FOCUS Formative, Ongoing, Classroom Understanding of Students and Standards

1. FOCUS�Formative, Ongoing, Classroom Understanding of Students and Standards An assessment system giving new directions to schools desiring to positively impact student achievement Act 35 requires educators to assess students both summatively and formatively in order to effectively address the needs of individual students so that �No Child is Left Behind�. We have a state summative assessment system in place, but for many schools, a fully developed systematic formative assessment system has been lacking. Arch Ford has responded to the requests of teachers, administrators, and superintendents by developing FOCUS, a formative assessment system, through committee work and the support of Edusoft, a data delivery system.Act 35 requires educators to assess students both summatively and formatively in order to effectively address the needs of individual students so that �No Child is Left Behind�. We have a state summative assessment system in place, but for many schools, a fully developed systematic formative assessment system has been lacking. Arch Ford has responded to the requests of teachers, administrators, and superintendents by developing FOCUS, a formative assessment system, through committee work and the support of Edusoft, a data delivery system.

2. How to Leave LOTS of Students Behind� Arise from mistaken fundamental beliefs Disregard the 4 important ingredients in a sound assessment system Fail to have in place key necessary conditions Fail to track and clearly report progress or improvement in learning, whether short or long term Lack community understanding of and support for sound assessment practices ADVANCE Arise from mistaken fundamental beliefs such as Serving a mission of merely ranking students versus maximizing their competence. Assuming that all students are alike and must be assessed in exactly the same manner. Believing that the way to maximize learning is to maximize intimidation and anxiety. ADVANCE Disregard the four important ingredients in a sound assessment system, such as by Focusing on unclear or inappropriate achievement standards. Failing to meet the information needs of important assessment users, thus leading to poor-quality instructional decision making. Relying on inaccurate information about student achievement due to inept assessment. Communicating about student achievement in an ineffective manner. ADVANCE Fail to have in place key necessary conditions, such as by Counting on teachers who are not masters of the targets that their students are expected to hit or who are not assessment literate. Using assessment practices that have the effect of destroying student confidence in themselves as learners or that rob teachers of their sense of self-efficacy. Failing to accommodate differences in the assessment needs of students. ADVANCE Fail to track and clearly report progress or improvement in learning, whether short or long term. ADVANCE Lack community understanding of and support for sound assessment practices. It will be extremely important for us to share the intent and use of the FOCUS Testing with your parents and community so that each can support our school as we begin to address areas of concern and implement necessary change.ADVANCE Arise from mistaken fundamental beliefs such as Serving a mission of merely ranking students versus maximizing their competence. Assuming that all students are alike and must be assessed in exactly the same manner. Believing that the way to maximize learning is to maximize intimidation and anxiety. ADVANCE Disregard the four important ingredients in a sound assessment system, such as by Focusing on unclear or inappropriate achievement standards. Failing to meet the information needs of important assessment users, thus leading to poor-quality instructional decision making. Relying on inaccurate information about student achievement due to inept assessment. Communicating about student achievement in an ineffective manner. ADVANCE Fail to have in place key necessary conditions, such as by Counting on teachers who are not masters of the targets that their students are expected to hit or who are not assessment literate. Using assessment practices that have the effect of destroying student confidence in themselves as learners or that rob teachers of their sense of self-efficacy. Failing to accommodate differences in the assessment needs of students. ADVANCE Fail to track and clearly report progress or improvement in learning, whether short or long term. ADVANCE Lack community understanding of and support for sound assessment practices. It will be extremely important for us to share the intent and use of the FOCUS Testing with your parents and community so that each can support our school as we begin to address areas of concern and implement necessary change.

