standards • Model curricula for each• Utilize crosswalks and to identify changes in content and levels of rigor from existing to revised standards• Conduct Gap Analyses and Curriculum Alignment• Ensure that all students have access to high quality instruction and challenging curriculum• Develop support structures for struggling students
  • 22. Common Core TransitionEducational Testing Service (ETS) www.k12center.org 22  
  • 23. What Can We Do Now in ELA?• Study the standards• Support teachers as they expand their skills and knowledge• Engage in job-embedded professional development• Collaborate for shared learning• Create time for collaboration 23  
  • 24. What Can We Do Now inMathematics?• Communicate that CCSS Mathematics requires significant shifts• Promote understanding and implementation of the standards• Provide professional development on instructional practices• Develop a plan to phase-in curricular changes• Assess students’ conceptual understandings and mathematical practices• Center professional development around teacher collaboration 24  
  • 25. RESOURCES AVAILABLE FROM FIP YOUR SCHOOL 25  
  • 26. Race to the Top Scope of WorkA. State Success FactorsB. Standards and AssessmentC. Data Systems to Support InstructionD. Great Teachers and LeadersE. Turning Around the Lowest Achieving Schools 26  
  • 27. FIP Your SchoolSupport for LEAs• System of Support • Regional FIP Specialists • Local FIP Facilitators • ESC Partners• Professional Development Tools • Online learning modules • Facilitation materials • Online FIP Campus 27  
  • 28. Professional Development ToolsOnline Learning Modules• Foundations of Formative Instructional Practices (5 modules)• Coaching and Leading Formative Instructional Practices (2 module)• Applications of Formative Instructional Practices (30+ modules / online learning tools) 28  
  • 29. Blended Learning inTeacher TeamsFIP Your School is supporting a blended learning approach.Teacher-­‐ Online   Blended   Based   Learning   Learning   Teams   Modules  
  • 30. Supporting Teachers’Professional Growth
  • 31. Ohio Standards for theTeaching Profession
  • 32. Ohio Standards for the Teaching Profession Teachers understand student learning and development and respect the diversity of the students1. they teach.2. Teachers know and understand the content area for which they have instructional responsibility. Teachers understand and use varied assessments to inform instruction, evaluate and ensure3. student learning. Teachers plan and deliver effective instruction that advances the learning of each4. individual student. Teachers create learning environments that promote high levels of learning and achievement for5. all students. Teachers collaborate and communicate with students, parents, other educators, administrators6. and the community to support student learning. Teachers assume responsibility for professional growth, performance and involvement as7. individuals and as members of a learning community. 32  
  • 33. FIP in Action:What Practices Did You See? Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning 33  
  • 34. Access Online ResourcesAccess module facilitation materials atwww.bit.ly/FacilitatingFIP Once logged in, click the “Facilitating Formative Instructional Practices” link in the Tools section. 34  
  • 35. Want to Learn More?Visit www.FIPYourSchoolOhio.org to find an informationsession in your region and meet your FIP Specialist!FIP Your School OhioVirginia RessaProject Coordinator(614) 728-6920virginia.ressa@ode.state.oh.us 35  

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