Georgia FIP is a blended learning opportunity that offers you access to online learning modules and facilitation materials based on some of the world’s best research. The Georgia Department of Education has made this learning experience available to educators across the state.
Overview of Online LearningThe online learning includes seven modules about the following topics:
1 Introducing Formative Instructional Practices
2 Using Clear Learning Targets
3 Collecting and Documenting Evidence of Student Learning
4 Analyzing Evidence and Providing Effective Feedback
5 Preparing Students to Take Ownership of Learning: Peer Feedback, Self-Assessment, and More
6 Leading Formative Instructional Practices
7 Coaching Formative Instructional Practices
These modules are organized into role-based learning paths designed to personalize your learning experience.
Facilitating Formative Instructional Practices GuideThis guide is designed to help facilitate collaborative learning about formative instructional practices. The guide contains materials corresponding to each of the modules, including: team agendas, activities and handouts designed to deepen learning, and detailed answer keys and tips for facilitators.
What is Georgia FIP?
The research is clear—formative instructional practices (FIP) are the keys to increasing student achievement, allowing all students to be successful in Georgia’s education system.
What are the Keys to Student Success?
The Georgia FIP learning experience can propel your growth—and impact your students’ success.
Propel Your Growth
• Engage in professional learning aligned with the Teacher and Leader Keys Effectiveness System.
• Plan for and deliver instruction of Georgia’s curriculum.
• Gather accurate and reliable evidence of student progress relative to the new standards.
• Use evidence informed decisions and provide students with feedback that moves their learning forward.
Impact Your Students
• Students know what they are expected to learn.
• Students self-assess and make decisions about where they need to go based on where they are.
• Students are motivated by their progress.
• Students are engaged and take ownership of their learning.
What are Formative Instructional Practices?
Educators across Georgia are working hard to implement initiatives aimed at ensuring all students achieve the target of college and career readiness.
Formative instructional practices are critical to connecting the dots between improvement efforts related to curriculum, instruction, and assessment.
How Does Georgia FIP Connect?
FIP
“ We have in hand a new vision of excellence in assessment that will tap the wellspring of confidence, motivation, and learning potential that resides within every student. The time has come to embrace it!”
– Stiggins, 2008 Want to enhance your knowledge and use of these high-impact practices?
Want to Learn More about Georgia FIP?
For more information about the online learning or how to implement Georgia FIP, please contact the Georgia Department of Education Office of Assessment and Accountability Division at 1.800.634.4106.
Need Technical Support?
Contact Battelle for Kids at [email protected] or call 1-866-543-7555.
© 2013, Georgia Department of Education. All Rights Reserved.
Online learning modules about form
ative instructional practices are organized into personalized learning paths for:
Teachers | Leaders | Coaches
Contact your district or school leader for an access code and get started at:
ww
w.gadoe.org/G
eorgiaFIP
Online learning modules about form
ative instructional practices are organized into personalized learning paths for:
Teachers | Leaders | Coaches
Contact your district or school leader for an access code and get started at:
ww
w.gadoe.org/G
eorgiaFIP
Online learning modules about form
ative instructional practices are organized into personalized learning paths for:
Teachers | Leaders | Coaches
Contact your district or school leader for an access code and get started at:
ww
w.gadoe.org/G
eorgiaFIP
GET CO
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Be clear about what students need to know and be able to do according to Georgia’s rigorous curriculum.
CLEAR LEARNING TARGETS
Collect evidence of your students’ progress relative to Georgia’s curriculum.
EVIDENCE OF STUDENT LEARNING
Ultimately, help students take ownership of their learning.
STUDENT OWNERSHIP
Provide the kind of feedback that drives learning forward.
EFFECTIVE FEEDBACK
for Teachers
TEACHER EDITION
Ho
w D
oes
Geo
rgia
FIP
Alig
n t
o t
he
Teac
her
Ass
essm
ent
on
Per
form
ance
Sta
nd
ard
s (T
AP
S)?
