Two Recipes for Sustained Achievement Growth in Saint Paul

1. Two Recipes for Sustained Achievement Growth in Saint Paul Nancy Stachel and Michelle Odeen Como Park Elementary Audrey Bridgeford, Sheila Kluxdal and Nancy Mambi Sheridan Elementary Tom Watkins Research, Evaluation and Assessment Department

2. Intended Outcomes • An overview of the formative assessment systems in Como Park and Sheridan • Examples of how these systems inform instruction • Examples of how SPPS calculates achievement growth on the SAT10 • How each school uses district and state summative data for continuous improvement

3. Como Park Sheridan Saint Paul State Total Enrollment 483 304 42,372 842,915 Free/Reduced Lunch 84% 63% 66% 28% ELL 41% 28% 34% 6% Special Education 17% 12% 17% 14% American Indian 2% 2% 2% 2% Asian American 39% 27% 29% 5% Latino 9% 12% 12% 5% African American 34% 24% 28% 8% Caucasian 16% 37% 29% 80% Demographic Comparisons – October 1, 2003

5. MAT 01-02 SAT02-03 MCA00-02 MCA01-03 Prof 03 MAT 01-02 SAT 02-03 MCA 00-02 MCA 01-03 Prof 03 AmIn AsAm av av hi hi A av hi av hi A Hisp hi hi AfAm av hi av A av hi av A Cauc hi hi hi A av hi hi A Pov av av av hi A av hi av av A ELL av av av av A av hi av av A Sp.Ed hi hi Como Park Elementary School Data Summary Reading Math

7. MAT 01-02 SAT02-03 MCA00-02 MCA01-03 Prof 03 MAT 01-02 SAT 02-03 MCA 00-02 MCA 01-03 Prof 03 AmIn AsAm av hi hi av A av hi hi hi A Hisp av hi av hi AfAm hi hi av av Cauc av hi A av hi hi hi A Pov av hi hi hi A av av av hi A ELL av av hi av A av av hi hi A Sp.Ed av av Sheridan Elementary School Data Summary Reading Math

8. Como Park Elementary Nancy Stachel, Principal Michelle Odeen, Technology Coordinator

9. 3 Critical Questions (DuFour) • What is it that we expect students to learn? • How will we know when they have learned it? • How will we respond when they don’t learn?

10. Teachers’ mindset … what must we address What does “data” mean? Accountability vs. Reflection Shame and blame vs. Inquiry Reflection is “the use of data for improvement.” Conzemius and O’Neill

11. Teachers’ mindset continued … Usable data vs. just collecting data Standardized assessments – examine trends Use to address curricular or program concerns Important to guide the process – identify expected outcomes for evaluating standardized assessment data Data to inform daily instruction Needs to be varied, fluid – designed to address the topic being evaluated Data can be used to identify what isn’t working, but also to see what is working

12. Teachers’ mindset continued … Data is an objective 3rd person Moving from “Collaboration” to Professional Learning Communities Professional Learning Communities require teachers to work together to develop their skills – this includes the ability to critique as well as praise

13. The real voyage in discovery consists not in seeking new landscapes, but in having new eyes. Marcel Proust

14. Frequent Assessment Focus • Curriculum Based Measures • Fluency/1-minute reading-every 2 weeks • MAZE/cloze activity- Fall, Winter, Spring • Prevention Testing-Fall, Winter, Spring • STAR Assessments-Fall, Winter, Spring • Early Literacy-as requested by teacher • Accelerated Reader & Math-ongoing

15. Initial Assessments • Provide baseline data • At-risk students are identified • Academic goals are set & plans for instruction developed

16. Instructional Plan Implemented • Intense small group instruction • Individual re-teaching • Student training on procedures and data evaluation • Subsequent assessments given

17. Is the student making adequate progress? No Yes Why not? Provide challenge Move on to other problem skills Continue current plan until goal is reached No accountability-student/parent/teacher Curriculum or instructional methods Student not engaged Attendance INTERVENE

18. Formal & Informal Use of Data • Creates cumulative data for student record • Informs instruction for individual, small group, & large group • Teachers have a better sense of students’ academic strengths & needs

19. Supporting a Data Driven System • Staff development • Administering & scoring assessments • Interpreting data • Using data to inform instruction • Using technology to organize & present data • Technology • Time • Discuss data with colleagues • Review the value of assessments

20. Sheridan Elementary Audrey Bridgeford, Principal Nancy Mambi, Librarian Sheila Kluxdal, 5th Grade Teacher

22. Curriculum Instruction Assessment

23. Assessment Synergy To inform: To inform: • Public Accountability • Students • Program • Teachers • Planning • Families Periodic Standardized Testing Ongoing Classroom Assessment Assessment Literate Leaders Teachers Achievement Enabling Classroom Standards Targets

24. Data Assessment Usually given at the end of the year Summative Assessment Data Formative Data by Grade Level/Content Area Periodic Assessment to show progress throughout the year School Data Formative Data by Classroom Frequent Assessment to show progress of each student

25. Community Perception Data Assessment Data School data Program Effectiveness Data Student Information Data

27. Crucial Distinction Assessment of Learning: • How much have students learned as of a particular point of time? Assessment for Learning: • How can we use assessment to help students learn more?

34. …and that’s the end of our tale. Sheridan Elementary http://sheridan.spps.org