St Cloud Presentation1 Schools w Sustained Growth

Two Recipes for Sustained Achievement Growth in Saint Paul: 

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

Intended Outcomes: 

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

Slide3: 

Demographic Comparisons – October 1, 2003

Como Park Elementary School Data Summary Reading Math: 

Como Park Elementary School Data Summary Reading Math

Slide7: 

Sheridan Elementary School Data Summary Reading Math

Como Park Elementary: 

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

3 Critical Questions (DuFour): 

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?

Teachers’ mindset … what must we address: 

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

Teachers’ mindset continued …: 

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

Teachers’ mindset continued …: 

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

Slide13: 

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

Frequent Assessment Focus: 

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

Initial Assessments: 

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

Instructional Plan Implemented: 

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

Slide17: 

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

Formal & Informal Use of Data: 

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

Supporting a Data Driven System: 

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

Sheridan Elementary: 

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

Slide22: 

Assessment Instruction Curriculum

Assessment Synergy: 

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

Slide24: 

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

Slide25: 

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

Slide27: 

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?

…and that’s the end of our tale.: 

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