The document describes the plan-assess-adjust cycle used by Bronx Green Middle School to continuously improve instruction through data-driven assessments and goal setting. It outlines the school's transition from using assessments sporadically to a new variance plan where they developed common core-aligned writing assessments administered several times per year. Teacher and student goals are now based on assessment data analysis, and data is also used to inform instructional planning. The school has seen growth in assessment literacy and the use of data to drive instruction through this process.
The document discusses revising a school's assessment plan to better meet student needs, measure teacher effectiveness, and overcome personal obstacles with dyslexia. It describes the old assessment plan, which included formative and summative assessments but data was not consistently analyzed. New York required schools to choose an assessment option to evaluate teachers. The school chose a variance plan to create their own writing assessments aligned to standards and scored using a rubric, to be given twice per year. The new plan required developing assessments, capturing and analyzing data, and using it to drive instruction and goal-setting.
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1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
This document provides an overview of the Common Core State Standards for mathematics. It discusses the timeline for implementing the standards and transitioning assessments. It also describes the new PARCC assessments, including the claims-based design, evidence-centered approach, and inclusion of mathematical practices. Examples are given of practice-integrated and practice-related content standards and how the practices will be assessed.
This document discusses several narrative theories proposed by Todorov, Propp, Levi-Strauss, and Barthes. Todorov suggested stories follow 5 stages: equilibrium, disruption, recognition, attempt to repair, and reinstatement of equilibrium. Propp identified 8 common character roles in narratives. Levi-Strauss looked at binary themes like good vs evil. Barthes analyzed how texts are constructed and identified 5 codes including action, enigma, semantic, cultural, and symbolic codes.
The document discusses New York State's implementation of the Danielson Framework for teacher evaluations, which requires frequent classroom observations, multiple measures of student learning, and the creation of a personal learning network to support the changes. It provides an agenda for a session on the Danielson Framework, details of New York's teacher evaluation law, examples of classroom observations, and strategies for building a professional learning community.
The document announces that something is coming soon to the Orrington Library, but it does not provide any details about what is coming, the timing, or any other information. It only repeats the phrase "COMING SOON to the Orrington Library" multiple times without any additional context.
E3 is a unique learning center that enhances students' learning experiences through hands-on activities and real-world learning to help students excel in learning and life, with the goal of helping students exceed their own expectations. The school works individually with each student and their families to create a personalized plan for success for students who are behind in their education or have struggled with behavior issues in the past.
The document discusses revising a school's assessment plan to better meet student needs, measure teacher effectiveness, and overcome personal obstacles with dyslexia. It describes the old assessment plan, which included formative and summative assessments but data was not consistently analyzed. New York required schools to choose an assessment option to evaluate teachers. The school chose a variance plan to create their own writing assessments aligned to standards and scored using a rubric, to be given twice per year. The new plan required developing assessments, capturing and analyzing data, and using it to drive instruction and goal-setting.
Common Core State Standards Math Workgroup TrainingDr. Marci Shepard
This document provides information about Common Core State Standards for mathematics. It includes a timeline for Washington's implementation of the CCSS from 2010 to 2015. It discusses major shifts in focus, coherence and application required by the CCSS. It compares the organization and presentation of standards between Washington's previous standards and the CCSS. It also outlines the design, organization, format and content of K-8 and high school CCSS, including conceptual categories, clusters and standards. Finally, it describes the traditional and integrated pathways for high school mathematics under the CCSS.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
This document provides an overview of the Common Core State Standards for mathematics. It discusses the timeline for implementing the standards and transitioning assessments. It also describes the new PARCC assessments, including the claims-based design, evidence-centered approach, and inclusion of mathematical practices. Examples are given of practice-integrated and practice-related content standards and how the practices will be assessed.
This document discusses several narrative theories proposed by Todorov, Propp, Levi-Strauss, and Barthes. Todorov suggested stories follow 5 stages: equilibrium, disruption, recognition, attempt to repair, and reinstatement of equilibrium. Propp identified 8 common character roles in narratives. Levi-Strauss looked at binary themes like good vs evil. Barthes analyzed how texts are constructed and identified 5 codes including action, enigma, semantic, cultural, and symbolic codes.
The document discusses New York State's implementation of the Danielson Framework for teacher evaluations, which requires frequent classroom observations, multiple measures of student learning, and the creation of a personal learning network to support the changes. It provides an agenda for a session on the Danielson Framework, details of New York's teacher evaluation law, examples of classroom observations, and strategies for building a professional learning community.
