LCSD #1 Assessment System

1. LCSD #1 Assessment System August 21, 2009

2. Input Standards & Benchmarks Essential Learnings Content Limits School expectations District Programs: McREL Research Balanced Literacy Content Learnings Content Area Literacy District Math Programs Planning for Learning Tiers of Intervention Formative Assessments Summative • Output • Improved student achievement • Accountability • Increased graduation rate

3. Assessments and Interventions Formative Common Common District BOE PAWS/ACT Daily Weekly Unit Progress Monitor District State Where do we traditionally test? When do we traditionally remediate?

4. Why an assessment system? Assessments can be specific or broad depending on the purpose of the assessment. Not one assessment can meet all of the needs/requirements of a balanced assessment system. • Classroom formative assessment is done frequently and focuses on uni-dimensional skills. (two digit multiplication) • PAWS, ACT and other summative assessments are designed to be a broad measure of student learning. (Proficiency in Algebra)

5. Assessment System • Balanced Assessment: An assessment strategy that recognizes no single assessment yields the comprehensive results necessary to inform and improve practice, improve student learning and foster school and system accountability. Balanced assessments utilize multiple measures of student’s achievement including formative assessments for learning and summative assessments of learning.

6. Summative Assessment • Summative assessment is used after the teaching is completed to measure or categorize a students level of learning compared to a defined criteria.

7. Summative assessment • Typically used to make a final determination • Pass – Fail • Graduate or do not graduate • Determine a grade • Proficient or not • GPA

8. Formative Assessment Defined • Formative assessment is a planned process in which teachers and students use assessment-based evidence to adjust what they're currently doing. Popham, Transformative Assessment, ASCD 2008

9. Formative assessment • Used by teachers and students to determine next steps for teaching and learning. • Narrow assessment focus • Is not reflected in a grade • Only useful if something is done based on the information gathered • It is not the assessment that makes it formative it is what you DO with the results.

10. LCSD #1 Assessment System • National Assessment of Educational Progress (NAEP - National) • Every other year - Math, reading and writing (grades 4, 8, 11) • ACT • Juniors yearly • Proficiency Assessment of Wyoming Students (PAWS - State) (Grades 3– 8, 10 by choice and 11) • Yearly – Reading, writing and math (Science in grades 4, 8 &11) • District Body of Evidence System (BOE - District) • Determined by content areas - Nine content areas (Secondary Only) • Measurement of Academic Progress (MAP – District) • Three times each year – Math, reading, and language arts (2 – 10)

11. District Assessment 2009 - 2010 • Discussion and Input from around the district provided information regarding district assessments. • District assessments did not always provide feedback at a level that can guide instruction. • Results are submitted to the district but there is a delay in reporting. • Feedback indicated a need for progress monitoring

12. District Assessment 2009 - 2010 • An assessment that provides more specific feedback to help guide next steps for students and teachers was lacking from our previous assessment system. • A growth model was preferred rather than a proficient or not proficient type of assessment. • Discussion showed a need for an assessment that would challenge all students from at risk to advanced.

13. District Assessment 2009 - 2010 In order to improve the district assessment system the Measurement of Academic Progress was adopted for the coming school year. • MAP meets the criteria on the previous slide. • MAP is an assessment used in all but a few districts in the state of Wyoming.

14. Why the Measurement of Academic Progress (MAP)? • MAP provides growth measures of student learning (pre to post) • MAP has a mid year measure that provides an opportunity to monitor performance and make adjustments as needed. • MAP provides a growth measure (value added) over the course of several years

15. Why MAP? • MAP provides results that can be compared to other students in the grade level across the district, state, and nation. • Results are received within 24 hours after completion of the assessment. • Using a variety of reports, teachers and students can see what they know and need to know based on state standards and benchmarks

16. Additional Assessment? • At the elementary level, MAP will replace the current math and language arts assessments in grades 2 – 6. • At the secondary level, MAP will replace assessments in math and language arts that are not used to determine Body of Evidence (BOE).

17. Additional Assessment? • Teachers who want to use previous district assessments are free to do so; however, they will not be entered into the district assessment page on grade book.

18. When? • One day of training will be provided for school level teams of four beginning on September 23, 24 & 25. • Baseline assessment will be started the end of September and completed in mid October. • Assessments will be given during three different windows: September/October, January/February, and May

19. District Assessment System • LCSD #1 is a “District of Learners for Learners” • First attempts are not always perfect • With each attempt comes new knowledge and understanding • Working collaboratively as a school, triad and district, we will continue to guarantee a high quality education for all students.