Formative Assessment Collaborative Team (FACT) Meetings

Abstract

The writing of this facilitator's guide was led by Charity Bauduin and Robert Schoen. Although the meeting protocols were developed through a joint and ongoing effort of all of the coauthors, Ms. Bauduin was the lead developer and writer for the current report. As principal investigator of the Foundations for Success in STEM project, Robert Schoen was integrally involved with conceiving and designing the FACT weekly meeting process and protocol and refining it on the basis of a continual stream of evaluation data. Ms. Bauduin and Dr. Schoen worked closely together to design the FACT weekly meeting process and protocol and to coordinate the creation of the weekly meeting forms and other data-collection devices.Throughout the 2015-2016 and 2016-2017 school years, Charity Bauduin, Wendy Bray, Zachary Champagne, and Naomi Iuhasz-Velez facilitated weekly meetings with more than 30 teams of teachers. These experiences provided important insight into the development and refinement of the weekly meeting process and protocol. These weekly meeting facilitators provided critical feedback on the implementation of the protocol and weekly meeting process, as well as the forms used each week during the meetings. Charity used her knowledge and previous experience of facilitating weekly meetings with teachers to provide support and feedback to the other facilitators throughout the two years of weekly meetings. Amanda Tazaz provided feedback on the process and protocol as well as this guide. The coauthors of this report met weekly over a two-year period to discuss the progress of weekly meetings and provided support and recommendations to the facilitators to improve the structure and substance of the weekly FACT meetings.

A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020

“…In these meetings, the grade-level team worked through a cyclical two-week meeting protocol in which they designed a problem to gather information about student thinking in relation to a learning goal, implemented the problem with their students, and worked as a team to analyze the students' strategies and consider implications. For more information on what occurred in the weekly team meetings with an external facilitator, see Bauduin et al (2016) and Bray et al (2019). In Project 3, workshop time was allocated for participants to work in grade-level specific groups-including participants from their own school and other schools-to design problems and instruction to implement with their students.…”

“…Approximately half of the participating K-2 teachers also participated in weekly FACT meetings(Bauduin et al, 2016;Bray et al, 2019) during the 2015-2016 and 2016-2017 school years. 2 Three years have been offered at the time publication.…”