The document announces that something is coming soon to the Orrington Library, but it does not provide any details about what is coming, the timing, or any other information. It only repeats the phrase "COMING SOON to the Orrington Library" multiple times without any additional context.
E3 is a unique learning center that enhances students' learning experiences through hands-on activities and real-world learning to help students excel in learning and life, with the goal of helping students exceed their own expectations. The school works individually with each student and their families to create a personalized plan for success for students who are behind in their education or have struggled with behavior issues in the past.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Mesures of Student Learning - Talent Management Pilot - Fall Assessment Impli...Kristin Crowley
The document summarizes Bronx Green Middle School's implementation and analysis of the Measure of Student Learning (MoSL) assessments in fall 2011. Key points:
1) MoSL assessments were created in ELA, math, social studies, and science based on historical student weakness data to drive instruction in focused areas.
2) Analysis of MoSL results showed overall strengths in writing length, citing evidence, and general on-topic responses. Weak areas included transitions, conclusions, and acknowledging counterclaims.
3) MoSL data is being used to revise curriculum and drive targeted instruction on weaknesses over the remainder of the school year. Planning for spring MoSL administration and mid-year conversations is underway.
The document discusses how the author addressed and attracted their audience for a magazine. They used a bright color scheme including a pale color and two bold colors to make the content stand out. On the cover, they featured a new artist to attract readers who may not recognize them. They also used a bold font and color for the masthead to draw attention. Additionally, they included some popular artists like Rihanna, Jessie J, and Coldplay to attract readers who are fans of those artists.
Walt Disney Pictures was founded in 1923 by Walt and Roy Disney as an independent film studio, producing animated shorts and films during the Golden Age of animation from 1928 to 1949. It is now the largest media and entertainment company in the world, owning Pixar, Marvel, and operating Disney theme parks globally. Some of Disney's most famous and successful films include Snow White and the Seven Dwarfs, Cinderella, The Lion King, Toy Story, and Pirates of the Caribbean.
Editing involves making changes to video clips to make them more appealing to audiences. There are various techniques editors use to transition between shots smoothly, such as fades, wipes, and dissolves. Montages are used to present information or tell a story concisely, and there are two main types - political montages from the 1920s that emphasize meaning, and Hollywood montages often used in TV to recap previous episodes. Editors also use techniques like action editing to make films more exciting.
Editing involves changing video clips to make them more appealing to audiences. Continuity ensures cuts are not noticeable by linking shots together in a sequence. There are two types of montage: political uses shots to convey meaning, while Hollywood presents information or stories concisely using recaps. Transitions move between shots through various techniques like straight cuts, fades, or wipes that eliminate one shot and replace it. Dissolves smoothly blend one scene into another. Action editing structures clips to make films more exciting.
The document discusses the Common Core State Standards and their implications for instruction. It notes that the standards emphasize rigorous content, higher-order thinking skills, and preparation for college and careers. They represent a shift towards more non-fiction and informational texts. Teachers will need to focus more on careful text selection and analysis, using both quantitative and qualitative measures. There is also increased emphasis on argumentative writing and having students support claims with evidence from texts. This represents changes for teacher preparation programs and professional development.
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The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
The Implementation of the Special program in the Arts of the Secondary School...Roger Sebastian
This dissertation proposal examines the implementation of the Special Program in the Arts (SPA) curriculum across secondary schools in Region 2 of the Philippines. The study aims to assess the profile of SPA teachers and principals, evaluate how they rate the implementation of SPA objectives and resources, identify any problems, and propose solutions. Surveys will be conducted with 74 SPA teachers and 7 principals across the 7 pilot schools offering SPA in Region 2. Data will be analyzed using descriptive statistics, ANOVA, t-tests, and rankings to achieve the objectives.
This document provides an overview of the Common Core State Standards for English Language Arts and how administrators can lead their schools through the transition. It discusses the key shifts in ELA, such as an increased focus on informational texts and academic vocabulary. It also outlines the PARCC assessments and their components. The document then gives recommendations for steps administrators should take, such as assessing alignment, implementing instructional strategies like close reading, and observing classrooms to ensure standards are being met. The goal is to prepare students to be college and career ready through this transition to more rigorous standards.
This module discusses assessment and its relationship to learning. It covers the assessment cycle of conceptualizing what to assess, eliciting evidence, judging performance, and validating inferences. Formative assessment and developing a learning culture are emphasized. Assessment should focus on understanding, interactions, texts and attitudes. It should elicit prior knowledge, provide effective feedback, teach for transfer of knowledge, and help students self-assess. Developing a learning culture involves jointly focusing on learning, using assessment as useful information rather than rewards, and engaging in dialogue around work and criteria.
