Presentacion 1

Assessment and Assessment and

Accountability: Six Accountability: Six Habits of a Highly Habits of a Highly Effective DistrictEffective District

Presented By

Assessment TechnologyIncorporated

Jason FeldVice President

Joseph Sassone Assistant

Superintendent

Ruth McKenna Project Director,

LAPDS

For ScooksMovingUp Online Event 9/21/05

Assessment Technology, Inc. WestEd LAPDS Vail Unified School District

Welcome & House KeepingWelcome & House Keeping

Discussion Formats

Quick Polling

Q & A via the Phone

Type messages into chat area


What is Your Role?What is Your Role?

a. Administratorb. Teacherc. Policy-Makerd. Other


What is the size of your school What is the size of your school district (by student enrollment)?district (by student enrollment)?

a. 2,000-5,000b. 5,001-10,000c. 10,001-25,000d. > 25,000


Local Accountability SystemLocal Accountability SystemSix Habits of Effective DistrictsSix Habits of Effective Districts

• Essential Standards• Instruction• Assessments• Using and Reporting Results• Professional Development• Leadership


Essential Standards Based Essential Standards Based Upon the State AssessmentUpon the State Assessment

• Identify the “Top Twenty” necessary to demonstrate proficiency on the state assessment.

• Re-write the standards in “Student Friendly Language.”

• Identify appropriate instructional resources.• Gather/Develop Model Student Responses to

demonstrate proficient understanding of the standards.


Instruction for All StudentsInstruction for All Students

• Core, School-wide Strategies from R. Marzano Effective Instructional Practices

• Differentiated Instruction to scaffold grade level standards for all students-special education and English Learners

• Accelerated interventions to move all students up at least one performance level during the year.


Assessment System: Three Assessment System: Three Levels of TestingLevels of Testing

• NCLB State Assessments• District Benchmark Assessments to

verify that All students have the Opportunity To Learn and can demonstrate Proficient Performance on the standards tested on the State Assessment.

• Classroom Formative Assessments integrated in Standards-Based Lessons with Differentiated Instruction.


Using and Reporting ResultsUsing and Reporting Results

• Results can be available within minutes on a web-based results reporting site.

• All teachers review the results of their own students and share the results within the grade level team to determine if some classroom strategies were more effective to help more students in targeted subgroups achieve proficient performance.


More Using and Reporting More Using and Reporting ResultsResults

• Principals and instructional coaches discuss the results of benchmark tests and classroom assessments to monitor the progress of targeted students performing below proficient levels.

• Principals and grade level teams use the results of classroom formative assessments and benchmark assessments to determine intervention services.


More Using and Reporting More Using and Reporting ResultsResults

• Grade level teams plan daily intervention time to re-teach and enrich student performance to improve their performance by at least one performance level on specific standards.

• Grade level teams evaluate the results of the intervention services based upon student performance results after re-teach/enrich.


Professional DevelopmentProfessional Development

• Teachers and administrators share responsibility to identify needs for training to improve quality teaching.

• Instructional coaches work with teachers to use student performance results to plan differentiated instruction and suggest training to improve classroom instruction.


LeadershipLeadership

• Leadership at all levels of the school and district organization help the staff, parents, and students keep the focus on improving student performance.

• Leaders emerge in grade level teams to encourage all members of the team to share student work and agree on model products that clearly define the rigor of proficient work.


Does your district currently Does your district currently administer district assessments administer district assessments

tied to state standards?tied to state standards?

a. Yesb. No


If yes, rate the implementation of If yes, rate the implementation of the benchmark assessments in the benchmark assessments in

your district:your district:

a. Outstanding implementation b. Full implementation—Most schoolsc. Partial implementation—Some schoolsd. Poor implementation—Few schools

Where is the Vail School Where is the Vail School District?District?

VAIL


VUSD ProfileVUSD Profile

• Rapidly growing school district• 7,300 students, project 10,000

students by 2008• Moved from a K-8 to K-12 district in

2001• Added 6 schools since 1999• 60% of our teachers have less than 3

years experience with our school district

• 18% free and reduced lunch• 11% special education population• Modified year round calendar

Number of Schools

Elementary 5Middle 3High 2Alternative High 1Charter 3

Adding an elementary school in July 2006


“I can only summarize the findings by saying we’ve been stunned… kids are given more coloring assignments than mathematics and writing assignments. I want to repeat that, because I’m not joking, nor am I exaggerating”

Mike Schmoker 2001

Victims of the Victims of the “Crayola Curriculum”“Crayola Curriculum”


• What do we expect students to learn?

