|Dinuba||During walk through, I will see teacher using CFUs during instruction at least 80% of the time.||I will make it a priority to first get into the classroom on a more consistent basis to measure the amount of times teachers are using formative assessments.|
|Dinuba||We will create scoring guides with teacher teams for the first 3 chapter assessments by the end of August 2014.|
We will introduce the formative assessment processes during the first math pd days in September 2014.
|Create scoring guides with teacher teams for their first several chapter assessments to reach a consensus about how many points each item is worth and why.|
|Dinuba||Have a discussion with each grade level about formative assessments and the process that they use in checking for understanding.||Discuss with grade levels early in the year on how they feel that they can improve on their in class formative assessments. This will allow me to see where they are and see the next steps necessary to improve assessment|
|Dinuba||By December 2014, I will have provided feedback to individual teachers about providing students with effective feedback to scaffold or move students.||Have a discussion with teachers about using formative assessment within the classroom and that it must include a component to scaffold or move the student forward. Give teachers feedback around this area when doing walk-thrus.|
|Dinuba||Build a set of shared strategies, questions, processes, and protocols teachers can deploy to strengthen the efficacy of formative assessment in the classrooms and develop systems for teachers to support and collaborate each other in this area.||Develop a shared sense of understanding and vision around the topic of formative assessment and consider, as a team, how aspects of their teaching play a role.|
|Dinuba||During collaboration plan a process to follow in each math lesson that addresses students who didn't get it, and then what to do with those who did. Make the reaction to their proficiency for the lesson immediate, the intervention taking place before that class session is over or the very next day.||Ask grade level teams to implement this in September after they have made the plan during collaboration in August.|
|Dinuba||100% of teachers and administrators will receive initial training on formative assessment processes, the effectiveness, and how these processes go beyond checking for understanding.||1. Work with Christine, Sophia, and the academic coaches to create a short power point with the research for use with teachers.|
2. Determine the best format, duration,and time to introduce.
3. Use the CFU/FAP activity within the training.
|Elk Grove||All teachers will understand the purpose of formative assessments and will work as collaborative site teams to apply the knowledge in designing common assessments.|| |
|Elk Grove||In 14-15 my staff and I will create a vision and policy for formative assessment and homework in the first trimester; in the second trimester we will pilot the implementation and practice of both policies in at least 2 grade levels; in the third trimester we will reflect on the policies and pilots, revise both as needed, and develop a school wide roll out plan for 15-16.|
Success can be measure by the quality of the policy documents and the level of application in each classroom.
|Elk Grove||Create, provide, and support PLC leaders with formative assessment cycle processes and practice.||Research and get team together to come up with large goals for formative assessment trainings.|
|Elk Grove||By July, 2014, I will observe in classrooms daily and provide FAST feedback to teachers specifically surrounding the formative assessment process.||July: Preservice with EDI information to support the formative assessment process. Begin walk throughs with feedback on the PD to assess implementation and needed next steps.|
|Elk Grove||Provide staff PD to discuss and plan formative assessment processes to be implemented. During classroom visitations use of processes will be evident through teacher practices and student engagement.||Identify practices, create a tool to measure frequency of effective use through collaborative observations|
|Elk Grove||I will be able to notice and measure the frequency teachers demonstrate the use of the formative assessment process during in-class observations.||Identify the specific processes that are observable. Develop a tool to capture. Practice.|
|Elk Grove||Implementing in-class formative assessments effectively throughout each grade level on a consistent basis with opportunities to reflect on the process throughout the school year.||Rich discussions with grade levels and leadership team|
RTI initial implementation
|Elk Grove||Clarify for the math team the difference between CFU and FAP. Allow for discovery of how an effective FAP plan can promote greater student performance. |
The team will need to use planning time to continue with their work on common assessments, while developing plans for improved formative assessment processes, that allow the teacher to provide enrichment for successful teams and intervention for struggling teams.
|We begin school in August, so the first step is to look at the grades and ask the teachers what should we continue to do and what can we do to improve?|
Then we will use the posters to do the CFU v. FAP activity and share out during pre-service. I will also let them know that FAP will be integral to my walk-through and evaluations.
|Elk Grove||Develop examples of formative assessment practices for teacher PD||Have PLC teams give feedback on what formative practices they will commit to|
|Elk Grove||Use data from regularly scheduled walk-throughs to assess improvement in in-class formative assessments.|| |
|Garden Grove||I will discuss formative assessments with my teachers and how to utilize formative assessment on a daily basis.||I will first have the grade level teams do the activity we did in our workshop with looking at the current CFUs and developing them into FAP.|
|Garden Grove||I will lead my staff in the development of our school's vision in implementing mathematics instruction and assessment.||1. Review our upcoming pilot and focus as a district and school.|
2. Use the decisions and affirming sources handout to support our vision and actions we implement this year.
|Garden Grove||I will with create a shared vision for instruction with my staff. I will also assess staff practices and understandings surrounding formative assessments. Using that information, I will work with my TOSA to support teachers and grade levels teams on how to effectively use in-class formative assessment processes. Teachers will use reflections and I will highlight and revisit this topic throughout the year.||During my opening meeting, I will work with staff to build a shared vision that is clear, concise, and shared by all. We will tie this vision into our district vision. Along with this, I will begin to gather information on practices and understandings of formative assessment processes through observations and discussions with teachers and grade level teams.|
|Garden Grove||I will have all algebra and geometry teachers have students engaged in productive group work.||Scheduling release time for teachers to design common units, including homework, assessments, and scoring.|
|Garden Grove||I will be a lead learner in the implementation of Common Common Core, listen and ask questions of my math dept. as we begin our first year with the new standards.||Attend district training with my teachers to build my knowledge.|
Be visible and support teachers.
|Long Beach||I will lead the elementary math coaching team by sharing what we learned here on the formative assessment process and homework and then incorporate the new learning/work at our trainings with teachers.||I will meet with the coaches the first week of September and then creat an action plan.|
|Long Beach||I will enable group work by providing furniture good for groups of 4.|
I will use FAST feedback weekly with my teachers.