The document outlines an October 2012 mathematics professional development workshop led by Dr. Yeap Ban Har on effective assessment strategies, including discussing the concept of assessment, designing assessment tasks, and examples of formal paper-and-pencil assessment. The workshop also covered reviewing assessment tools like anchor tasks, student journals, and a six-item homework format.
Presented by Jeff Nellhaus, Director of PARCC Assessment for Achieve, at the PARCC Massachusetts Launch Conference for Public Higher Education on October 28, 2011, in Leominster, MA. More information about PARCC available at www.mass.edu/parcc and www.parcconline.org.
This document discusses the history and development of standards-based assessment in language testing and education. It describes how standardized tests were widely used in the mid-20th century but began facing increasing criticism by the late 20th century. In response, educators established standards for different subject areas and grade levels in order to ensure tests were properly assessing student achievement based on classroom curriculum. The development of standards also led to the creation of standards-based assessments and establishing criteria for qualified language teachers.
The document provides information about the Common Core State Standards Initiative, including that it allows states to collectively develop academic standards in English language arts and mathematics. It outlines the criteria used to develop the standards, including a focus on essential skills and college/career readiness. An example standard for reading and its progression across grades is given. Adopting common standards creates potential benefits like economies of scale, ability to compare policies across states, and preparation for high-skill jobs. The document also discusses Indiana's timeline for transitioning to the new standards and how the state department of education will provide support to schools.
Continuous and Comprehensive Evaluation (CCE) refers to a system that evaluates all aspects of a student's development on a continuous basis. It focuses on the continuous growth of students and their intellectual, emotional, physical, cultural and social development. CCE for classes 9 and 10 assesses both scholastic and co-scholastic areas over two terms each year through formative and summative assessments. Formative assessments help teachers provide feedback and support to students and plan next steps in learning.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Mesures of Student Learning - Talent Management Pilot - Fall Assessment Impli...Kristin Crowley
The document summarizes Bronx Green Middle School's implementation and analysis of the Measure of Student Learning (MoSL) assessments in fall 2011. Key points:
1) MoSL assessments were created in ELA, math, social studies, and science based on historical student weakness data to drive instruction in focused areas.
2) Analysis of MoSL results showed overall strengths in writing length, citing evidence, and general on-topic responses. Weak areas included transitions, conclusions, and acknowledging counterclaims.
3) MoSL data is being used to revise curriculum and drive targeted instruction on weaknesses over the remainder of the school year. Planning for spring MoSL administration and mid-year conversations is underway.
The document discusses how the author addressed and attracted their audience for a magazine. They used a bright color scheme including a pale color and two bold colors to make the content stand out. On the cover, they featured a new artist to attract readers who may not recognize them. They also used a bold font and color for the masthead to draw attention. Additionally, they included some popular artists like Rihanna, Jessie J, and Coldplay to attract readers who are fans of those artists.
Walt Disney Pictures was founded in 1923 by Walt and Roy Disney as an independent film studio, producing animated shorts and films during the Golden Age of animation from 1928 to 1949. It is now the largest media and entertainment company in the world, owning Pixar, Marvel, and operating Disney theme parks globally. Some of Disney's most famous and successful films include Snow White and the Seven Dwarfs, Cinderella, The Lion King, Toy Story, and Pirates of the Caribbean.
Editing involves making changes to video clips to make them more appealing to audiences. There are various techniques editors use to transition between shots smoothly, such as fades, wipes, and dissolves. Montages are used to present information or tell a story concisely, and there are two main types - political montages from the 1920s that emphasize meaning, and Hollywood montages often used in TV to recap previous episodes. Editors also use techniques like action editing to make films more exciting.
Editing involves changing video clips to make them more appealing to audiences. Continuity ensures cuts are not noticeable by linking shots together in a sequence. There are two types of montage: political uses shots to convey meaning, while Hollywood presents information or stories concisely using recaps. Transitions move between shots through various techniques like straight cuts, fades, or wipes that eliminate one shot and replace it. Dissolves smoothly blend one scene into another. Action editing structures clips to make films more exciting.
The document discusses the Common Core State Standards and their implications for instruction. It notes that the standards emphasize rigorous content, higher-order thinking skills, and preparation for college and careers. They represent a shift towards more non-fiction and informational texts. Teachers will need to focus more on careful text selection and analysis, using both quantitative and qualitative measures. There is also increased emphasis on argumentative writing and having students support claims with evidence from texts. This represents changes for teacher preparation programs and professional development.
