From Jefferson Area Local Schools' Professional Development Goals 2013-14:

• State an Intention to Engage in New Learning: To fully implement the new JTES – Jefferson Teacher Evaluation System in which 50% of evaluations are based on Teacher Performance; and 50% on Student Growth Measures which requires.
• Describe an Area of Focus for the New Learning: the development of course assessments to support the implementation of the student growth measures and the creation of student learning objectives especially for teachers who do not receive value added scores.
• Include the Rationale: To promote a system of formative assessment practices that guide teachers and students in achieving their learning goals.

FIP: Formative Instructional Process

Elementary Implementation -- The Following Modules to be completed in Grade Level Meetings
Secondary Implementation -- The Following Modules to be completed independently

Modules

• Battelle For Kids Ohio Student Progress Portal
• Account Login -- For Fip Modules
• FIP Ohio

These  Modules provide an introduction to FIP:

I. Introduction to Formative Instructional Practices (FP0001)

The Introduction to Formative Instructional Practices module is a great first step in your own professional learning journey to maximize student achievement. Learn how the power of formative instructional practices can help close the achievement gap.

Objectives

• Understand what formative instructional practices are.
• Become familiar with key research findings related to the effects formative instructional practices on student achievement.

II. Clear Learning Targets (FP0002)

In the Learning Targets module you will continue your professional learning journey to maximize student achievement by learning how to make the intended learning clear to yourself and then to your students.

Objectives

• Understand the benefits of learning targets.
• Know how to ensure learning targets are clear to the teacher.
• Know how to make learning targets clear to students.

III. Collecting and Documenting Evidence of Student Learning (FP0003)

In the Collecting and Documenting Evidence of Student Learning module you will continue your professional learning journey to maximize student achievement by learning how to ensure that the evidence you collect accurately reflects student learning, whether for formative or summative use. In this module we will focus on formative use. You also will explore ways to document evidence for formative use.

Objectives

• Know how to collect accurate formative evidence of student learning.
• Know how to document formative evidence of student learning.

In the Analyzing Data and Using Effective Feedback module you will understand how to analyze data to help students improve their learning, as well as know the power of effective feedback.

Objectives

• Know how to use methods of assessment formatively in order to analyze evidence of student learning.
• Understand what makes feedback effective.
• Know how to provide effective feedback.

V. Student Ownership of Learning: Peer Feedback, Self-Assessment and More (FP0005)

Student Ownership of Learning, is the next step in your own professional learning journey to maximize student achievement. Learn how the power of peer feedback, self-assessment, goal setting, student reflection and sharing of their learning serve as high impact formative instructional practices to provide students’ ownership of their learning.

Objectives

• Know how to prepare students to give each other effective feedback.
• Know how to prepare students to self-assess with a focus on learning targets.
• Know how to prepare students to create specific and challenging goals.
• Know how to prepare students to track, reflect on, and share their learning with others.

Other Support for our Professional Development

Formative Instructional Practices will Support our use of the Five Step Process and are the Basis for Monitoring our Instructional Program

Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of learning. It helps to think about learning as a journey, and formative instructional practices can guide teachers and students along the way, just like a GPS. These practices include four core components:

• Creating and using clear learning targets
• Collecting and documenting evidence of student learning
• Analyzing evidence and providing effective feedback
• Preparing students to take ownership of their learning 

The education system in Ohio is going through a period of significant change in order to ensure that all students are successful following high school graduation in a global economy. These changes include new standards and assessments, new accountability systems, and new teacher and principal evaluations.

Formative instructional practices are the heart of effective teaching and learning; these practices are critical to the success of teachers and students in Ohio. By learning about and using formative instructional practices, teachers will discover ways to effectively plan for instruction and assessment of new standards, as well as learn skills necessary to create student learning objectives (SLOs) that gauge student growth and may be a component of their professional evaluation.

FIP IN ACTION

The FIP in Action modules demonstrate how formative instructional practices can play out in a classroom scenario using Ohio’s New Learning Standards. Choose the grade, subject, or practice you’re interested in below to enroll in a module. Look at additional FIP in Action Modules CLICK HERE

The website about formative instructional practices (FIP), FIP Your School Ohio, features a blog section where you will find suggestions and perspectives from educators about using FIP in schools. Bloggers from the Ohio Department of Education and Battelle for Kids, which are partnering to host the site, also provide tips on how formative instructional practices can help you with implement current improvement efforts, including teaching with the state’s new learning standards and developing student learning objectives to be used in teacher evaluation. On the blog, see Becoming a FIP School: Nine Tips for Successful Implementation for suggestions on how your school’s team can work together to put FIP into place. 

Grounded in decades of research, formative instructional practices are sometimes referred to as the process of formative assessment or assessment for learning, are not a trend; these practices are backed up by years of research by experts including: Black and Wiliam, Wiliam and Leahy, Marzano, Costa and Kallic, and Harlen and James. The online learning modules offered through FIP Your School draw on content from two Pearson ATI publications written by assessment experts Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter.

Materials above taken from Battelle and Ohio Department of Education