• How will we know what students have learned?

• How will we respond to students who aren’t learning?

• What will you do with students who are meet the standards?

Richard DuFour Richard DuFour

“Getting Started” “Getting Started”


What we found in our What we found in our classrooms…classrooms…

• Teachers were teaching in isolation• Teachers were using textbooks to guide and

sequence their instruction• Teachers were covering standards not teaching for

learning• Students were not given “an opportunity to learn”• No consistency from classroom to classroom on

what to teach


Poll: Do you have similar Poll: Do you have similar experiences to what we have experiences to what we have

found?found?a. Yesb. Noc. Other


Standards Based InstructionStandards Based Instruction

• Essential standards for all grade levels in reading and math.

• Proficiency levels for each standard that are common across grade levels.

• Common standards-based assessments to evaluate student progress toward proficiency.

• A scope and sequence calendar for each subject and grade level to ensure alignment to the Essential Standards.


Raising Student AchievementRaising Student Achievement

Step One : Make sure the standard is taught

Determine the essentials to be taught at each grade level

Develop an instructional calendar

Share the calendar with staff and parents

Schedule collaboration time for planning and time to structure classes for remediation and enrichment activities



Step Two: Make sure students have learned the standard

Once the standard has been introduced and developed, and mastery is expected, administer the short-term assessments frequently

Teacher made common assessments are given to students once instruction is completed to determine student mastery on a given performance objective

BenchmarksDistrict assessments administered every 9 weeks to measure mastery

Formatives



Step Three: Make sure you support those students who did not master the standard

Re-teach everyday for 30 minutes

Rotate staff members between re-teach and enrichment

Before or after school intensive tutoring



Step Four: Make sure you enrich those students who did mastered the essential standards

Enrichment everyday for 30 minutes

Rotate staff members between re-teach and enrichment

Enrichment activities are designed to accelerate learning for higher thinking skills or activities on the mastered essential standards.



Step Five: Make sure students don’t forget what they learned

Build review time into the instructional calendar

Administer the maintenance materials on a consistent basis

Develop and provide materials to maintain prior learning


Focus on Essential StandardsFocus on Essential Standards

Essential Standards

Instruction BenchmarkAssessments

Raising Expectations

FormativesData Analysis

Opportunity to Learn


Discussion/CommentsDiscussion/Comments


Mesquite Elementary SchoolMesquite Elementary School


AIMS 2000 *AIMS 2000 *

5th Grade Reading Math

FF Behind 8 % 16 %

Approach 13 % 61 %

Meet 63 % 8 %

Exceed 16 % 15 %

*Arizona Instrument to Measure Standards


A School-Wide SystemA School-Wide System

• Two year instructional focus on Math • Identify the essential standards that all students MUST

learn at each grade level - Curriculum Map• Develop formative assessments for every essential

standard• Set a target score (80%) all students must achieve to

demonstrate proficiency• Administer the common assessments and analyze

results• Assign students to re-teach or enrich• Administer the district benchmarks and analyze results• Celebrate strengths and identify improvement

