Poway Unified School District Dr. John Collins Ray Wilson

1. Students and Teachers Measuring GrowthAstrategy to focus learning and support student success

2. Agenda Implementing Change at a District Level Measuring Growth Elements of a Benchmark Assessment Supporting Change at the Classroom Level Why PUSD values growth before status. Growth being gains in learning while status is defined by annual performance on the AYP �Basic�, �Proficient�, �Advanced�,, etc.Why PUSD values growth before status. Growth being gains in learning while status is defined by annual performance on the AYP �Basic�, �Proficient�, �Advanced�,, etc.

3. Why Growth Trumps Status? Growth or �Valued Added� Strategies� Increase Accountability Every 10-12 weeks Individualized for every student Refocuses teachers and students on learning Increase Motivation Engages students and teachers in meaningful dialog Allows for real-time adjustments

4. Who had a Better Year? This graphic depicts status. The graphic on slide #6 depicts growth.This graphic depicts status. The graphic on slide #6 depicts growth.

5. Does this Change Your Mind?

6. Why Growth Before Status? Growth or �Valued Added� Measures� Level the Playing Field between higher and lower performing students and schools Provide a Leading Indictor of future status

7. Poway�s Journey

8. Step #1: Change Beliefs and Attitudes Develop Guiding Principles of Assessment Guiding Question: Why do we assess student learning?

9. Guiding Principle #1 The primary purpose of assessment is to accelerate student learning Corollaries: Meaningful to the student Aligned to what is being taught Timely (immediate) feedback Descriptive not evaluative Co-managed by the student and teacher

10. Guiding Principle #2 Assessments must provide a comprehensive picture of student achievement Corollaries: Multiple types Multiple opportunities Comprehensive (knowledge, skills and concepts)

11. Guiding Principle #3 Assessments must show growth over time Corollaries: Consistent from year-to-year Constant (regular intervals) Scalable over multiple administrations Aligned to standards Understood throughout the organization

12. Guiding Principle #4 Assessments must be valid and reliable Corollaries: Provide replicable results Aligned to standards Administered appropriately Unbiased

13. Guiding Principle #5 Assessment data must be responsibly and efficiently collected, managed and shared Corollaries: Clearly defined purpose Responded to Shared in confidence Administered appropriately Integrated into classroom instruction

14. Step #2: Change Culture and Policy �The most powerful force in any organization is the system already in place.� Larry Lazotte

15. Step #2: Culture and Policy Formed a joint committee of teachers, the teachers� union and administrators to� Study the research Evaluate current conditions Make recommendations

16. Study Team Recommendations Establish a comprehensive, coherent and continuous assessment system based upon research Provide related professional development Integrate technology Provide continuous review Rebuild the PUSD assessment system After a year of research and collaborative work, the Study Team made these research based recommendations. Read each one elaborate briefly �Establish �.� ��. an assessment system that measures what�s important and works as a cohesive whole to support student learning �Provide ��..� �. to support the changes � Integrate technology� �.. To manage the information and enable broad communication� the new data management system and assessment website, for example �Provide for continuous review� �. So that we are encouraging new ideas and insuring quality decisions AND �Rebuild ��.� ** What do you need to know about rebuilding the PUSD assessment system? What questions do you have? TALK with someone sitting near you. Record on a chart We�ll return to these later to see how successfully we have answered them. If you have other questions, or suggestions for us�Post it notes on your hand-out and up here �.place on Parking Lot After a year of research and collaborative work, the Study Team made these research based recommendations. Read each one elaborate briefly �Establish �.� ��. an assessment system that measures what�s important and works as a cohesive whole to support student learning �Provide ��..� �. to support the changes � Integrate technology� �.. To manage the information and enable broad communication� the new data management system and assessment website, for example �Provide for continuous review� �. So that we are encouraging new ideas and insuring quality decisions AND �Rebuild ��.� ** What do you need to know about rebuilding the PUSD assessment system? What questions do you have? TALK with someone sitting near you. Record on a chart We�ll return to these later to see how successfully we have answered them. If you have other questions, or suggestions for us�Post it notes on your hand-out and up here �.place on Parking Lot

17. Bottom Line Balance: formative and summative Priorities: feedback to those inside the classroom is just as important as feedback to those outside the classroom

18. Step #2: Culture andPolicy Board policy embodies the elements of the Guiding Principles �Improved student learning is the Primary goal of any assessment� �The Board acknowledges that a balanced assessment system employs two types of assessment that must work in concert.� Board Policy

19. In order to rebuild the PUSD Assessment System� � �all District mandated assessments are suspended for the 2003-2004 school year.� �In order ���all District �..� Some examples of District assessments include: CSR, Quality Writing, Quality Math, Math Problem Solving, MAPS�. Does this mean you cannot use these assessments if you wish? No.. It does mean that you don�t have to use these assessments, unless you want to ��teachers will ���.� Classroom by classroom, team by team, site by site�In order ���all District �..� Some examples of District assessments include: CSR, Quality Writing, Quality Math, Math Problem Solving, MAPS�. Does this mean you cannot use these assessments if you wish? No.. It does mean that you don�t have to use these assessments, unless you want to ��teachers will ���.� Classroom by classroom, team by team, site by site

20. Step #4: Rebuild

21. Poway�s Assessment Model This graphic depicts PUSD�s assessment model and how assessments FOR and assessment OF learning both play critical roles. The next slide shows how MAP fulfills the role of District BenchmarkThis graphic depicts PUSD�s assessment model and how assessments FOR and assessment OF learning both play critical roles. The next slide shows how MAP fulfills the role of District Benchmark

22. I placed this here as a transition slide.I placed this here as a transition slide.

23. Elements of A Benchmark Aligns with state tests/standards Predicts results on state tests Measures growth over months & years Provides discreet feedback on the sub-elements of the standards Yields both local and national growth norms When PUSD sought a growth measure, we had specific criteria in mind. We found that NWEA�s Measures of Academic Progress (MAP) met these criteria.When PUSD sought a growth measure, we had specific criteria in mind. We found that NWEA�s Measures of Academic Progress (MAP) met these criteria.

24. Our Benchmark Is Our Key NWEA�s Measures of Academic Progress a.k.a. MAP NWEA - http://www.nwea.org/

25. Poway�s Assessment Model This graphic depicts PUSD�s assessment model and how assessments FOR and assessment OF learning both play critical roles. The next slide shows how MAP fulfills the role of District BenchmarkThis graphic depicts PUSD�s assessment model and how assessments FOR and assessment OF learning both play critical roles. The next slide shows how MAP fulfills the role of District Benchmark

27. Problem: Students achieve �normal growth�, but slip in AYP status Motivational problems Public Relations Problems

28. Solution Two growth expectations� �Expected� or normal growth �Optimal� Growth Growth needed to achieve proficiency in three years Growth needed to maintain �Proficient� or �Advanced� status next year

29. Expected and Optimal Growth Targets Rearranging this report by RIT low to high provides gives insight regarding possible areas of instruction (by range) that teachers may be missing in our typical work.Rearranging this report by RIT low to high provides gives insight regarding possible areas of instruction (by range) that teachers may be missing in our typical work.

31. Problem: Engaging students, teachers and parents in conversations about reasonable, achievable learning objectives

32. Solution: Move from numerical scores to specific learning objectives Provide curriculum-based objectives Provide tools Provide processes

34. Well Designed Reports

36. Share Responsibility for Learning with students Individual and Class Goals

37. Goals-Setting Tools

40. Templates, Middle School

41. Reflection leads to better student self-assessment skillsReflection leads to better student self-assessment skills