Geor
gia
FIP
is d
esig
ned
to e
nhan
ce k
now
ledg
e an
d us
e of
form
ativ
e in
stru
ctio
nal p
ract
ices
thro
ugh
seve
n on
line
lear
ning
mod
ules
that
alig
n to
TAP
S.
1. P
rofe
ssio
nal K
now
ledg
e: T
he te
ache
r dem
onst
rate
s an
und
erst
andi
ng o
f the
cur
ricul
um, s
ubje
ct c
onte
nt, p
edag
ogic
al k
now
ledg
e, a
nd th
e ne
eds
of
stud
ents
by
prov
idin
g re
leva
nt le
arni
ng e
xper
ienc
es.
Form
ativ
e In
stru
ctio
nal P
ract
ices
Onl
ine
Lear
ning
Mod
ules
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
1.1
Addr
esse
s ap
prop
riate
cur
ricul
um s
tand
ards
and
inte
grat
es k
ey c
onte
nt e
lem
ents
.
1.2
Faci
litat
es s
tude
nts’
use
of h
ighe
r-lev
el th
inki
ng s
kills
in in
stru
ctio
n.
1.3
Dem
onst
rate
s ab
ility
to li
nk p
rese
nt c
onte
nt w
ith p
ast a
nd fu
ture
lear
ning
exp
erie
nces
, oth
er s
ubje
ct a
reas
, and
real
-wor
ld e
xper
ienc
es a
nd a
pplic
atio
ns.
1.4
Dem
onst
rate
s ac
cura
te, d
eep,
and
cur
rent
kno
wle
dge
of s
ubje
ct m
atte
r.
1.5
Exhi
bits
ped
agog
ical
ski
lls re
leva
nt to
the
subj
ect a
rea(
s) ta
ught
and
bes
t pra
ctic
e ba
sed
on c
urre
nt re
sear
ch.
1.6
Base
s in
stru
ctio
n on
goa
ls th
at re
flect
hig
h ex
pect
atio
ns fo
r all
stud
ents
and
a c
lear
und
erst
andi
ng o
f the
cur
ricul
um.
1.7
Disp
lays
an
unde
rsta
ndin
g of
the
inte
llect
ual,
soci
al, e
mot
iona
l, an
d ph
ysic
al d
evel
opm
ent o
f the
age
gro
up.
2. In
stru
ctio
nal P
lann
ing:
The
teac
her p
lans
usi
ng s
tate
and
loca
l sch
ool d
istri
ct c
urric
ula
stan
dard
s, e
ffect
ive
stra
tegi
es, r
esou
rces
, and
dat
a to
add
ress
the
diffe
rent
iate
d ne
eds
of a
ll st
uden
ts.
2.1
Anal
yzes
and
use
s st
uden
t lea
rnin
g da
ta to
info
rm p
lann
ing.
2.2
Deve
lops
pla
ns th
at a
re c
lear
, log
ical
, seq
uent
ial,
and
inte
grat
ed a
cros
s th
e cu
rricu
lum
(e.g
., lo
ng-te
rm g
oals
, les
son
plan
s, a
nd s
ylla
bi).
2.3
Plan
s in
stru
ctio
n ef
fect
ivel
y fo
r con
tent
mas
tery
, pac
ing,
and
tran
sitio
ns.
2.4
Plan
s fo
r ins
truct
ion
to m
eet t
he n
eeds
of a
ll st
uden
ts.
2.5
Alig
ns a
nd c
onne
cts
less
on o
bjec
tives
to s
tate
and
loca
l sch
ool d
istri
ct c
urric
ula
and
stan
dard
s, a
nd s
tude
nt le
arni
ng n
eeds
.
2.6
Deve
lops
app
ropr
iate
cou
rse,
uni
t, an
d da
ily p
lans
, and
is a
ble
to a
dapt
pla
ns w
hen
need
ed.