3. Data should drive all school decisions. Simply put, data can address the following questions: Who are we? How do we do business? Where are we now? What are the gaps? What trends exist? What are individual students� strengths and weaknesses? So that we can plan to address individual student needs, we must link the data to curriculum and instruction by asking ourselves these questions: How can we get students to where we want them to be? What are the root causes? Do adjustments need to be made in the curriculum so that it aligns to the state standards? To prerequisite courses? To other grade levels? What scientifically research-based instructional strategies need to be utilized to improve student achievement? What professional development needs to be acquired to address weaknesses in our curriculum & instruction? How will we implement the necessary strategies? What is the role of the principal? Of the teachers? In acquiring professional development to learn new skills and gain new knowledge and developing partnerships to support change. How will we evaluate our efforts? This is how we�ll know if what we�re doing in our individual classrooms, departments, grade levels, school, and district is or is not making a difference. The linkage of curriculum, instruction, and assessment is critical to the success of our school.Data should drive all school decisions. Simply put, data can address the following questions: Who are we? How do we do business? Where are we now? What are the gaps? What trends exist? What are individual students� strengths and weaknesses? So that we can plan to address individual student needs, we must link the data to curriculum and instruction by asking ourselves these questions: How can we get students to where we want them to be? What are the root causes? Do adjustments need to be made in the curriculum so that it aligns to the state standards? To prerequisite courses? To other grade levels? What scientifically research-based instructional strategies need to be utilized to improve student achievement? What professional development needs to be acquired to address weaknesses in our curriculum & instruction? How will we implement the necessary strategies? What is the role of the principal? Of the teachers? In acquiring professional development to learn new skills and gain new knowledge and developing partnerships to support change. How will we evaluate our efforts? This is how we�ll know if what we�re doing in our individual classrooms, departments, grade levels, school, and district is or is not making a difference. The linkage of curriculum, instruction, and assessment is critical to the success of our school.

4. ��the essence of good instruction lies not in presentation of content-teaching�but in assessing student learning and coaching students toward better performance.�(Wiggins, as quoted during ASCD�s 2005 Conference on Teaching & Learning) As educators who are desperately seeking to leave no child behind, we must move from operating in teacher-centered classrooms with a focus on teacher tell to student-centered classrooms where teachers are facilitators of learning. FOCUS Testing will provide each of us with real-time diagnostic data so that we, as teachers, can begin to intervene with students and coach them to better performance. As educators who are desperately seeking to leave no child behind, we must move from operating in teacher-centered classrooms with a focus on teacher tell to student-centered classrooms where teachers are facilitators of learning. FOCUS Testing will provide each of us with real-time diagnostic data so that we, as teachers, can begin to intervene with students and coach them to better performance.

5. Many of you are familiar with the Hot Springs Institute and chunk testing or the concept of mini-benchmarks. FOCUS came into being, as mentioned before, as a result of the requests from teachers, administrators, and superintendents who were familiar with the concept of formative assessments as a tool for addressing the needs of students in a timely fashion so that more students could demonstrate proficiency of grade level or course standards at the end of the year. The ideas behind this assessment system were presented to the superintendents in March. At that time, the superintendents asked that the same presentation be given to their building administrators and school team members. This meeting was held in April. There were over 90 people from the Arch Ford region represented at this meeting. At the closure of the meeting, school teams were asked to provide feedback to the co-op regarding their interest and needs. The results were compiled and presented at the next superintendents� meeting in April. On May 27th, 18 of Arch Ford�s districts voted to participate in the formative assessment project. As a result, work began immediately to design the project so that it would be ready for implementation in the fall of this school year. The goals of the project are� ADVANCE ADVANCE ADVANCEMany of you are familiar with the Hot Springs Institute and chunk testing or the concept of mini-benchmarks. FOCUS came into being, as mentioned before, as a result of the requests from teachers, administrators, and superintendents who were familiar with the concept of formative assessments as a tool for addressing the needs of students in a timely fashion so that more students could demonstrate proficiency of grade level or course standards at the end of the year. The ideas behind this assessment system were presented to the superintendents in March. At that time, the superintendents asked that the same presentation be given to their building administrators and school team members. This meeting was held in April. There were over 90 people from the Arch Ford region represented at this meeting. At the closure of the meeting, school teams were asked to provide feedback to the co-op regarding their interest and needs. The results were compiled and presented at the next superintendents� meeting in April. On May 27th, 18 of Arch Ford�s districts voted to participate in the formative assessment project. As a result, work began immediately to design the project so that it would be ready for implementation in the fall of this school year. The goals of the project are� ADVANCE ADVANCE ADVANCE

