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 Georgia FIP: The Keys to Student Success


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The Division for Assessment and Accountability is proud to offer Formative Instructional Practices (FIP), a blended model of professional learning for Georgia educators. This professional development resource will assist educators in learning about formative instructional practices and how to use these strategies to improve teaching and student learning.  Formative instructional practices include learning targets and assessment processes for teachers and students to gather and respond to evidence about student learning.  A key expectation of FIP is that teachers develop the skills to guide students to take ownership of their own learning. Research has shown that FIP strategies, when used appropriately during teaching and learning, increase student achievement.  

Georgia FIP provides a blended learning experience focusing on the four core components of formative instructional practices below.

  • ​Creating and using clear learning targets
  • Collecting and documenting evidence of student learning
  • Using evidence and feedback to increase learning
  • Preparing students to take ownership of their learning through reflection, peer feedback, and self assesment.

Georgia FIP offers online and face-to-face professional learning experiences. Educators can participate in GA FIP independently, with a peer group, or through a district or school-wide professional learning community (PLC). The most effective method for implementing FIP is through PLCs at the school or district level. The online modules are supported by a facilitator’s guide and participant handouts to engage in activities that allow educators to reflect on the information learned in the modules and practice FIP strategies in the district, school or classroom setting.

Educators can earn course credit hours for completing online learning modules and/or participating in face-to-face discussions about the content learned in each module.     

See the Educators Section of this web page for more information about FIP course hours.


Organization of GA FIP Online Learning Modules

GA FIP online learning modules are primarily organized as a series of related professional learning topics. The series, and also a single content module are listed below.


  • FIP Foundations Series (5 modules with an additional course for Leaders and Coaches)  
  • Creating Clear Learning Targets Series (7 modules)
  • Reaching Every Student Series (3 modules)
  • Designing Sound Assessments Series (9 modules)
  • Implementing Evidenced-Based Grading (single module)

FIP Foundations Modules Content

To begin GA FIP professional learning, it is highly recommended that educators complete the five modules in the FIP Foundations Series first. The professional learning content in this series also includes one additional module for coaches and leaders to learn how to support teachers’ development and use of FIP strategies.

The content in the foundations modules aligns with the performance expectations for Georgia’s teachers and leaders. See the Educators Section of this web page for the alignment of GA FIP to the Teacher Keys Effectiveness System (TKES) and the Leader Keys Effectiveness System (LKES) with sample indicators for the TAPS and LAPS. The modules in the FIP Foundations series are below. 

  1. ​Introducing Formative Instructional Practices
  2. Creating and Using Clear Learning Targets
  3. Collecting and Documenting Evidence of Student Learning
  4. Using Evidence and Feedback to Increase Learning
  5. Fostering Student Ownership of Learning
  6. Leading Formative Instructional Practices

Clear Learning Targets Series

To deepen understanding of the content in the FIP Foundations Modules series, educators can enroll in the Clear Targets Series. Educators can learn how to apply FIP to the content areas of English language arts and mathematics. Modules in this series assist educators in applying formative instructional practices at the elementary, middle and high school levels. The modules in this series are below.

  • ​Creating Clear Learning Targets for ELA in the Elementary School
  • Creating Clear Learning Targets for ELA in the Middle School
  • Creating Clear Learning Targets for ELA in the High School
  • Creating Clear Learning Targets for Math in the Elementary School
  • Creating Clear Learning Targets for Math in the Middle School
  • Creating Clear Learning Targets for Math in the High School​
  • Non-Core: Creating Clear Learning Targets in Physical Education

Reaching Every Student Series

This series provides educators with information and practice opportunities to successfully apply FIP strategies when teaching special populations of students. The goal of this series is to equip teachers with FIP knowledge and skills to provide special student populations opportunities to access content standards and learn at high levels. There are separate modules to address the needs of students with disabilities, English learners, and gifted students. Additionally, FIP strategies are combined with the principles for Universal Design for Learning (UDL) and standards for World-class Instructional Design and Assessment (WIDA). Online learning modules in this series are below.

  • Formative Instructional Practices: Reaching Students with Disabilities
  • ​Formative Instructional Practices: Reaching English Language Learners
  • ​Formative Instructional Practices: Reaching Gifted Students

Designing Sound Assessment Series

The Designing Sound Assessment modules provide information to assist educators in determining the type of formative assessment that is needed based on learning target type, and how to create appropriate assessments. An overview module describes the content and professional learning for the eight modules in the series. Educators will learn how to take a more strategic and student-friendly approach to formative assessment. Content in the Designing Sound Assessment series can be implemented immediately in the classroom so that educators become more skilled and efficient at measuring, monitoring and adjusting instruction that produces greater learning outcomes. In addition to demonstrating how to create sound assessment items and tasks, the series shows educators how to make wider use of assessment as a teaching and learning tool. Modules in the Designing Sound Assessment Series are listed below.

  • ​Designing Sound Assessments Overview
  • Creating and Using Rubrics
  • Creating and Using Assessment Rubrics
  • Creating and Using Assessment Blueprints
  • Creating and Using Written Response Assessments
  • Creating and Using Verbal Response Assessments
  • Creating and Using Performance Assessments
  • Creating and Using Selected Response Assessments
  • Designing and Critiquing Sound Assessments: Putting the Pieces Together
  • Implementing Evidenced-Based Grading