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Students and Teachers Measuring Growth Astrategy to focus learning and support student success

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Students and Teachers Measuring Growth Astrategy to focus learning and support student success Poway Unified School District Dr. John Collins Ray Wilson – PowerPoint PPT presentation

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Title: Students and Teachers Measuring Growth Astrategy to focus learning and support student success


1
Students and Teachers Measuring GrowthAstrategy
to focus learning and support student success
Poway Unified School District Dr. John
Collins Ray Wilson
2
Agenda
  • Implementing Change at a District Level
  • Measuring Growth
  • Elements of a Benchmark Assessment
  • Supporting Change at the Classroom Level

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?
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
Poways Journey
4 Rebuild
3 Agree to Stop Doing
2 Culture and Policy
1 Beliefs and Attitudes
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

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
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
20
Step 4 Rebuild
  • Create a simple understandable
  • model
  • Implement procedures for
  • annual review and continuous
  • updating of the system
  • Implement training

21
Poways Assessment Model
22
Characteristics of Our Growth Measure
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

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

25
Poways Assessment Model
26
Problems and Practical Solutions
Implementation
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
MAP Winter Achievement Report
Name Grade Projected Growth Projected Growth Projected Growth Projected Growth Actual Growth Actual Growth Actual Growth Actual Growth
Name Grade Avg Expected Growth Target RIT Optimal Target Growth Optimal Target RIT Growth To Go Optimal G rowth Optimal to Go
Jake 02 19 176 28.0 185.0 7 12 NA 21
Jaimie Lea 02 14 195 21.0 202.0 3 11 NA 18
Christian 02 15 191 22.0 198.0 29 -14 Yes -7
Rod 02 14 195 21.0 202.0 15 -1 Yes 6
Daniel 02 6 209 9.0 212.0 17 -11 Yes -8
Sanam 02 19 177 28.0 186.0 5 14 NA 23
Maxine 02 13 195 20.0 202.0 18 -5 Yes 2
Trevor 02 7 209 10.0 212.0 5 2 Yes 5
Nichol 02 11 199 16.0 204.0 9 2 Yes 7
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
30
Alignment allows us to establish and clearly
communicate expectations
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

Goal Setting
33
Teachable Objectives
34
Well Designed Reports
35
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36
Share Responsibility for Learning with students
  • Individual and Class Goals

37
Goals-Setting Tools
38
Class Goals
39
Templates, Elementary
40
Templates, Middle School
41
Reflection
42
Individual Goal-Setting
43
  • Results
  • API up 6 years
  • No Schools in PI
  • School Bond Passage
  • Motivated Students

44
(No Transcript)
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