6. It is not unusual to hear comments such as these when we talk about testing, �Great! Another test. All we do is test, test, test.� �We�ve been doing nine weeks or unit tests for years. How is this any different?� �I already scramble to find enough time to teach. I will lose another 4 days of instructional time now that we�re giving another test four times a year.� One of the reasons these comments are made is because there is a lack of understanding about summative and formative assessments and their intent. ADVANCE OF Learning assessments are also called summative assessments. (READ EACH POINT) The major question summative assessments answer for students is, �How did I do?� There is no going back to address weaknesses. The common practice is to move on to the next lesson, unit, course, grade, etc. ADVANCE FOR Learning assessments are commonly called formative assessments. (READ EACH POINT) Formative assessments answer student�s question, �How can I get better?� According to the results of the formative assessments, revisiting, reviewing, re-teaching, and reassessing will occur for those who are not proficient. It�s all about helping students to master standards along the way to demonstrating proficiency on the summative assessment. It is not unusual to hear comments such as these when we talk about testing, �Great! Another test. All we do is test, test, test.� �We�ve been doing nine weeks or unit tests for years. How is this any different?� �I already scramble to find enough time to teach. I will lose another 4 days of instructional time now that we�re giving another test four times a year.� One of the reasons these comments are made is because there is a lack of understanding about summative and formative assessments and their intent. ADVANCE OF Learning assessments are also called summative assessments. (READ EACH POINT) The major question summative assessments answer for students is, �How did I do?� There is no going back to address weaknesses. The common practice is to move on to the next lesson, unit, course, grade, etc. ADVANCE FOR Learning assessments are commonly called formative assessments. (READ EACH POINT) Formative assessments answer student�s question, �How can I get better?� According to the results of the formative assessments, revisiting, reviewing, re-teaching, and reassessing will occur for those who are not proficient. It�s all about helping students to master standards along the way to demonstrating proficiency on the summative assessment.

7. An Effective Assessment System� ��if the only feedback system you have about how you are doing against state standards is one test at the end of the year that you don�t know the results of until the summer, that�s a dumb system. You�ve got to know how you�re doing in November and February and March against May standards so you can make adjustments before it�s too late.� (Wiggins as cited in �Education Update�, Feb. 2006) I want you to compare FOCUS to your check ups at the doctor. When you go into the doctor�s office, and you don�t receive a clean bill of health, the doctor may prescribe an exercise regimen, medication, additional tests, etc. From that point, the doctor doesn�t say, �I�ll see you next year.� Good physicians will continue to monitor your response to the prescribed interventions frequently so that he knows whether your body is responding in a favorable way. The goal is to help you get better. If the prescribed interventions are not working, the doctor has time to intervene and change the course of action if necessary. The goal of formative assessments is the same, helping children to get better in a timely fashion.I want you to compare FOCUS to your check ups at the doctor. When you go into the doctor�s office, and you don�t receive a clean bill of health, the doctor may prescribe an exercise regimen, medication, additional tests, etc. From that point, the doctor doesn�t say, �I�ll see you next year.� Good physicians will continue to monitor your response to the prescribed interventions frequently so that he knows whether your body is responding in a favorable way. The goal is to help you get better. If the prescribed interventions are not working, the doctor has time to intervene and change the course of action if necessary. The goal of formative assessments is the same, helping children to get better in a timely fashion.

