Formative Assessment - Time Well Spent!

The last thing we want to hear these days is the word assessment.  With PARCC and OGT assessments looming it is understandable that many teachers and administrators have reached their tipping point.  However, formative assessment should continue to be given the time and emphasis it deserves.  Statewide Assessments and summative assessments are often characterized as assessment "of learning".  The value of formative assessment is that it is used "for learning."

Formative assessment delivers information during the instructional process, before the summative assessment.  Both the teacher and the student use formative assessment results to make decisions about what actions to take to promote further learning.  It is an ongoing, dynamic process that involves far more than just frequent testing.

As you make your way through the classrooms at LHS, you will see plenty of examples of good formative instructional practices.  As I asked the other administrators where they have seen some good examples, one resounding response was Mrs. McKinney and Mrs. Smith.  For those of you that don't know, Jennilee McKinney and Becky Smith use a target check process to assess student understanding, guide instruction and assign/design interventions.  This has become a formal process and a way of doing business in their classroom.  They plan around learning targets, assess the targets, and then assign remediation and intervention specific to each learning target.  This is done on a daily and weekly basis.  It is safe to say, Jennilee and Becky are the Queens of Formative Assessment!

Target Check

Extra Practice for Learning Target (with a pass to Math Lab)

One of the greatest benefits to formative assessment is the students' ability to gauge their own understanding and receive feedback.  Corey Conn often does an entrance and exit ticket for a unit.  This allows him to gauge the level of student understanding before he begins a unit.  At the conclusion of the topic/target/unit, the students complete the same "exit ticket" and it creates an opportunity for both Corey and the students to see how far they have come.  Good job Corey - we'll keep buying the post-its if you keep using them!

Before and After Post-its (Pre/Post Unit on Amendments)

If you are looking for a change up to how you informally assess students or structure your question/answer sessions, Laura Julien uses Screen Chomp.  The students can use their iPad as a whiteboard and can respond to her questions.  It is quick and easy and can be done in a review situation or as a way to gather daily feedback on the day's learning target.

The benefits to formative assessment are obvious. Research supports it, but more importantly the practices of our own teachers support it.  It helps students and teachers in the following ways:

1)  Formative Assessment establishes where learners are in their learning.

2)  Formative Assessment establishes where they are going.

3)  Formative Assessment establishes how to get there.

These are only a few examples.  Take the time to use formative assessment and share your knowledge, data and questions with your TBT.  Some of our best resources are the teachers next door.  Thanks for all you do.

Increasing student learning by creating Engaging Work!

Have you ever seen one of our students performing outside your classroom?  Has their aptitude, ability and effort ever surprised you?  It happens to me all the time.  Often I see students that struggle behaviorally or academically but excel in our Career Tech programs.  Obviously, it isn't hard to figure out why.  They are interested, find value in the work and are engaged in the work.

 So what do we do in the classroom to increase engagement?  What does engagement look like?  Too often we view compliance as engagement.  Kids working and sitting quietly in their seats does not always mean they are engaged.  In fact, many times the opposite is true.  Also, be careful not to mistake entertained students with engaged students.  In order for our students to be engaged, we as teachers, need to provide them with engaging work.  Mr. Conrad and I recently attended a conference by Phil Schlechty.  He believes there are four components that are always present when a student is engaged:

1.  The engaged student is attentive.
2.  The engaged student is committed.  He or she voluntarily puts in time and resources on a task.
3.  The engaged student is persistent. He or she sticks with the task even when it is difficult.
4.  The engaged student finds meaning and value in the tasks that make up the work.

I visited Jeri Hartley and Megan Kovach's classroom today.  As I sat in the room and observed, many of these ideas began to run through my head.  They have created an environment in which the focus wasn't on the teacher.  The focus has been placed on the work.  Isn't that where the focus should be?  On the work!  Which should lead to increased learning!

Mrs. Hartley and Ms. Kovach today were using games to review and formatively assess student understanding.  They did a target check and gathered informal data throughout the lesson.  At one point, I heard a student say, "I like doing it this way, it is fun!"  Mrs. Hartley's replied, "We could sit and get it on a worksheet, but I like doing it this way too!"  The students weren't in straight rows, doing a worksheet and being compliant (which is okay sometimes).  Instead, they were having fun, working diligently and enjoying the learning environment the teachers had created.  It was obvious, Jeri and Megan have been working on the work and their students are reaping the benefits.

Engaging activities should not be reserved for only our higher level courses and students.  In fact, I think most of us would agree that some of our lower performing students may need it the most.  Great job ladies!  Keep up the good work!  We have many teachers in this building doing extraordinary things with kids.  I truly believe that if we capture their hearts their minds will follow.  Continue to build rapport and make LHS a great place for student achievement.

Building Rapport to Engage and Motivate Students

How does a teacher maintain positive relationships with students while still keeping classroom management a priority?  It takes a delicate attention to maintaining each student's respect toward the teacher.

Throughout our building we watch our effective teachers use rapport to uphold respect in their classroom and refocus their students.  For some, it is intuitive to use verbal cues, non-verbal cues, and proximity. Others have to work at it, but they make the effort and it shows.  Each strategy they employ is respectful, non-confrontational and allows students to maintain their dignity.

Nearly every day I see Kory Swartz sitting in the hallway eating his lunch with a student by his side.  This isn't something he has to do.  I am not sure how it is arranged and I don't ask, but I am sure it goes a long way in motivating the student and I am sure the next day class goes a little better for both Kory and the student.  I am sure it could easily be called a lunch detention, but it is not and should not.  Take a look around and see what goes on in our halls that maybe you have been missing.  Keep it up Kory.

Students recognize when we take a genuine interest in them and their success.  Often times we may be the only ones that offer assistance or offer a helping hand.  The relationships we build with students are different.  They are working relationships that take on varying roles in our lives and theirs.  Even with the students that don't want to be in class or we may not have a lot in common with, we can still find common ground and keep the lines of communication open about our class and subject area.  Often times, the communication opens up and relationships begin to build when we offer our time and give them respect to meet them where they are.  I popped in Math Lab today and saw Faith Spires working with two students.  These are not her kids, but she was passionately working with them and they were tackling their assignments together.  This may have been the first time they have been to Math Lab, but I am sure they won't see it as a bad thing if they have to go back.  Thanks for the personal touch Faith.  Our students are in good hands.

We have several new teachers and as we went through the interview process our new science teachers (Greg Leasure and Mont Goss) came shining through to me because of their genuine desire to work with kids.  They both emphasized the need for rapport with their students.  I happened to catch Mr. Goss today discussing glucose with his students.  He is very comfortable in his own skin and not afraid to be silly.  His excitement and passion is evident.  Putting yourself out there and eliminating some of the natural barriers between students and teachers is a great way to build relationships in the classroom.  It has nothing to do with losing respect.  Instead it has everything to do with mutual respect.  Show them you will work with them and students often will follow.  Great Job Mr. Goss.

The relationships and rapport we have with our students at LHS is what makes this building great.  Do what you can to be the reason a student comes to school.

Thanks

Welcome to the Gale Highlights Blog!  We are excited to be establishing a new way to highlight the great teaching and instruction we see in our building.  We plan to share best practices, teaching examples and lessons from our outstanding staff at LHS.  Also, informational items on current trends in instruction, intervention, and assessment will be shared.  We look forward to a great year at LHS with continued success and increased achievement for ALL of our students.