3. I
nstr
uctio
nal S
trat
egie
s: T
he te
ache
r pro
mot
es s
tude
nt le
arni
ng b
y us
ing
rese
arch
-bas
ed in
stru
ctio
nal s
trate
gies
rele
vant
to th
e co
nten
t to
enga
ge s
tude
nts
in a
ctiv
e le
arni
ng a
nd to
faci
litat
e th
e st
uden
ts’ a
cqui
sitio
n of
key
kno
wle
dge
and
skill
s.
3.1
Enga
ges
stud
ents
in a
ctiv
e le
arni
ng a
nd m
aint
ains
inte
rest
.
3.2
Build
s up
on s
tude
nts’
exi
stin
g kn
owle
dge
and
skill
s.
3.3
Rein
forc
es le
arni
ng g
oals
con
sist
ently
thro
ugho
ut th
e le
sson
.
3.4
Uses
a v
arie
ty o
f res
earc
h-ba
sed
inst
ruct
iona
l stra
tegi
es a
nd re
sour
ces.
3.5
Effe
ctiv
ely
uses
app
ropr
iate
inst
ruct
iona
l tec
hnol
ogy
to e
nhan
ce s
tude
nt le
arni
ng.
3.6
Com
mun
icat
es a
nd p
rese
nts
mat
eria
l cle
arly,
and
che
cks
for u
nder
stan
ding
.
3.7
Deve
lops
hig
her-o
rder
thin
king
thro
ugh
ques
tioni
ng a
nd p
robl
em-s
olvi
ng a
ctiv
ities
.
3.8
Enga
ges
stud
ents
in a
uthe
ntic
lear
ning
by
prov
idin
g re
al-li
fe e
xam
ples
and
inte
rdis
cipl
inar
y co
nnec
tions
.
4. D
iffer
entia
ted
Inst
ruct
ion:
The
teac
her c
halle
nges
and
sup
ports
eac
h st
uden
t’s le
arni
ng b
y pr
ovid
ing
appr
opria
te c
onte
nt a
nd d
evel
opin
g sk
ills
whi
ch a
ddre
ss in
divi
dual
lear
ning
diff
eren
ces.
4.1
Diffe
rent
iate
s th
e in
stru
ctio
nal c
onte
nt, p
roce
ss, p
rodu
ct, a
nd le
arni
ng e
nviro
nmen
t to
mee
t ind
ivid
ual d
evel
opm
enta
l nee
ds.
4.2
Prov
ides
rem
edia
tion,
enr
ichm
ent,
and
acce
lera
tion
to fu
rther
stu
dent
und
erst
andi
ng o
f mat
eria
l.
4.3
Uses
flex
ible
gro
upin
g st
rate
gies
to e
ncou
rage
app
ropr
iate
pee
r int
erac
tion
and
to a
ccom
mod
ate
lear
ning
nee
ds/g
oals
.
4.4
Uses
dia
gnos
tic, f
orm
ativ
e, a
nd s
umm
ativ
e as
sess
men
t dat
a to
info
rm in
stru
ctio
nal m
odifi
catio
ns fo
r ind
ivid
ual s
tude
nts.
4.5
Deve
lops
crit
ical
and
cre
ativ
e th
inki
ng b
y pr
ovid
ing
activ
ities
at t
he a
ppro
pria
te le
vel o
f cha
lleng
e fo
r stu
dent
s.
4.6
Dem
onst
rate
s hi
gh le
arni
ng e
xpec
tatio
ns fo
r all
stud
ents
com
men
sura
te w
ith th
eir d
evel
opm
enta
l lev
els.
5. A
sses
smen
t Str
ateg
ies:
The
teac
her s
yste
mat
ical
ly c
hoos
es a
var
iety
of d
iagn
ostic
, for
mat
ive,
and
sum
mat
ive
asse
ssm
ent s
trate
gies
and
inst
rum
ents
that
are
val
id a
nd a
ppro
pria
te fo
r the
con
tent
and
st
uden
t pop
ulat
ion.