8. Edusoft as a Tool� Assessment Delivery System Storage for test item answer keys Delivery system for disaggregated reports Performance Band Report Class List Report Subgroup/Intervention Report Item Response Report Edusoft is a service of Riverside Publishing. It will be the co-op�s system for data delivery. Many teachers and schools have been dabbling in formative assessments, but for those who have, the time necessary for test development and disaggregation of results has taken away from instructional planning. This system will provide immediate results in electronic form once the assessments are scanned. All multiple choice items are scored and disaggregated by the system. The open response and writing prompt is scored by the teacher and can be entered in on the student score sheet to be disaggregated by the system as well. At the back of your handout, you�ll see samples of each of these reports. The Performance Band Report will give an overall average performance of the school, grade level, or class with the number of students and percentage into each band�below basic, basic, proficient, and advanced. This report will also break down the performance of students in relation to tested SLEs in the same manner. The Class List Report will list all students by name, give their overall performance and tested SLE performance, and classify each according to performance bands. Teachers will also have the capability to filter subgroup reports by simply clicking the attributes which you want to sort. You can report by ethnicity, SES, ELL, and special ed. You can select multiple identifiers if you choose. By doing this, you can create intervention groups according to similar needs. The Item Response Report will list students by name, give a raw score for each along with a percentage, and show each student�s response to each question. If the student chose an incorrect answer, the report shows you the answer he or she chose. Edusoft is a service of Riverside Publishing. It will be the co-op�s system for data delivery. Many teachers and schools have been dabbling in formative assessments, but for those who have, the time necessary for test development and disaggregation of results has taken away from instructional planning. This system will provide immediate results in electronic form once the assessments are scanned. All multiple choice items are scored and disaggregated by the system. The open response and writing prompt is scored by the teacher and can be entered in on the student score sheet to be disaggregated by the system as well. At the back of your handout, you�ll see samples of each of these reports. The Performance Band Report will give an overall average performance of the school, grade level, or class with the number of students and percentage into each band�below basic, basic, proficient, and advanced. This report will also break down the performance of students in relation to tested SLEs in the same manner. The Class List Report will list all students by name, give their overall performance and tested SLE performance, and classify each according to performance bands. Teachers will also have the capability to filter subgroup reports by simply clicking the attributes which you want to sort. You can report by ethnicity, SES, ELL, and special ed. You can select multiple identifiers if you choose. By doing this, you can create intervention groups according to similar needs. The Item Response Report will list students by name, give a raw score for each along with a percentage, and show each student�s response to each question. If the student chose an incorrect answer, the report shows you the answer he or she chose.

9. Once the superintendents voted to participate in this project, Arch Ford began to lay out a plan for implementation. The superintendents and building administrators were asked for recommendations to serve on four committees�The General Pacing Guide Committee, the Test Development Committee, the Test Review Committee, and the Professional Development Committee. The committee participants gave up many hours during the summer and have committed to continue the work throughout the school year. The co-op felt that those who were participating in the project should have a voice in the final product. They felt this would create a product that was representative of our region, developed by experts in our schools, while at the same time creating a greater buy-in. The responsibilities of each committee are identified on the slide. (Give participants time to read slide, then ADVANCE.) Once the superintendents voted to participate in this project, Arch Ford began to lay out a plan for implementation. The superintendents and building administrators were asked for recommendations to serve on four committees�The General Pacing Guide Committee, the Test Development Committee, the Test Review Committee, and the Professional Development Committee. The committee participants gave up many hours during the summer and have committed to continue the work throughout the school year. The co-op felt that those who were participating in the project should have a voice in the final product. They felt this would create a product that was representative of our region, developed by experts in our schools, while at the same time creating a greater buy-in. The responsibilities of each committee are identified on the slide. (Give participants time to read slide, then ADVANCE.)

11. Each committee plays an important part in the FOCUS project. The Pacing Guide Committee�s goal was to collaborate to create a calendar based curriculum map for 3-8 math and literacy, algebra I, geometry, and EOC literacy that is aligned with state standards, focused on power standards, clustered into testable objectives, non-program specific, and flexible in nature. It�s important to understand that this document is available to those who may not have a current pacing guide in place. The pacing guides will provide a framework for testable SLEs assigned by quarters to ensure that the Arkansas standards are covered in a timely fashion while preparing students to demonstrate proficiency on the state Benchmark Exam. This document will be flexible enough so that it can be revised as changes occur in our state and district. Remember, this, as the rest of the project will be amended as needed based upon feedback from the participating schools. The pacing guides are currently posted on the FOCUS web page. A link to this page can be found on the Arch Ford homepage. Each committee plays an important part in the FOCUS project. The Pacing Guide Committee�s goal was to collaborate to create a calendar based curriculum map for 3-8 math and literacy, algebra I, geometry, and EOC literacy that is aligned with state standards, focused on power standards, clustered into testable objectives, non-program specific, and flexible in nature. It�s important to understand that this document is available to those who may not have a current pacing guide in place. The pacing guides will provide a framework for testable SLEs assigned by quarters to ensure that the Arkansas standards are covered in a timely fashion while preparing students to demonstrate proficiency on the state Benchmark Exam. This document will be flexible enough so that it can be revised as changes occur in our state and district. Remember, this, as the rest of the project will be amended as needed based upon feedback from the participating schools. The pacing guides are currently posted on the FOCUS web page. A link to this page can be found on the Arch Ford homepage.