The document discusses the test design and setting student performance standards for the State of Texas Assessments of Academic Readiness (STAAR) program. It describes three major design attributes for STAAR: focus, clarity, and depth. STAAR assessments will focus on "readiness" standards that are most critical for student success, provide clarity on what content will be assessed, and emphasize depth over breadth by assessing skills at higher cognitive levels. This increased focus, clarity and depth is intended to create a more rigorous testing program that better prepares students for their next grade level and for college and careers.
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
The Implementation of the Special program in the Arts of the Secondary School...Roger Sebastian
This dissertation proposal examines the implementation of the Special Program in the Arts (SPA) curriculum across secondary schools in Region 2 of the Philippines. The study aims to assess the profile of SPA teachers and principals, evaluate how they rate the implementation of SPA objectives and resources, identify any problems, and propose solutions. Surveys will be conducted with 74 SPA teachers and 7 principals across the 7 pilot schools offering SPA in Region 2. Data will be analyzed using descriptive statistics, ANOVA, t-tests, and rankings to achieve the objectives.
This document provides an overview of the Common Core State Standards for English Language Arts and how administrators can lead their schools through the transition. It discusses the key shifts in ELA, such as an increased focus on informational texts and academic vocabulary. It also outlines the PARCC assessments and their components. The document then gives recommendations for steps administrators should take, such as assessing alignment, implementing instructional strategies like close reading, and observing classrooms to ensure standards are being met. The goal is to prepare students to be college and career ready through this transition to more rigorous standards.
This module discusses assessment and its relationship to learning. It covers the assessment cycle of conceptualizing what to assess, eliciting evidence, judging performance, and validating inferences. Formative assessment and developing a learning culture are emphasized. Assessment should focus on understanding, interactions, texts and attitudes. It should elicit prior knowledge, provide effective feedback, teach for transfer of knowledge, and help students self-assess. Developing a learning culture involves jointly focusing on learning, using assessment as useful information rather than rewards, and engaging in dialogue around work and criteria.
The document outlines an October 2012 mathematics professional development workshop led by Dr. Yeap Ban Har on effective assessment strategies, including discussing the concept of assessment, designing assessment tasks, and examples of formal paper-and-pencil assessment. The workshop also covered reviewing assessment tools like anchor tasks, student journals, and a six-item homework format.
Presented by Jeff Nellhaus, Director of PARCC Assessment for Achieve, at the PARCC Massachusetts Launch Conference for Public Higher Education on October 28, 2011, in Leominster, MA. More information about PARCC available at www.mass.edu/parcc and www.parcconline.org.
This document discusses the history and development of standards-based assessment in language testing and education. It describes how standardized tests were widely used in the mid-20th century but began facing increasing criticism by the late 20th century. In response, educators established standards for different subject areas and grade levels in order to ensure tests were properly assessing student achievement based on classroom curriculum. The development of standards also led to the creation of standards-based assessments and establishing criteria for qualified language teachers.
The document provides information about the Common Core State Standards Initiative, including that it allows states to collectively develop academic standards in English language arts and mathematics. It outlines the criteria used to develop the standards, including a focus on essential skills and college/career readiness. An example standard for reading and its progression across grades is given. Adopting common standards creates potential benefits like economies of scale, ability to compare policies across states, and preparation for high-skill jobs. The document also discusses Indiana's timeline for transitioning to the new standards and how the state department of education will provide support to schools.
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
Assessing Assessments
1.
2. 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
3. The Old Plan (Summer 2011)
Planning for the 2011 – 2012 school year, Bronx
Green Middle School’s assessment plan included
formative and summative assessments
4. Some of the formative
assessments regularly
in used or in place
Formative 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)
5. Summative
Assessments
Summative 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 Portfolio's
GSIP’s for all IEP students meeting modified
criteria
6. 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.
7. 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.
9. 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.
10. 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
11. Content Area Grade 6 Grade 7 Grade 8
Developing the
English Language
Arts
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 to
Mathematics 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 developed
Science 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 data
Art 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 in
Physical Education Fitness Gram Fitness Gram Fitness Gram assessment
12. 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
13. 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.
14. 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
15. The good, the bad and the
ugly…
After the first argumentative unit of writing we noticed that the students
did extremely well on it. It did not match an appropriate level of growth to
the 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 as
it was more data driven and grounded in evidence.
Growth was not as high as we had hoped for students at the end of the
year but growth was still evident in almost all subject areas.
Many other schools in our network have looked at our assessment plan
and begun to implement a version of their own based on our work.
16. 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.
17. My thoughts on assessment
before
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.
18. My thoughts on
assessment 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.