The plan-assess-adjust cycle According to the state of New York’s School Quality Indicators the plan- assess-adjust cycle shows that there is evidence of continuous improvement of educational practices via data-driven, collaborative instructional planning and continuous monitoring of progress of all students and subgroups, e.g., 4-6-week improvement targets; clearly- defined timeframes to adjust practice during the school year; clear milestones for progress are defined in advance. (Quality indicator 3.7 in School Leadership) According to the State indications of assessment can include; Interim assessment reports e.g., Princeton and Acuity Interim Assessments and classroom assessments used in conjunction with pacing calendars ELA and Mathematics learning activities organized by ELA and Mathematics skill levels Review, analysis and adjustment conducted periodically Formal curriculum, instruction and assessment review and revision
The Old Plan (Summer 2011) Planning for the 2011 – 2012 school year, Bronx Green Middle School’s assessment plan included formative and summative assessments
Some of the formative assessments regularly in used or in placeFormative assessments Entrance slips Exit slips Questioning Think, Pair, Share Group discussions (small and whole class) Anticipation Guides Quizzes Acuity iXL Achieve 3000 Learning Logs Self assessments Graphic Organizers Conferencing (individual and small group)
Summative AssessmentsSummative assessments; Beginning, Mid, and Endline assessments in ELA Baseline and Endline in Math (inconsistently) Reading Records (September, January, May) End of unit projects in all content areas End of unit tests and quizzes New York State Assessments including ELA, Math Science (grade 8), NYSELAT (including alternate assessment scores) Promotional Appeal Portfolios GSIP’s for all IEP students meeting modified criteria
Analysis of the 2011 – 2012 Assessment Plan(based on the 2010 – 2012 school year) Assessment was commonly used in the classrooms in many forms, however, data was sporadically collected, rarely looked at to inform and drive instruction and develop both teacher and student goals. Some teachers used various forms of data during team meetings to look at student progress but this was usually limited to state test scores.
The new plan 2011 - 2012 Inclusion in the Talent Management Policy under the New State Law for APPR to determine teacher effectiveness the ways in which we assessed our students needed to be reassessed and revised. The school had to make choices in how we would not only assess students but also measure the growth of a teachers effectiveness in the classroom based on city options for schools who were “opted-in” to the pilot program.
Variance Plan After considering the options from the city, I made the decision to apply for the variance application. While it was clearly the most work on the school level because it required schools to create their own assessments, submit them for approval, grade and analyze their own data, and use data to determine teacher growth, it also allowed our school to align assessments specific to the CIE (City-wide Instructional Expectations) for the CCLS (Common Core Learning Standards) and focus on a skill which the historical data for the school has shown that the students have had the least amount of growth – writing. Working with our talent coach and the leadership team I developed the variance application and submitted it to central and the talent management program. The application is now being used as a model for schools as a reference for future applications.
Implementing the plan To meet the needs of this new plan the following needed to created; Assessments (that mimicked the state tests in writing) Data Capture Guide for implementation Securement of the assessments Norming Scoring Analysis of data Use of assessments to drive instruction and goal set
Content Area Grade 6 Grade 7 Grade 8 Developing theEnglish LanguageArts Essay with a focus on Writing Standard 1 Essay with a focus on Writing Standard 1 Essay with a focus on Writing Assessments Standard 1 The assessments had toMathematics Series of extended Series of extended Series of extended response questions response questions response questions Align to the Common Core Standards modeled after state modeled after state modeled after state assessments assessments assessments (either Writing Standard 1, or Reading Standard 1)Social Studies DBQ based on DBQ based on DBQ based on Writing Standard 1 Writing Standard 1 Writing Standard 1 Be scored using a city-wide developedScience Series of short and Series of short and Series of short and rubric extended responses extended responses extended responses model after state model after state model after state Given at least two different times in the science assessments. science assessments science school year assessments Have a specific means to capture dataArt N/A Essay with a focus on Essay with a focus Students recognize on Students the societal, cultural, recognize the and historical significance of art societal, cultural, and historical The above parameters and its connection to significance of art led to the following the real world. and its connection to the real world. decisions inPhysical Education Fitness Gram Fitness Gram Fitness Gram assessment
Adjusting for sub-populations Using some of the guiding principles of UDL (Universal Design for Learning) the following was considerations and adjustments were made; Students with Disabilities and English Language Learners were given graphic organizers and vocabulary guides (as needed) Additional time (as per IEP or state testing indicators) Additional scaffolding based on testing modifications
Administration of assessments The assessments were designed to only measure the students ability to apply their knowledge of Writing Standard 1 Teachers were given guides to administering the exam which included 1 – 2 lead in sessions which provided the opportunity for students to be taught the reading skills needed to complete the assessment. A 2nd or 3rd day was then used to administer the actual exam in which the students were able to use their notes from the previous sessions.
Data and Analysis The Data The data was then collected and captured in a spreadsheet Back scoring was done at random to ensure that teachers were scoring accurately Fall data was then analyzed by the leadership team to help frame goal setting for teachers Teachers then met with the administration to set goals based on fall data At the end of the year the fall and spring data was used to help determine teacher effectiveness and students growth Data was also used throughout the year to plan instruction For example in ELA as argumentative units were planned the data was used to help from the unit. Students demonstrated difficulty with transitions and conclusions so overall the team embedded more lessons on these skills
The good, the bad and theugly…After the first argumentative unit of writing we noticed that the studentsdid extremely well on it. It did not match an appropriate level of growth tothe assessment. An on-demand assessment of writing was done with 90 students across three grade levels and sub-groups to assess understanding. The outcome of the on-demand assessment showed a mix of both to much teacher scaffolding and a more solid delivery of instruction.We also noticed a more succinct delivery of materials to the students asit was more data driven and grounded in evidence.Growth was not as high as we had hoped for students at the end of theyear but growth was still evident in almost all subject areas.Many other schools in our network have looked at our assessment planand begun to implement a version of their own based on our work.
Changes for 2012 - 2013 Four assessments will be administered (September, November, January, and May) under DYO Previously unused assessments like Acuity and iXL are being phased out to focus on more specific data. Teacher teams will have a meeting once a week to specifically look at data of the students to drive instruction. Student goal setting based on the outcome of the assessments will be put into place along with teacher goal setting.
My thoughts on assessmentbefore Assessment was just something that teachers did in the classroom. The plan-assess-adjust cycle was only obtainable on a small scale – not school wide. Assessment was something that came easily. Goal setting was not necessarily assessment driven.
My thoughts onassessment after Prior to this process I did not fully have an understanding of the power of assessment. Developing and implementing assessment is more difficult of a task then it looks. A lot of factors can sway the outcome of an assessment. The way in which you assess also has to be carefully considered. Goals when grounded in assessment driven data can move instruction. My work on assessment this year will definitely be fundamental as I move forward in leadership.