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Trail Elementary tells board its push to deepen learning targets and formative assessment
Summary
Trail Elementary staff told the Lapeer board they are prioritizing clearer daily learning targets and formative assessment (FAME) to improve instruction and student monitoring; teachers noted that 62% of staff at the building are on probationary status, prompting targeted professional development and instructional rounds.
Trail Elementary staff presented their building goal to the board, explaining how clearer, student‑friendly learning targets and daily formative assessment practices are being used to guide instruction and feedback. Principal Jennifer Christian introduced instructional staff and said the building focused on a board goal (1.3 a) to align instruction, learning targets and success criteria.
Teachers and the instructional coach said the team worked through FAME (Formative Assessment for Michigan Educators) and identified learning targets as a priority. They described classroom practices including posted “I can” statements, stop‑and‑checks during lessons, and teacher instructional rounds that allow peers and administrators to observe and refine practice. One presenter noted that 62% of the building’s teachers are on probationary status, which the staff said increases the need for focused professional learning and differentiated support.
Board members asked how learning targets accommodate diverse learners. Presenters emphasized scaffolding and differentiation — the same target can be met through different instructional pathways — and described PLCs and administrative rounds as the mechanisms for monitoring progress and adjusting instruction. Board members praised the emphasis on daily student feedback and recommended continued focus on aligning assessment and targets.
The presentation concluded with practical classroom examples and a short video demonstrating students describing their learning targets.
