nc falcon: helping students soar to success sarah mcmanus
TRANSCRIPT
NC FALCON: Helping Students Soar to
Success
Sarah McManus
NC FALCONNC FALCONNorth Carolina’s Formative Assessment Learning Community’s Online Network
Agenda
• Welcome and Overview
• Why Formative Assessment?
• FA and Three Driving Questions
• NC FALCON
• Your Role
Why Formative Assessment?
Note: Information in this section was from:
CONFIDENCE: How winning and losing streaks begin and endby: Rosabeth Moss Kanter, published 2004
CCSSO EAG Orientation, 2007 Presentation by Richard Stiggins, Assessment Training Institute
Definition of Formative AssessmentFormative assessment is a process used by teachers and
students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes (CCSSO FAST SCASS, 2006).
Click here to access NC FALCON
Formative Assessment Model
Research Related to Formative Assessment
• Increase in meta-cognitive skills
• Increase in motivation
• Increase in self-efficacy
• Increase in learning
• Decrease in the achievement gap
Contributors - Internal• Accountability Services
– Test Development– Testing Policy & Operations
• Career and Technical Education– Business, Marketing and Health Occupations– Industrial Technology and Human Services
• Deputy Chief Academic Officer• District and School Transformation
– Reading First– School Turnaround
• Exceptional Children– Behavioral Support and Special Programs– Instructional Support and Related Services– Program Improvement and Professional Development
• K-12 Curriculum, Instruction and Technology– Healthy Schools
Contributors - Internal (Cont.)– K-12 Language Arts– K-12 Social Studies– K-12 Science– K-12 Mathematics– K-12 Program Areas– Primary Education
• NC Virtual Public School• Talent Management and Development
– Office of Professional Development
Contributors – Districts/Charters Total - 32
• Bertie County Schools• Burke County Schools• Central Park School for Child• Chapel Hill-Carrboro City Schools• Charlotte-Mecklenburg Schools• Chatham County Schools• Cleveland County Schools• Craven County Schools• Cumberland County Schools• Dare County Schools • Davidson County Schools
Contributors – Districts/Charters (Cont.)
• Durham Public Schools• Guilford County• Henderson County Schools• Hickory City Schools• Iredell-Statesville Schools• Johnston County Schools• Lee County Schools• Montgomery County Schools• Moore County Schools• Onslow County Schools • Richmond County Schools
Contributors – Districts/Charters (Cont.)• Robeson County Schools• Rowan-Salisbury Schools• Rutherford County Schools• Sampson County Schools• Transylvania County Schools• Union County Schools• Wake County Schools• Watauga County Schools • Wilson County Schools• Winston-Salem / Forsyth County Schools
Contributors – External Partners and Sources
• Margaret Heritage, Assistant Director for Professional Development, National Center for Research on Evaluation, Standards, & Student Testing (CRESST), UCLA
• Rick Stiggins, Assessment Training Institute, Educational Testing Services (ETS)
• Shirley Carraway and John Ross at Appalachia Regional Comprehensive Center (ARCC)
• Jim Pellegrino, University of Chicago• Nina Arshavsky, SERVE Center at the University of North
Carolina at Greensboro• Wendy McCloskey, SERVE Center at the University of North
Carolina at Greensboro• Susan Butler, Chair, Social Sciences Gulf Coast Community
College• Technical Outreach for Public Schools (TOPS)• MetaMetrics
Contributors – External Partners and Sources (Cont.)
• Council of Chief State School Officers (CCSSO) FAST SCASS– Alaska– Arizona– Arkansas– Connecticut– Delaware– Florida– Illinois– Indiana– Kentucky– Louisiana– Maine– Michigan– Nebraska– Nevada– North Carolina
Contributors – External Partners and Sources (Cont.)
– Ohio– South Carolina– Wisconsin– Wyoming
– Center for Assessment
– Center Point Assessment Solutions, Inc.
– Compass Learning
– Consortium for Policy Research in Education (CPRE)
– National Center for Research on Evaluation, Standards, & Student Testing (CRESST)
– Educational Testing Service
– Measured Progress
– Measurement Incorporated
– Pearson
Contributors – External Partners Contributors – External Partners and Sources (Cont.) and Sources (Cont.)
• Renaissance Learning• Texas Instruments Incorporated• UCLA• US Department of Education• Wireless Generation
•Available 24/7•One consistent message•Blended learning opportunities
•Reflective activities•Hands-on activities•Self-Assessment
•Collaboration through PLCs
Formative Assessment Plan Example
Interactive Flash Activities
Vignettes
Classroom Application
For the Analysis of Formative Assessment in My School document, click here.
Access to NC Falcon
http://center.ncsu.edu/falcon/
Valid NC Registration Account Required
State roll-out
•Presentation to State Board of Education
•Information sent to Superintendents, Principals, Instructional Staff
•NC FALCON Orientations for LEAs
•Presentations at conferences (Healthy Students, NCCTM, etc)
•Online PLC monitoring
•Technical Support for Developing the Implementation Plans and FA PD via Webinars and Face-to-Face
Your Role• LEA Team decides how NC FALCON will
be implemented at the district and school level
• LEA Teams will develop an implementation plan and post in the Falcon Forum so that NCDPI and other LEAs can have access to them.
Questions to Consider
• Will district staff go through NC FALCON first?
• How will school administrators be notified about participation in NC FALCON?
• When will teachers be provided access to NC FALCON?
• What information will be provided to teachers when access is requested at the local level?
• How will the district/schools provide support and time for teachers to complete the modules and working in PLCs to discuss application?
Questions?
Thank you!
Information used from
Rosabeth Moss Kanter’s book
CONFIDENCE: How winning and losing streaks begin and end
CCSSO EAG OrientationRichard Stiggins, Assessment Training Institute,