Presentacion 1

Assessment and
Accountability: Six
Habits of a Highly
Effective District
Presented By

Jason Feld Joseph Sassone Ruth McKenna
Vice President Assistant Project Director,
Superintendent LAPDS

Assessment
Technology
Incorporated
For ScooksMovingUp Online Event
9/21/05

Welcome & House Keeping

Discussion Formats

Quick Polling

Q & A via the Phone

Type messages into chat area

Assessment Technology, Inc.  WestEd LAPDS  Vail Unified School District

What is Your Role?

a. Administrator
b. Teacher
c. Policy-Maker
d. Other


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

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


Local Accountability System
Six Habits of Effective Districts
• Essential Standards
• Instruction
• Assessments
• Using and Reporting Results
• Professional Development
• Leadership


Essential Standards Based
Upon 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 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
Levels 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 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
Results
• 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
Results
• 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 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.


Leadership

• 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
administer district assessments
tied to state standards?
a. Yes
b. No


If yes, rate the implementation of
the benchmark assessments in
your district:
a. Outstanding implementation
b. Full implementation—Most schools
c. Partial implementation—Some schools
d. Poor implementation—Few schools


Where is the Vail School
District?

VAIL

VUSD Profile

• Rapidly growing school district
Number of • 7,300 students, project 10,000
Schools students by 2008
• Moved from a K-8 to K-12 district in
Elementary 5 2001
Middle 3 • Added 6 schools since 1999
High 2 • 60% of our teachers have less than 3
Alternative High 1 years experience with our school
Charter 3 district
• 18% free and reduced lunch
Adding an elementary
school in July 2006 • 11% special education population
• Modified year round calendar


Victims of the
“Crayola Curriculum”
“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


Richard DuFour
“Getting Started”

• 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?


What we found in our
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
experiences to what we have
found?
a. Yes
b. No
c. Other


Standards 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 Achievement

Step One : Make sure the standard is
taught
Determine the essentials Develop an
to be taught at each instructional
grade level calendar

Schedule collaboration
time for planning and
Share the calendar
time to structure classes
with staff and
for remediation and
parents
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

Formatives Benchmarks
Teacher made common District assessments
assessments are given to students administered every 9
once instruction is completed to weeks to measure mastery
determine student mastery on a
given performance objective



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

Re-teach Rotate staff Before or after
everyday for members school intensive
30 minutes between re-teach tutoring
and enrichment



Step Four: Make sure you enrich
those students who did
mastered the essential
standards
Enrichment activities
Enrichment Rotate staff are designed to
everyday for 30 members accelerate learning for
minutes between re-teach higher thinking skills or
and enrichment activities on the
mastered essential
standards.



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

Build review time Develop and Administer the
into the provide maintenance
instructional materials to materials on a
calendar maintain prior consistent basis
learning


Focus on Essential Standards

Instruction Benchmark
Assessments

Opportunity Essential Raising
to Learn
Standards Expectations

Data Analysis Formatives


Discussion/Comments


Mesquite Elementary School


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 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 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 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 & 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
Assessments

• 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 Math



Mesquite Grade 5 Math AIMS 2002

100

90

80

70

60 FFB
48 App
50
Meet
40 36 Exceed

30

20
7 9
10

0
FFB App Meet Exceed




100

90

80

70

60 FFB
51 App
50
Meet
40 35 Exceed

30

20
10
10 4
0
FFB App Meet Exceed




100

90

80
68
70

60 FFB
App
50
Meet
40 Exceed

30
19
20
8
10 5

0
FFB App Meet Exceed


Mesquite Math AIMS* 2005

• 3rd grade 95% • 6th grade 96%

• 4th grade 99% • 7th grade 96%

• 5th grade 97% • 8th grade 81%


Vail School District
Compared to Arizona

• AIMS Math 2005
Math AIMS 2005

100 State
90
91 91 90 90 Vail
80 85
70 76 76 78
74
71 69
60 65 67
63
50
40
30
20
10
0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10


Vail Students Performance on
AIMS State Test
• Percent of Vail Students Passing
AIMS MathPercent of Students passing AIMS Math 2005
2005
100 Vail
90
91 91 90 90
80 85
70 76 78
60
50
40
30
20
10
0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10


High School Scores Increase


Questions/Comments


Does your district use technology
for assessment and data
analysis?

a. Yes
b. No
c. Considering


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

b. Yes
c. No


Assessment & Reporting

Exploring the Online System Used
by Vail Unified School District

Galileo K-12 Online

ATI Profile

• Founded in 1986 Web-based
The mission of Technology, Item Response
Assessment
Technology,
Theory (IRT), Measurement,
Incorporated (ATI) Standards-Based Benchmark
is to create, and Formative Assessment,
distribute, and Multi- Level Disaggregation
support the use of Reporting Engines, Test
technology to
promote learning.
Forecasting.
• 33 States: Pre-School through
K-12, public, private/corporate
and State Departments of
Education.


Advantages of Using Technology
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,
Districts Need Highly Effective
Technology 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


Example:
Technology Tools for
Assessment Planning
• Galileo
Online
Benchmark
Planner


Examples:
Data for Decision-Making
• Galileo’s
Multi-Test
Report
Level 1


Examples:
• Galileo’s
Multi-Test
Report
Level 2 & 3


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


Examples:
• Galileo’s Individual Development Profile


Examples:
• NCLB
Filtering


Examples:
• Detailed
Item
Analysis
Report
Level 1


Examples:
• Detailed
Item
Analysis
Report
Level 1 – Drill
to see Question


Examples:

• Detailed
Item
Analysis
Report
Level 2


For More Information

• ATI
www.ati-online.com
• For a Guided Demonstration of Galileo K-12 Online
contact an ATI Field Services Representative at:
1-877-442-5453 or galileoinfo@ati-online.com
• LAPDS
www.wested.org/lapds
Ruth Ann McKenna [rmckenn@wested.org]

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


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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