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Assessment/CC Survey
“Coffee with the Coach
&
Pastry with the Principal”
WARM UP
• Using the KWL chart, record what you
already know about assessment
• Also record what you would like to
learn about assessment
• Share your information with a partner!
KWL
K W L
TYPES OF ASSESSMENT
Semantic Assessment Map
CC and KSD Assessments
ASSESSMENT
Formative and Summative
WASL
READING WRITING MATH
KSD K Assessment Slate assessments
Baseline
DRA Math Boxes
Writers' Notebooks
DRP Games
End of unit celebrations
Goal setting/Reflection End of unit
Conferring
Anecdotal Notes End of year
Reflection
Record of Reading Behavior Orleans-Hanna (6th only)
Small group conferences
4 Types of Assessments
1. Screening
• Benchmark QPA (Quick Phonics Assessment,
KSD Kindergarten Screening Assessment
2. Diagnostic
• DRA, DRP
3. Progress Monitoring
• BEC Comprehension Strategy Assessment
4. Outcome
• WASL
“Assessment is the
thinking teacher’s mind work.
It is the intelligence that
guides our every moment as a
teacher.”
~ Lucy Calkins, Units of Study
Assessment Overview
ASSESSMENT:
• Includes the whole child
• Is balanced - Includes a variety of
sources for authentic assessment
• Regularly monitors and documents
individual growth and development
• Formative vs. Summative (The Cook vs.
The Guest)
• Formal and informal
Assessment . . .
• The process of observing, monitoring,
recording, and interpreting student
progress across the curriculum
• Ongoing
• The tool for planning, guiding, and
adapting instruction as needed
• A tool for sharing documented
information about student growth and
progress
Guiding Principles for Assessment
• Determine what the student can do
independently in order to determine next
steps
• Scaffold instruction to push their thinking
• Look at reading, writing, and math with a
particular growth line
• Choose a deliberate lens through which to
look
• Reflect on the progress of the whole class
Guiding Principles for Assessment
• Instruct small groups for differentiated
learning
• Understand, “What can this child do
now?”
• Involve students in goal setting
• Self-assess our teaching
• Maintain an effective and efficient
record-keeping format
Guiding Principles for Assessment
• Assessment is not an end to itself
• Assessment must be purposeful to be
effective or useful
• Evidence that allows us to teach what we
know is best for kids
• Changing, growing assessment notes are
most useful to teaching and learning
Learning Essentials
Current Learning Goals Plan Learning
Learning Environment
Understand Understand Plan instruction
where students where you are
are going Teach!
REFLECTING
Keys to Quality Classroom Assessment
• Accurate Assessment
• Key 1: Clear Purpose
• Key 2: Clear Targets
• Key 3: Sound Design
• Effectively Used
• Key 4: Effective Communication
• Key 5: Student Involvement
Demographic Charts – Who Took the Survey?
Ethnicity Is Your Child in a Special
Multi-racial
Af rican Program? Special
American
7% Education English
1% Other 6% Language
18%
American Learner
Indian/ 11%
White/ Alaska
Caucasian Native
64% 2%
Asian/
Hispanic/ Pacif ic
Latino/ Islander
Latina 24% No Program
2%
65%
Is English Your Primary
Language at Home?
NO
36%
YES
64%
Carriage Crest Demographics/F-R Lunch Status
2002-2003 to 2008-2009 School Years
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009
Date: Oct. 02 Oct. 03 Oct. 04 Oct. 05 Oct. 06 Oct. 07 Oct.08
• # of students: 460 420 414 423 458 444 479
• White 71.5% 70.5% 67.6% 64.1% 60.7% 60.4% 56.6%
• Asian/Pacific Isl. 17% 16.2% 17.1% 18.7% 19.9% 17.8% 20.1%
• Am.Indian/AK.Native 1.5% 2.1% 1.9% 1.9% 1.7% 2.0% 1.0%
• Black/Af.American 6.7% 6.2% 5.8% 4.5% 5.7% 3.6% 6.5%
• Hispanic 3.3% 5.0% 5.6% 4.3% 3.9% 5.6% 5.2%
• Multi-racial 1.5% 4.5% 5.5% 8.1% 8.8%
• Not-Provided 0.5% 2.0% 2.6% 2.5% 1.9%
• Total Minority 28.5% 29.5% 31.9% 35.9% 36.7% 39.6% 43.3%
• SPED Not avail. 12.6% 12.7% 10.8% 11.6% 12.4%
• Bi-Lingual Not avail. 11.0% 14.6% 14.6% 13.1% 11.8%
• Free/Reduced: 18.7% 19.5% 20.3%(5/05) 24.9%(5/06) 23.1%(5/07) 19.8% (5/08) 20.63%(12/08
• **Information from OSPI website (02/03 to 07/08) school year and KSD Staff Link/Assessment/ Demographics by school
Nine Characteristics of High Performing Schools
1. Clear and Shared Focus. Everybody knows where they are going
and why. The focus is on achieving a shared vision, and all understand
their role in achieving the vision. The focus and vision are developed
from common beliefs and values, creating a consistent direction for all
involved.
