The document outlines the significance of formative instructional practices (FIP) in transitioning to new educational standards, particularly the Common Core State Standards. It details core components of FIP, such as clear learning targets, evidence collection, and feedback mechanisms, while emphasizing their role in supporting student ownership of learning. Additionally, it suggests actionable steps for districts to ensure effective implementation of these practices and the revised standards.

1. Transitioning to New Standards Using
Formative Instructional Practices
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2. Today’s Learning Targets
Participants 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
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3. WHAT ARE FORMATIVE
INSTRUCTIONAL PRACTICES?
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4. 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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5. What is the difference?
• Formative Assessment
• Assessment for Learning
• Assessment of Learning
• Formative Instructional Practices
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6. What Matters Most?
Extensive research says:
• Formative Evaluation
• Teacher Clarity
• Feedback
• Learning Intentions
Visible Learning
by John Hattie (2009)
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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 Formative
Instructional Practices
Using clear learning targets
Collecting and documenting evidence of
student learning
Providing effective feedback
Student ownership of learning
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9. Core Components of Formative
Instructional 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?
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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
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11. HOW DO FORMATIVE INSTRUCTIONAL PRACTICES
SUPPORT COMMON CORE STATE STANDARDS?
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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
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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
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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
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15. Shifts in Mathematics
Shift 1 Focus
Shift 2 Coherence
Shift 3 Fluency
Shift 4 Deep Understanding
Shift 5 Application
Shift 6 Dual Intensity
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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
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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
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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
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19. WHAT SHOULD DISTRICTS BE DOING NOW?
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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 Be
Doing 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 Transition
Educational Testing Service (ETS)
www.k12center.org
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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
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24. What Can We Do Now in
Mathematics?
• 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
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25. RESOURCES AVAILABLE FROM
FIP YOUR SCHOOL
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26. Race to the Top Scope of Work
A. State Success Factors
B. Standards and Assessment
C. Data Systems to Support Instruction
D. Great Teachers and Leaders
E. Turning Around the Lowest Achieving Schools
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27. FIP Your School
Support for LEAs
• System of Support
• Regional FIP Specialists
• Local FIP Facilitators
• ESC Partners
• Professional Development Tools
• Online learning modules
• Facilitation materials
• Online FIP Campus
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28. Professional Development Tools
Online 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)
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29. Blended Learning in
Teacher Teams
FIP 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 the
Teaching Profession

32. Ohio Standards for the
Teaching Profession
Teachers understand student learning and development and respect the diversity of the students
1.
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 ensure
3.
student learning.
Teachers plan and deliver effective instruction that advances the learning of each
4.
individual student.
Teachers create learning environments that promote high levels of learning and achievement for
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all students.
Teachers collaborate and communicate with students, parents, other educators, administrators
6.
and the community to support student learning.
Teachers assume responsibility for professional growth, performance and involvement as
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individuals and as members of a learning community.
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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
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34. Access Online Resources
Access module facilitation materials at
www.bit.ly/FacilitatingFIP
Once logged in, click the “Facilitating
Formative Instructional Practices” link
in the Tools section.
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35. Want to Learn More?
Visit www.FIPYourSchoolOhio.org to find an information
session in your region and meet your FIP Specialist!
FIP Your School Ohio
Virginia Ressa
Project Coordinator
(614) 728-6920
virginia.ressa@ode.state.oh.us
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