5.1
Alig
ns s
tude
nt a
sses
smen
t with
the
esta
blis
hed
curri
culu
m a
nd b
ench
mar
ks.
5.2
Invo
lves
stu
dent
s in
set
ting
lear
ning
goa
ls a
nd m
onito
ring
thei
r ow
n pr
ogre
ss.
5.3
Varie
s an
d m
odifi
es a
sses
smen
ts to
det
erm
ine
indi
vidu
al s
tude
nt n
eeds
and
pro
gres
s.
5.4
Uses
form
al a
nd in
form
al a
sses
smen
ts fo
r dia
gnos
tic, f
orm
ativ
e, a
nd s
umm
ativ
e pu
rpos
es.
5.5
Uses
gra
ding
pra
ctic
es th
at re
port
final
mas
tery
in re
latio
nshi
p to
con
tent
goa
ls a
nd o
bjec
tives
.
5.6
Uses
ass
essm
ent t
echn
ique
s th
at a
re a
ppro
pria
te fo
r the
dev
elop
men
tal l
evel
of s
tude
nts.
5.7
Colla
bora
tes
with
oth
ers
to d
evel
op c
omm
on a
sses
smen
ts, w
hen
appr
opria
te.
6. A
sses
smen
t Use
s: T
he te
ache
r sys
tem
atic
ally
gat
hers
, ana
lyze
s, a
nd u
ses
rele
vant
dat
a to
mea
sure
stu
dent
pro
gres
s, to
info
rm in
stru
ctio
nal c
onte
nt a
nd d
eliv
ery
met
hods
, and
to p
rovi
de ti
mel
y an
d co
nstru
ctiv
e fe
edba
ck to
bot
h st
uden
ts a
nd p
aren
ts.
6.1
Uses
dia
gnos
tic a
sses
smen
t dat
a to
dev
elop
lear
ning
goa
ls fo
r stu
dent
s, to
diff
eren
tiate
inst
ruct
ion,
and
to d
ocum
ent l
earn
ing.
6.2
Plan
s a
varie
ty o
f for
mal
and
info
rmal
ass
essm
ents
alig
ned
with
inst
ruct
iona
l res
ults
to m
easu
re s
tude
nt m
aste
ry o
f lea
rnin
g ob
ject
ives
.
6.3
Uses
ass
essm
ent t
ools
for b
oth
form
ativ
e an
d su
mm
ativ
e pu
rpos
es to
info
rm, g
uide
, and
adj
ust i
nstru
ctio
n.
6.4
Syst
emat
ical
ly a
naly
zes
and
uses
dat
a to
mea
sure
stu
dent
pro
gres
s, to
des
ign
appr
opria
te in
terv
entio
ns, a
nd to
info
rm lo
ng- a
nd s
hort-
term
inst
ruct
iona
l dec
isio
ns.
6.5
Shar
es a
ccur
ate
resu
lts o
f stu
dent
pro
gres
s w
ith s
tude
nts,
par
ents
, and
key
sch
ool p
erso
nnel
.
6.6
Prov
ides
con
stru
ctiv
e an
d fre
quen
t fee
dbac
k to
stu
dent
s on
thei
r pro
gres
s to
war
d th
eir l
earn
ing
goal
s.
6.7
Teac
hes
stud
ents
how
to s
elf-a
sses
s an
d to
use
met
acog
nitiv
e st
rate
gies
in s
uppo
rt of
life
long
lear
ning
.
7. P
ositi
ve L
earn
ing
Envi
ronm
ent:
The
teac
her p
rovi
des
a w
ell-m
anag
ed, s
afe,
and
ord
erly
env
ironm
ent t
hat i
s co
nduc
ive
to le
arni
ng a
nd e
ncou
rage
s re
spec
t for
all.
7.1
Resp
onds
to d
isru
ptio
ns in
a ti
mel
y, ap
prop
riate
man
ner.
