Title: Students and Teachers Measuring Growth Astrategy to focus learning and support student success
1Students and Teachers Measuring GrowthAstrategy
to focus learning and support student success
Poway Unified School District Dr. John
Collins Ray Wilson
2Agenda
- Implementing Change at a District Level
- Measuring Growth
- Elements of a Benchmark Assessment
- Supporting Change at the Classroom Level
3Why 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
4Who had a Better Year?
5Does this Change Your Mind?
6Why 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
7Poways Journey
4 Rebuild
3 Agree to Stop Doing
2 Culture and Policy
1 Beliefs and Attitudes
8Step 1 Change Beliefs and Attitudes
- Develop Guiding Principles of
- Assessment
- Guiding Question
- Why do we assess student
- learning?
9Guiding 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
10Guiding Principle 2
- Assessments must provide a comprehensive
picture of student achievement - Corollaries
- Multiple types
- Multiple opportunities
- Comprehensive
- (knowledge, skills and concepts)
11Guiding 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
12Guiding Principle 4
- Assessments must be valid and reliable
- Corollaries
- Provide replicable results
- Aligned to standards
- Administered appropriately
- Unbiased
13Guiding 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
14Step 2 Change Culture and Policy
- The most powerful force in any organization is
the system already in place. - Larry Lazotte
15Step 2 Culture and Policy
- Formed a joint committee of teachers, the
teachers union and administrators to - Study the research
- Evaluate current conditions
- Make recommendations
16Study 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
17Bottom Line
- Balance formative and summative
- Priorities feedback to those
- inside the classroom is just as
- important as feedback
- to those outside the
- classroom
18Step 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
19In order to rebuild the PUSD Assessment System
Step 3 Stop What We Were Doing
- all District mandated assessments are
suspended for the 2003-2004 school year.
teachers will determine what works best to
support and monitor student learning
20Step 4 Rebuild
- Create a simple understandable
- model
- Implement procedures for
- annual review and continuous
- updating of the system
- Implement training
21Poways Assessment Model
22Characteristics of Our Growth Measure
23Elements 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
24Our Benchmark Is Our Key
- NWEAs Measures of Academic Progress a.k.a. MAP
- NWEA - http//www.nwea.org/
25Poways Assessment Model
26Problems and Practical Solutions
Implementation
27Problem
- Students achieve normal growth, but slip in AYP
status - Motivational problems
- Public Relations Problems
28Solution
- 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
29Expected and Optimal Growth Targets
MAP Winter Achievement Report
Percentage of class on track to meet or exceed
Expected Growth 78 Percentage on track to
meet of exceed Optimal Growth 67 Fall Mean
RIT 185 Winter Mean RIT 197
30Alignment allows us to establish and clearly
communicate expectations
31Problem
- Engaging students, teachers and parents in
conversations about reasonable, achievable
learning objectives
32Solution
- Move from numerical scores to specific learning
objectives - Provide curriculum-based objectives
- Provide tools
- Provide processes
Goal Setting
33Teachable Objectives
34Well Designed Reports
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36Share Responsibility for Learning with students
- Individual and Class Goals
37 Goals-Setting Tools
38Class Goals
39Templates, Elementary
40Templates, Middle School
41Reflection
42Individual Goal-Setting
43- Results
- API up 6 years
- No Schools in PI
- School Bond Passage
- Motivated Students
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