2. High Standards and Expectations for All Students. Teachers and
staff believe that all stu-dents can learn and meet high standards.
While recognizing that some students must overcome significant
barriers, these obstacles are not seen as insurmountable. Students are
offered an ambitious and rigorous course of study.
3. Effective School Leadership. Effective instructional and
administrative leadership is re-quired to implement change processes.
Effective leaders proactively seek needed help. They nurture an
instructional program and school culture conducive to learning and
professional growth. Effective leaders have different styles and roles –
teachers and other staff, including those in the district office, often
have a leadership role.
4. High Levels of Collaboration and Communication. There is
strong teamwork among teachers across all grades and with other
staff. Everybody is involved and connected to each other, including
parents and members of the community, to identify problems and
work on solutions.
5. Curriculum, Instruction and Assessment Aligned with
Standards. The planned and actual curriculum are aligned with
the essential academic learning requirements (EALRs). Research-
based teaching strategies and materials are used. Staff understand
the role of classroom and state assessments, what the
assessments measure, and how student work is evaluated.
6. Frequent Monitoring of Learning and Teaching. A steady
cycle of different assessments identify students who need help.
More support and instructional time is provided, either during the
school day or outside normal school hours. Teaching is adjusted
based on frequent monitoring of student progress and needs.
Assessment results are used to focus and improve instructional
programs.
7. Focused Professional Development. A strong emphasis is
placed on training staff in areas of most need. Feedback from
learning and teaching focuses extensive and ongoing professional
development. The support is also aligned with the school or district
vision and objectives.
8. Supportive Learning Environment. The school has a safe, civil,
healthy and intellectually stimulating learning environment.
Students feel respected and connected with the staff and are
engaged in learning. Instruction is personalized and small learning
environments increase student contact with teachers.
9. High Levels of Family and Community Involvement. There is
a sense that all have a responsibility to educate students, not just
teachers and school staff. Families, businesses, social service
agencies, and community colleges/universities all play a vital role
in this effort.
This chart provides a summary view of the nine characteristics - the 10,000 foot view. The following pages provide the detail for
each of these characteristics.
Overall Summary
Parents' View- Nine Characteristics of High Performing Schools
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Clear & Shared Focus 38% 41% 13% 2%
0%7%
High Standards & Expectations 42% 42% 11%2%3%
0%
Effective Leadership 36% 31% 15% 6% 10%
3%
Collaboration & Communication 46% 36% 12% 2%4%
1%
Parent & Community Involvement 50% 34% 1%4%
10% 1%
Supportive Learning Environment 43% 40% 4%
0%
12%1%
Monitor Teaching & Learning 39% 34% 15% 3% 8%
1%
High Quality Curriculum, Instruction, and
37% 39% 15% 1%
0%7%
Assessment
Almost Always True Often True Sometimes True
Seldom True Almost Never True Missing
Parent Survey & WASL Data
• Time to review components of survey
• Time to review WASL data
• Questions?????
“The ultimate user of
assessment information that
is elicited in order to improve
learning is the pupil.”
Supporting Assessment at Home
• Ask open-ended questions
• Support higher-level thinking skills
• Support comprehension strategies (making
connections, questioning, inferring,
visualizing, synthesizing)
• Play board games (Checkers, Mancala,
Yahtzee, etc.)
• Encourage expression of thinking strategies
during problem-solving and reading and
writing response
Reflection
Please “assess” today’s session!
• Think about:
• What is your take away?
• How will what you learned today help you
to better understand student learning?
• What else would you like to learn about
assessment and/or the CC Survey?
• Other comments
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