12. The work of the Test Development Committee will continue throughout the year. The co-op continues to need representatives to work on this committee, especially in secondary. If any of you would like to serve, please visit with the building administrator. This committee will work once per quarter through the school year.The work of the Test Development Committee will continue throughout the year. The co-op continues to need representatives to work on this committee, especially in secondary. If any of you would like to serve, please visit with the building administrator. This committee will work once per quarter through the school year.

13. The goal of the Test Review Committee is to review created test and scoring items for clarity, validity, and alignment to state standards. This committee will meet quarterly to review tests designed by the Test Development Committee.The goal of the Test Review Committee is to review created test and scoring items for clarity, validity, and alignment to state standards. This committee will meet quarterly to review tests designed by the Test Development Committee.

14. Each building will have a representative who will serve as a TOT. This building�s TOT is ___________________. The TOT will communicate the purpose and use of FOCUS assessments, serve as technical support, and train teachers to scan answer documents, download and interpret reports, and score open response items.Each building will have a representative who will serve as a TOT. This building�s TOT is ___________________. The TOT will communicate the purpose and use of FOCUS assessments, serve as technical support, and train teachers to scan answer documents, download and interpret reports, and score open response items.

15. Each quarter, a representative will deliver test booklets and answer documents to be kept secure until the 3 day testing window. The district will decide upon the day the test is to be given. The goal of the assessment is to help students get better. Therefore, the assessment will not be timed. It is important that students have an opportunity to respond to each question so that the teacher can get a clear picture of their performance against each standard. At the end of the assessment, answer sheets will be scanned on campus and all test booklets will be collected. Each quarter, a representative will deliver test booklets and answer documents to be kept secure until the 3 day testing window. The district will decide upon the day the test is to be given. The goal of the assessment is to help students get better. Therefore, the assessment will not be timed. It is important that students have an opportunity to respond to each question so that the teacher can get a clear picture of their performance against each standard. At the end of the assessment, answer sheets will be scanned on campus and all test booklets will be collected.

16. When establishing a calendar for testing, Arch Ford planned the assessment window to be about every 8 weeks. The co-op also was mindful of the state testing calendar and school holidays. Because of the 8 week rotation in testing, the results of FOCUS will be a valuable tool for AIPs and parent conferences.When establishing a calendar for testing, Arch Ford planned the assessment window to be about every 8 weeks. The co-op also was mindful of the state testing calendar and school holidays. Because of the 8 week rotation in testing, the results of FOCUS will be a valuable tool for AIPs and parent conferences.

17. What is the role of the administrator? To review reports in order to Identify needed system changes Identify needed professional development Provide collaborative data review and intervention planning time for teachers Without administrative support, all of the data in the world will not impact student achievement. Once disaggregated data is available, it is time to plan next steps in addressing needs. The question becomes, �How will we respond to the needs that exist?� It is possible that changes will need to occur in the system in place�scheduling, common planning time, curriculum, etc. It is also possible that additional professional development for teachers will be necessary to address any targeted areas of weakness. Each school in the Arch Ford Professional Development Consortium has access to any of the specialists at no charge during the school year to provide training or guidance in planning. Most importantly, a time needs to be set aside for teachers to review the data and plan for intervention at least once per quarter. This is best done collaboratively by grade level or department. Additionally, the school may establish an intervention team that works to collaborate on solutions and assign themselves to particular students. Without administrative support, all of the data in the world will not impact student achievement. Once disaggregated data is available, it is time to plan next steps in addressing needs. The question becomes, �How will we respond to the needs that exist?� It is possible that changes will need to occur in the system in place�scheduling, common planning time, curriculum, etc. It is also possible that additional professional development for teachers will be necessary to address any targeted areas of weakness. Each school in the Arch Ford Professional Development Consortium has access to any of the specialists at no charge during the school year to provide training or guidance in planning. Most importantly, a time needs to be set aside for teachers to review the data and plan for intervention at least once per quarter. This is best done collaboratively by grade level or department. Additionally, the school may establish an intervention team that works to collaborate on solutions and assign themselves to particular students.