I will support my vision based decisions with sources for rationale
|Order and find tables and chairs instead of desks|
Cafe conversation on instruction for each dept
|Oceanside||I will assist teachers with creating at least 1 common formative task each trimester and support the teams with creating ideas for using the students outcomes to impact instruction. I will also have teachers evaluate a "check for understanding" they currently use and support them as they reflect on how they can provide FAST feedback using their selected assessment tool.||specify essential standards/learning outcomes that assessments will address|
|Oceanside||I will introduce teachers to a system of formative assessment that built upon current checks for understanding they use (these differ).||1. Classroom observations to see what teachers currently use for current checks for understanding.|
2. Immediate feedback to teachers about how what is currently used could become more informative to be useful to kids.
3. Carry the vision that our culture includes formative assessment; it's how we conduct the professional business of math education.
|Oceanside||I will lead teachers to reflect in the purpose for guided practice and their current practices. I will have teams develop questions for students that are stuck and for those who know the concepts||I will lead teachers to reflect in the purpose for guided practice and their current practices.|
|Oceanside||I will share the information on the formative assessment process with directors, coordinators, and program specialists in order for them to share this with teachers.||Meeting to share the information|
Planning activity to roll out with other stakeholders
|Oceanside||Teachers will provide FAST feedback during instruction.||Introduce FAST to all teachers and high school administrators. Include FAST feedback into tools administrators will use as guides for classroom observations. Provide professional continued learning opportunities for teachers to collaboratively develop questioning strategies both for scaffolding and for extending learning for incorporation into lesson plans.|
|Oceanside||I will support teachers in using the fast model to give timely feedback after ever observation.||I will be building relationships with teachers. I will go into classroom and observe lessons.|
|Sacramento City||Teachers will understand the formative assessment process and will create, implement, score, and drive instruction based on the results.||Revisit our discussion regarding the formative assessment process and its benefits.|
|Sacramento City||Revise and implement BTSA inquiry process by fall 2014.||Training support providers on the revised the revised process. One on one support provider meetings to support SPs.|
|Sacramento City||All teachers will use formative assessment practices during the course of their lesson to adjust instruction for the next segment of the lesson.||Train teachers on formative assessment practices and outcomes.|
Provide modeling and resources for the formative assessment cycle.
|Sacramento City||help grade level teams to implement/ develop formative assessments that can be used to differentiate instruction in math classroom||work with my grade level teams on developing action plan for CCSSM implementation by using some of the materials presented during the workshop|
|Sanger||By June 2015, the instructional technology department will provide resources and training to all K-12 teachers in a blended learning model to couple immediate feedback with assignments in order to provide a personalized learning environment for students.||Train all 6-12 teachers on the new LMS which will provide the platform in which teachers can provide personalized learning.|
|Sanger||As an instructional team, support every site to provide the PD, coaching, etc. in order to build the capacity to successfully implement #7.|
Secondly, develop a systematic process for ongoing monitoring and supporting of every sites work.
|conduct analysis of the needs of sites|
Develop appropriate supports to begin capacity building
|Sanger||I will inform my teachers of effective research proven formative assessment processes that will be monitored and shared at PLC meetings to increase student achievement.||1) Collaboration and activities at PLC meetings about FAP|
2) F.A.S.T feedback about FAP
3) Utilize data to prove effective
|Sanger||I will ensure that a vision is developed to guide our instruction this year. I will collaborate with my team to implement effective formative assessment practices.||I will collaborate with leadership team to establish goals and get the work done utilizing the grade level, vertical, and school site PLCs.|
|Sanger||I will incorporate formative assessment processes into the math professional development offered to Sanger Unified teachers.||Meet with and discuss ideas with external math trainers along with district administration.|
|Sanger||Teachers will develop a process for formative assessments effectively.||Inform teachers of the information so that they are prepared to have discussions about the process.|
|Sanger||We will effectively use formative assessment to guide and provide actionable feedback to support student learning.||Determine with teachers the different strategies used for formative assessment. Determine students actionable goals and timely feedback.|
|Sanger||As District Admin,|
Coach CASC principals through CASC Individual Learning Plan and reflective conversation logs, meeting 3 hours a month to move their school towards using in class formative assessment processes, specifically looking at assessment scoring as a shared event. Goal is to document process growth through logs.
|Base 3 hours of meetings around first steps toward this goal and written plan.|
|Sanger||I will establish a clear working definition of formative assessment process so that teachers could have a true understanding of what this should look like in the classroom.||I will meet with my departments and begin by establishing a clear vision of assessment.|
|Sanger||By the end of the year my departments will establish formative assessment strategies that will help meet the teacher meet the needs of their diverse learners.||-Discuss the difference between CFU & formative assessment |
-Guide teachers to generate a list of formative assessment strategies
-Begin giving teachers feedback on those strategies
|Santa Ana||By June, 2015, 75% of the teaching staff will learn and implement two formative assessment processes in Mathematics.||1. Teachers all participate in professional development around turning checking for understanding strategies into formative assessment strategies.|
2. Teachers will be observed weekly using their chosen formative assessment strategies, with fast feedback.