Reassessing our Assessments: Why Assess What We Already Know?

1. Reassessing our Assessments: Why Assess What We Already Know? A School Improvement Recommendation Ariel Benson EdAd 200-201 12/2/09

2. Unity School • K-8 Charter in large district • Dual Immersion School (90/10) • Approx. 600 students • 71% EL • 83% Low Income • 37% Parents College Educated

3. Breakdown of Students by Language Classification for Fall ‘09

4. Percentage of Subgroup Scoring Non-Proficient in Spring ‘08

5. Percentage of Subgroup Scoring Non-Proficient in Spring ‘09

6. Discontinue use of current interim reading benchmark assessments • Use previous year’s data to design intervention plan for lowest students • Match instructional strategies to areas of weakness identified by CST and ALS data • Align in-class formative assessments with reading goals that support growth on CST • Use collaboration to implement either district initiative or inquiry cycle to design more targeted instructionaimed at raising achievement • Work with colleagues vertically to avoid isolation and address deficit areas emerging in upper grades Recommendation for Improvement