18. ��teachers cannot rely solely on state or district test results to guide their daily decision making. The data on which they base their day-to-day instructional decisions must be more immediately derived from formative tests��(Harper as cited in Blankstein, 2004, p. 149) Do you remember the example complaint I gave in the beginning of the presentation that went something like this, �I already scramble to find enough time to teach. I�ll lose another 4 days of instructional time to give another test 4 times a year.�? It is very possible when you assess formatively, you�ll find you don�t need to spend as much or any instructional time on particular SLEs because the students demonstrate proficiency on the assessment. On the other hand, you�ll find a need to devote more instructional time to SLEs you may have taken for granted before. The key is to be data-driven throughout the year. Do you remember the example complaint I gave in the beginning of the presentation that went something like this, �I already scramble to find enough time to teach. I�ll lose another 4 days of instructional time to give another test 4 times a year.�? It is very possible when you assess formatively, you�ll find you don�t need to spend as much or any instructional time on particular SLEs because the students demonstrate proficiency on the assessment. On the other hand, you�ll find a need to devote more instructional time to SLEs you may have taken for granted before. The key is to be data-driven throughout the year.

19. What is the role of the teacher? To formatively assess students in order to Analyze data to diagnose individual needs Use as a monitoring tool for AIP students Create a plan of intervention by Addressing curricular & instructional issues Establishing a method for revisiting, reviewing, re-teaching, & revising instruction in order to meet individual needs Communicate results & intervention plan to students & parents It is important for teachers not only to use data in these ways, but also as a method for providing feedback to students so that learning goals can be established and an action plan for intervention can be devised. Without feedback to students, the only person that is aware a need exists is the teacher. Establishing learning goals helps to frame learning for students so that they not only know what they should learn, but also a process for how mastering the standards. By doing this, teachers establish high expectations for students by saying, �You are expected to know or be able to do this, and this is the plan for doing so.� Failure is no longer an option. We would want no less for our own children. The goal of learning is just that�learning.It is important for teachers not only to use data in these ways, but also as a method for providing feedback to students so that learning goals can be established and an action plan for intervention can be devised. Without feedback to students, the only person that is aware a need exists is the teacher. Establishing learning goals helps to frame learning for students so that they not only know what they should learn, but also a process for how mastering the standards. By doing this, teachers establish high expectations for students by saying, �You are expected to know or be able to do this, and this is the plan for doing so.� Failure is no longer an option. We would want no less for our own children. The goal of learning is just that�learning.

20. As we begin this project, it is important to remain focused on the intent of formative assessments---helping students to get better. The researchers strongly discourage using formative assessments as another grade to be reported as such and averaged into student grades. When we do so, those students who have been struggling learners throughout their school history continue to be discouraged. They associate feelings of being punished by the grade that appears rather than feeling encouraged that they have an opportunity to be given additional time and support so that they may master grade level standards. When we give students the message that we, as educators, care enough about them to lay the grading function aside and instead invest time and effort into ensuring their success, students will respond accordingly. They become motivated to achieve the learning goals put before them.As we begin this project, it is important to remain focused on the intent of formative assessments---helping students to get better. The researchers strongly discourage using formative assessments as another grade to be reported as such and averaged into student grades. When we do so, those students who have been struggling learners throughout their school history continue to be discouraged. They associate feelings of being punished by the grade that appears rather than feeling encouraged that they have an opportunity to be given additional time and support so that they may master grade level standards. When we give students the message that we, as educators, care enough about them to lay the grading function aside and instead invest time and effort into ensuring their success, students will respond accordingly. They become motivated to achieve the learning goals put before them.

21. Candie Watts,AFSC Professional Development Specialist & FOCUS Project Coordinatorcwatts@afsc.k12.ar.us501-354-2269 ext. 1025501-514-2256 (mobile) Throughout the year, if you have questions or concerns that I cannot address, please contact Candie Watts.Throughout the year, if you have questions or concerns that I cannot address, please contact Candie Watts.