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MCAS and GatewayMCAS and Gateway

School Committee UpdateSchool Committee Update

October 22, 2008October 22, 2008

Presentation ObjectivesPresentation Objectives

�� Problems with NCLB (No Child Left Behind)Problems with NCLB (No Child Left Behind)

�� Understand ‘AYP’ and ‘CPI’ conceptsUnderstand ‘AYP’ and ‘CPI’ concepts

�� Know current status of schoolsKnow current status of schools

�� Understand NCLB requirementsUnderstand NCLB requirements

�� Review selected MCAS DataReview selected MCAS Data

�� Discuss selected research on increasing student Discuss selected research on increasing student

performanceperformance

�� Apply research to district goals and district Apply research to district goals and district

improvement planimprovement plan

The Seven Deadly AbsurditiesThe Seven Deadly Absurdities(Gerald W. Bracey(Gerald W. Bracey——Education Policy Studies Laboratory @ Education Policy Studies Laboratory @

Arizona State University)Arizona State University)

�� NCLB uses “scientifically based research” 111 times but NCLB uses “scientifically based research” 111 times but no researchno research supports supports the law’s mandates.the law’s mandates.

�� NCLB depends on punishment, “the beatings will continue until moNCLB depends on punishment, “the beatings will continue until morale rale improves”improves”

�� NCLB punishes entire school for the failures of the fewNCLB punishes entire school for the failures of the few

�� NCLB demands all students reach proficiency in reading, math, anNCLB demands all students reach proficiency in reading, math, and science by d science by 2014. Testing expert Robert Linn optimistically says these goals2014. Testing expert Robert Linn optimistically says these goals can be can be reached in 61, 66, and 166 years, respectively for 4reached in 61, 66, and 166 years, respectively for 4thth, 8, 8thth, and 12, and 12thth graders in graders in mathmath

�� California projects 99% of schools will be designated failing byCalifornia projects 99% of schools will be designated failing by 2014 (in a 2014 (in a study in Massachusetts it’s estimated that greater than 90% of astudy in Massachusetts it’s estimated that greater than 90% of all schools will ll schools will not make AYP by 2014not make AYP by 2014——for 2008 this number exceeds 50%)for 2008 this number exceeds 50%)

�� Any school failing to make AYP must offer choice option for all Any school failing to make AYP must offer choice option for all studentsstudents——not not just the ones from the group that ‘failed’just the ones from the group that ‘failed’

�� NCLB demands schools meet this standard of closing the achievemeNCLB demands schools meet this standard of closing the achievement gap nt gap between affluent and poor, majority and minority irrespective ofbetween affluent and poor, majority and minority irrespective of other, outside other, outside support (families, communities)support (families, communities)

MCAS Composite Performance MCAS Composite Performance

Index (CPI)Index (CPI)

�� 100 point scale100 point scale

–– Standard test score, # of students at each level x Standard test score, # of students at each level x

weight, i.e., 100 for advanced, 0 for warningweight, i.e., 100 for advanced, 0 for warning--

lowlow

–– MCAS Alternate Test, # of students at each MCAS Alternate Test, # of students at each

level x weightlevel x weight

–– Total score divided by total # of studentsTotal score divided by total # of students

»» Remember that students are counted for each Remember that students are counted for each

subgroup that they belong insubgroup that they belong in

MCAS Gains RequiredMCAS Gains Required

92.2

84.3

76.5

53.0

68.7

60.8

100.0

95.1

90.2

85.4

80.5

70.7

75.6

40

50

60

70

80

90

100

2001 & 02 2003 & 04 2005 & 06 2007 & 08 2009 & 10 2011 & 12 2013 & 14

Com

posi

te P

erfo

rman

ce I

nd

ex

Math ELA

Next Cycle

Determining Annual Yearly Determining Annual Yearly

Progress (AYP)Progress (AYP)�� The necessary progress needed in CPI to reach a The necessary progress needed in CPI to reach a

score of 100 (all students proficient) by the year score of 100 (all students proficient) by the year 20142014

�� Determined by subtracting current CPI from 100 Determined by subtracting current CPI from 100 and then dividing by number of years left until and then dividing by number of years left until 2014.2014.