7.2
Esta
blis
hes
clea
r exp
ecta
tions
for c
lass
room
rule
s, ro
utin
es, a
nd p
roce
dure
s an
d en
forc
es th
em c
onsi
sten
tly a
nd a
ppro
pria
tely.
7.3
Mod
els
carin
g, fa
irnes
s, re
spec
t, an
d en
thus
iasm
for l
earn
ing.
7.4
Prom
otes
a c
limat
e of
trus
t and
team
wor
k w
ithin
the
clas
sroo
m.
7.5
Prom
otes
resp
ect f
or a
nd u
nder
stan
ding
of s
tude
nts’
div
ersi
ty, i
nclu
ding
– b
ut n
ot li
mite
d to
– ra
ce, c
olor
, rel
igio
n, s
ex, n
atio
nal o
rigin
, or d
isab
ility
.
7.6
Activ
ely
liste
ns a
nd p
ays
atte
ntio
n to
stu
dent
s’ n
eeds
and
resp
onse
s.
7.7
Crea
tes
a w
arm
, attr
activ
e, in
vitin
g, a
nd s
uppo
rtive
cla
ssro
om e
nviro
nmen
t.
7.8
Arra
nges
the
clas
sroo
m m
ater
ials
and
reso
urce
s to
faci
litat
e gr
oup
and
indi
vidu
al a
ctiv
ities
.
8. A
cade
mic
ally
Cha
lleng
ing
Envi
ronm
ent:
The
teac
her c
reat
es a
stu
dent
-cen
tere
d, a
cade
mic
env
ironm
ent i
n w
hich
teac
hing
and
lear
ning
occ
ur a
t hig
h le
vels
and
stu
dent
s ar
e se
lf-di
rect
ed le
arne
rs.
8.1
Max
imize
s in
stru
ctio
nal t
ime.
8.2
Conv
eys
the
mes
sage
that
mis
take
s sh
ould
be
embr
aced
as
a va
luab
le p
art o
f lea
rnin
g.
8.3
Enco
urag
es p
rodu
ctiv
ity b
y pr
ovid
ing
stud
ents
with
app
ropr
iate
ly c
halle
ngin
g an
d re
leva
nt m
ater
ial a
nd a
ssig
nmen
ts.
8.4
Prov
ides
tran
sitio
ns th
at m
inim
ize lo
ss o
f ins
truct
iona
l tim
e.
8.5
Com
mun
icat
es h
igh,
but
reas
onab
le, e
xpec
tatio
ns fo
r stu
dent
lear
ning
.
8.6
Prov
ides
aca
dem
ic ri
gor,
enco
urag
es c
ritic
al a
nd c
reat
ive
thin
king
, and
pus
hes
stud
ents
to a
chie
ve g
oals
.
8.7
Enco
urag
es s
tude
nts
to e
xplo
re n
ew id
eas
and
take
aca
dem
ic ri
sks.
9. P
rofe
ssio
nalis
m:
The
teac
her e
xhib
its a
com
mitm
ent t
o pr
ofes
sion
al e
thic
s an
d th
e sc
hool
’s m
issi
on, p
artic
ipat
es in
pro
fess
iona
l gro
wth
opp
ortu
nitie
s to
sup
port
stud
ent l
earn
ing,
and
con
tribu
tes
to th
e pr
ofes
sion
.
9.1
Carri
es o
ut d
utie
s in
acc
orda
nce
with
fede
ral a
nd s
tate
law
s, C
ode
of E
thic
s, a
nd e
stab
lishe
d st
ate
and
loca
l sch
ool b
oard
pol
icie
s, re
gula
tions
, and
pra
ctic
es.
9.2
Mai
ntai
ns p
rofe
ssio
nal d
emea
nor a
nd b
ehav
ior (
e.g.
, app
eara
nce,
pun
ctua
lity
and
atte
ndan
ce).
9.3
Resp
ects
and
mai
ntai
ns c
onfid
entia
lity.
