1. The CCSSO Formative Assessment Initiative is based on Aim #1 of the Chiefs’ strategic plan: “Define the parameters for teaching and learning in the 21st Century.”
2. It stresses the importance of balanced assessment systems, and that assessment at all levels should and can have a greater impact on modifying the instructional process to promote student learning.
3. The Initiative reflects a new wave of interest in formative assessments; beyond accountability; ones that have a more powerful and immediate effect on student learning.
4. The CCSSO Initiative builds on this momentum and seeks to provide guidance, research, and information from a great diversity of current effective approaches by districts, states, and organizations.
5. This “big tent” approach capitalizes on CCSSO’s ability to convene groups and organizations and to collaborate effectively around specific issues with the leadership of the Chiefs.
   1. The CCSSO Formative Assessment Advisory Group
   2. The Task Force concept (each formed as needed to achieve the vision of the Advisory Group)
   3. Research, collection, and dissemination of models, tools, and information
   4. FAST and other SCASS groups
6. It uses the strengths of CCSSO leadership, advocacy, and service:
   1. to create a national discussion to address the political and policy supports needed for an effective state-local partnership in building balanced assessment systems;
   2. to identify research, professional development, and tools needed to advance practice to maximize student learning through the practitioner-based model of SCASS and through strategic partnerships; and
   3. to share and sustain learning and good practice through an annual summer conference on formative assessment, following LSAC model.

1. Members’ initial thoughts on this question
2. Members’ expectations of this SCASS project: why is it important to your state and/or organization?

1. Background on Advisory Group discussions, from shared vision to present moment to begin practical work.
2. Focus has evolved from centering on formative assessment as a discrete thing to looking at it as part of comprehensive and balanced learning and assessment system.
3. Four commonly held and essential beliefs regarding formative assessment:
   1. The need for a balanced assessment system as continuum of classroom-based formative assessment, through district-level common or benchmark assessments, to statewide accountability tests, each with own purposes and appropriate uses and with differing impacts on teaching and learning.
   2. The need for assessment and instruction to be tightly interwoven; like the "cycle of continuous improvement" developed by the Consortium for Policy Research in Education (CPRE) where focus is actually on impact on teacher practice and instruction on student achievement.
   3. The importance of coherent and mutually-reinforcing "systems" of assessment, curriculum, instruction, pre-service and in-service, and accountability.
   4. The importance of new relationships for effective standards-based implementation: state and local partnerships; teachers working with peers, teacher as assessor, collaborative learning communities; and students as gaining mastery of own learning process, formative assessment for students is a 21st century skill for self-directed learning in postsecondary and career.
4. Other Planned Projects
   1. Information sharing and informal partnerships with other major initiatives in this area such as Consortium for Policy Research in Education (CPRE) and National Assessment Center.
   2. Mega SCASS on Formative Assessment in New Orleans, LA, February 3-4, 2007.
   3. National Conference in 2007 on formative assessments (summer, 2007).
   4. USED proposal: “Implementing and Improving Balanced Assessment Systems for High School Success and Beyond”.

Interactive and lively discussion of development of Version 2.0 of CCSSO’s definition of formative assessment, in support of vision and goals of this CCSSO Initiative and the role of formative assessment in standards-based reform to advance teaching and learning for 21st century.

1. Looking at input from various CCSSO constituencies and meetings across five broad areas
   1. Research
   2. Policy
   3. Implementation
   4. Professional Development
   5. Technology (including Item Banks, designing integrated solutions and data systems, etc.)
2. Review member expectations and goals

1. Establish core leadership group
2. Establish tentative subgroups by area of focus for purpose of this meeting; finalize on Thursday
3. Develop communications plan