According to the Formative Assessment for Michigan Educators (FAME) program, what is the best next step for the group?

According to the Formative Assessment for Michigan Educators (FAME) program, what is the best next step for the group?

• A. The group should implement a summer pilot without training.
• B. One teacher becomes a FAME Coach trained by the Michigan Department of Education.
• C. The group should have students design the assessment plan.
• D. The group should schedule a district-wide data meeting.

Answer: (B)

The main idea here is building leadership and capacity to implement formative assessment practices effectively. Having one teacher become a FAME Coach trained by the Michigan Department of Education creates a designated, knowledgeable leader who can guide the group, model the practices, and provide ongoing coaching. This ensures fidelity to the program, helps teachers translate ideas into concrete instructional moves, and supports data-driven improvement over time. A trained coach can plan professional development, facilitate collaborative analysis of student work, and sustain momentum beyond a one-time effort. In contrast, a summer pilot without training risks inconsistent implementation, and inviting students to design the assessment plan or simply scheduling a district-wide data meeting may occur later, once there is trained leadership and a clear plan. Establishing a trained coach lays the foundation for effective, scalable, and sustained use of formative assessment across the group.

The main idea here is building leadership and capacity to implement formative assessment practices effectively. Having one teacher become a FAME Coach trained by the Michigan Department of Education creates a designated, knowledgeable leader who can guide the group, model the practices, and provide ongoing coaching. This ensures fidelity to the program, helps teachers translate ideas into concrete instructional moves, and supports data-driven improvement over time. A trained coach can plan professional development, facilitate collaborative analysis of student work, and sustain momentum beyond a one-time effort. In contrast, a summer pilot without training risks inconsistent implementation, and inviting students to design the assessment plan or simply scheduling a district-wide data meeting may occur later, once there is trained leadership and a clear plan. Establishing a trained coach lays the foundation for effective, scalable, and sustained use of formative assessment across the group.