9.4
Eval
uate
s an
d id
entifi
es a
reas
of p
erso
nal s
treng
ths
and
wea
knes
ses
rela
ted
to p
rofe
ssio
nal s
kills
and
thei
r im
pact
on
stud
ent l
earn
ing
and
sets
goa
ls fo
r im
prov
emen
t.
9.5
Parti
cipa
tes
in o
ngoi
ng p
rofe
ssio
nal g
row
th a
ctiv
ities
bas
ed o
n id
entifi
ed a
reas
for i
mpr
ovem
ent (
e.g.
, men
torin
g, p
eer c
oach
ing,
cou
rse
wor
k, c
onfe
renc
es) a
nd
inco
rpor
ates
lear
ning
into
cla
ssro
om a
ctiv
ities
.
9.6
Dem
onst
rate
s fle
xibi
lity
in a
dapt
ing
to s
choo
l cha
nge.
9.7
Enga
ges
in a
ctiv
ities
out
side
the
clas
sroo
m in
tend
ed fo
r sch
ool a
nd s
tude
nt e
nhan
cem
ent.
10.
Com
mun
icat
ion:
The
teac
her c
omm
unic
ates
effe
ctiv
ely
with
stu
dent
s, p
aren
ts o
r gua
rdia
ns, d
istri
ct a
nd s
choo
l per
sonn
el, a
nd o
ther
sta
keho
lder
s in
way
s th
at e
nhan
ce s
tude
nt le
arni
ng.
10.1
Use
s ve
rbal
and
non
-ver
bal c
omm
unic
atio
n te
chni
ques
to fo
ster
pos
itive
inte
ract
ions
and
pro
mot
e le
arni
ng in
the
clas
sroo
m a
nd s
choo
l env
ironm
ent.
10.2
Eng
ages
in o
ngoi
ng c
omm
unic
atio
n an
d sh
ares
inst
ruct
iona
l goa
ls, e
xpec
tatio
ns, a
nd s
tude
nt p
rogr
ess
with
fam
ilies
in a
tim
ely
and
cons
truct
ive
man
ner.
10.3
Col
labo
rate
s an
d ne
twor
ks w
ith c
olle
ague
s an
d co
mm
unity
to re
ach
educ
atio
nal d
ecis
ions
that
enh
ance
and
pro
mot
e st
uden
t lea
rnin
g.
10.4
Use
s pr
ecis
e la
ngua
ge, c
orre
ct v
ocab
ular
y an
d gr
amm
ar, a
nd a
ppro
pria
te fo
rms
of o
ral a
nd w
ritte
n co
mm
unic
atio
n.
10.5
Exp
lain
s di
rect
ions
, con
cept
s, a
nd le
sson
con
tent
to s
tude
nts
in a
logi
cal,
sequ
entia
l, an
d ag
e-ap
prop
riate
man
ner.
10.6
Adh
eres
to s
choo
l and
dis
trict
pol
icie
s re
gard
ing
com
mun
icat
ion
of s
tude
nt in
form
atio
n.
10.7
Cre
ates
a c
limat
e of
acc
essi
bilit
y fo
r par
ents
and
stu
dent
s by
dem
onst
ratin
g a
colla
bora
tive
and
appr
oach
able
sty
le.
10.8
Lis
tens
and
resp
onds
with
cul
tura
l aw
aren
ess,
em
path
y, an
d un
ders
tand
ing
to th
e vo
ice
and
opin
ions
of s
take
hold
ers
(par
ents
, com
mun
ity, s
tude
nts,
and
col
leag
ues)
.
10.9
Use
s m
odes
of c
omm
unic
atio
n th
at a
re a
ppro
pria
te fo
r a g
iven
situ
atio
n.
Teac
her
Ass
essm
ent
on
Per
form
ance
Sta
nd
ard
s
for T
each
ers
Not
e: P
erfo
rman
ce in
dica
tors
are
not
incl
usiv
e an
d sh
ould
not
be
used
as
a ch
eckl
ist.