strategies


Essential StandardsEssential Standards

• Curriculum alignment in math, reading, language arts, and science

• Unwrapping the essential standards• Sequencing the essential standards

on a calendar to ensure standards are taught by each grade level

• Essential standards posted in student friendly language in every classroom


Formative TestsFormative Tests

• Teachers collaborate to develop common assessments by grade level

• Various resources are used to develop the formative assessment

• There are five questions for each performance objective

• Students need 80% correct to demonstrate mastery


Re-teach & EnrichRe-teach & Enrich

• Daily lesson plans • Common planning time to

disaggregate data, assign students, and plan lessons

• Students rotate for re-teach or enrich

• 30 minutes scheduled each day from 12:30 - 1:00 for re-teach or enrich

• Special area teachers and support staff participate in re-teach & enrich

• Grade level collaboration for a half day professional development each month


Quarterly Benchmark Quarterly Benchmark AssessmentsAssessments

• Assess student learning in reading and math using Galileo

• Teachers disaggregate the data• Teachers collaborate to decide which

standard needs more instruction and which students need more time and support

• Re-assess students as needed


Mesquite 5th Grade MathMesquite 5th Grade Math



Mesquite Grade 5 Math AIMS 2002

7

48

9

36

0

10

20

30

40

50

60

70

80

90

100

FFB App Meet Exceed

FFB

App

Meet

Exceed




4

35

10

51

0

10

20

30

40

50

60

70

80

90

100

FFB App Meet Exceed

FFB

App

Meet

Exceed




5

19

8

68

0

10

20

30

40

50

60

70

80

90

100

FFB App Meet Exceed

FFB

App

Meet

Exceed


• 6th grade 96%

• 7th grade 96%

• 8th grade 81%

Mesquite Math AIMS* 2005Mesquite Math AIMS* 2005

• 3rd grade 95%

• 4th grade 99%

• 5th grade 97%


100

90

80

70

60

50

40

30

20

10

0

76

91

74

91

71

90

65

85

69

90

63

7667

78

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

Math AIMS 2005

State

Vail

Vail School District Vail School District Compared to Arizona Compared to Arizona

• AIMS Math 2005


100

90

80

70

60

50

40

30

20

10

0

91 91 9085

90

76 78

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

Percent of Students passing AIMS Math 2005

Vail

Vail Students Performance on Vail Students Performance on AIMS State TestAIMS State Test

• Percent of Vail Students Passing AIMS Math 2005


High School Scores IncreaseHigh School Scores Increase


Questions/CommentsQuestions/Comments


Does your district use technology Does your district use technology for assessment and data for assessment and data

analysis?analysis?

a. Yesb. Noc. Considering


Do grade level teams prepare a daily program Do grade level teams prepare a daily program of re-teaching/enrichment for all students of re-teaching/enrichment for all students using data from the classroom formative using data from the classroom formative

assessments and benchmark assessments? assessments and benchmark assessments?

a. Yesb. No

Assessment & ReportingAssessment & Reporting

Exploring the Online System Used by Vail Unified School District

Galileo K-12 Online


ATI ProfileATI Profile

• Founded in 1986 Web-based Technology, Item Response Theory (IRT), Measurement, Standards-Based Benchmark and Formative Assessment, Multi- Level Disaggregation Reporting Engines, Test Forecasting.

• 33 States: Pre-School through K-12, public, private/corporate and State Departments of Education.

The mission of Assessment Technology,

Incorporated (ATI) is to create,

distribute, and support the use of

technology to promote learning.


Advantages of Using Technology Advantages of Using Technology for Developing Six Habits for Developing Six Habits

• ATI’ s Partnership Model creates collaboration• Galileo’ s Online Implementation Planning helps achieve

District Goals • Use of 3-Parameter IRT measurement model validates

integrity of the assessment


To Be Highly Effective, To Be Highly Effective, Districts Need Highly Effective Districts Need Highly Effective

Technology ToolsTechnology Tools

• Formative and Benchmark Item Banks• Online Benchmark Planner • Online and Off-line Assessment • Automated Scoring with online data aggregation• Multi-level User Access • Data Import • Filtering for NCLB Variables on reports


Questions/CommentsQuestions/Comments


Example: Example: Technology Tools for Technology Tools for Assessment PlanningAssessment Planning

• Galileo Online Benchmark Planner


Examples: Examples: Data for Decision-MakingData for Decision-Making

• Galileo’s Multi-Test ReportLevel 1



• Galileo’s Multi-Test ReportLevel 2 & 3



• Galileo’s Multi-Test Report Level 4 – Drill Down to Class



• Galileo’s Individual Development Profile



• NCLB Filtering



• Detailed Item Analysis ReportLevel 1



• Detailed Item Analysis ReportLevel 1 – Drill to see Question


Examples: Examples: Data for Decision-Making Data for Decision-Making

• Detailed Item Analysis ReportLevel 2


For More InformationFor More Information

• ATIwww.ati-online.com• For a Guided Demonstration of Galileo K-12 Online

contact an ATI Field Services Representative at: 1-877-442-5453 or [email protected]

• LAPDS www.wested.org/lapdsRuth Ann McKenna [[email protected]]

• Vail Unified School District www.vail.k12.az.us/Joe Sassone[[email protected]]


Discussion/CommentsDiscussion/Comments


Thanks for joining us today!Thanks for joining us today!

• Information about this presentation and other related materials can be found at :

• SchoolsMovingUp http://www.schoolsmovingup.net/


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Presentacion 1

Education

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