�� AYP is met if you meet or exceed state target for AYP is met if you meet or exceed state target for CPI or if you meet or exceed your individual CPI CPI or if you meet or exceed your individual CPI improvement targetimprovement target

�� This CPI score compares a different group of This CPI score compares a different group of students each yearstudents each year

AYP StatusAYP Status

�� Must make minimum improvement or score for Must make minimum improvement or score for

each group:each group:

–– Aggregate (all studentsAggregate (all students——minimum school sample size minimum school sample size

is 20 students)is 20 students)

–– Subgroups (White, Special Education, Free/Reduced Subgroups (White, Special Education, Free/Reduced

Lunch are Gateway’s current subgroups) must each Lunch are Gateway’s current subgroups) must each

make AYP (minimum school sample is 40 students)make AYP (minimum school sample is 40 students)

»» Students count in each group they qualify for thus a white Students count in each group they qualify for thus a white

student who qualifies for free/reduced lunch and is a special student who qualifies for free/reduced lunch and is a special

education student potentially has their score counted four timeseducation student potentially has their score counted four times

ExampleExample�� 2008 CPI (aggregate) is 90 in ELA for a school2008 CPI (aggregate) is 90 in ELA for a school

�� State 2009 CPI (aggregate) target is 90.2State 2009 CPI (aggregate) target is 90.2

�� School’s CPI (aggregate) target improvement School’s CPI (aggregate) target improvement equalsequals

–– 100100--90=1090=10

–– 10/6 (years left until 2014)= 10/6 (years left until 2014)= 1.67 CPI Improvement1.67 CPI Improvement

�� Thus this school will make AYP (aggregate) for Thus this school will make AYP (aggregate) for 2009 if its CPI increases 1.67 points or if they 2009 if its CPI increases 1.67 points or if they exceed the state’s target of 90.2 (only increasing exceed the state’s target of 90.2 (only increasing the school’s CPI by 0.2 points)the school’s CPI by 0.2 points)

�� If the school scores 90.1 in 2009 (aggregate) they If the school scores 90.1 in 2009 (aggregate) they will not make AYPwill not make AYP

School Type 07 CPI Imp 08 CPI Imp AYP Target 09-10

Blandford ELA 77.5 3.2 68 5.3 90.2

Math 72.5 3.9 68 5.3 84.3

Chester ELA 78.9 3 73.1 4.5 90.2

Math 75.8 3.5 85.6 2.4 84.3

Littleville ELA 79.7 2.9 78.6 3.6 90.2

Math 67.4 4.7 84.6 2.6 84.3

Russell ELA 77 3.3 70.8 4.9 90.2

Math 63.8 5.2 70.8 4.9 84.3

Middle SchoolELA 83.5 2.4 81.2 3.1 90.2

Math 64.1 5.1 62.4 6.3 84.3

High School ELA 93.8 0.9 94.4 0.9 90.2

Math 84.9 2.2 89 1.8 84.3

Where do we stand now?Where do we stand now?

Gateway-District ELA 2007 2008 2009-10 Gain

Aggregate 82.7 80.8 90.2 3.2

Sped 58.7 52.4 90.2 7.9

Low Income 76.9 73.9 90.2 4.4

White 83 81.1 90.2 3.2

Gateway-District Math

Aggregate 66.7 69.4 84.3 5.1

Sped 43.5 41.9 84.3 9.7

Low Income 59.5 64.2 84.3 6.0

White 67.6 69.9 84.3 5.0

Gateway--3-5 ELA Gateway--6-8 ELA 2007 2008 2009-10 Gain Gateway--9-12 ELA 2007 2008 2009-10

Aggregate 79 75.8 90.2 4.0 Aggregate 83.9 81.3 90.2 3.1 Aggregate 89.7 93.6 90.2

Sped 52.4 46.5 90.2 8.9 Sped 60.3 54.1 90.2 7.7 Sped 90.2

Low Income 76.1 68.8 90.2 5.2 Low Income 77 73.9 90.2 4.4 Low Income 92.5 90.2

White 79.1 75.7 90.2 4.1 White 84.3 81.8 90.2 3.0 White 90.6 94.2 90.2

Gateway--3-5 Math Gateway--6-8 Math Gateway--9-12 Math

Aggregate 64.8 74.4 84.3 4.3 Aggregate 64.4 59.7 84.3 6.7 Aggregate 80.7 87.8 90.2

Sped 45.2 51.7 84.3 8.1 Sped 37.5 30.6 84.3 11.6 Sped 90.2

Low Income 62.8 71.6 84.3 4.7 Low Income 54.9 53 84.3 7.8 Low Income 88.1 90.2

White 65.6 74.6 84.3 4.2 White 65.3 60.4 84.3 6.6 White 81.5 88.3 90.2

Blandford ELA Blandford Math

Aggregate 77.5 68 90.2 5.3 Aggregate 72.5 68 84.3 5.3

Chester ELA Chester Math

Aggregate 78.9 73.1 90.2 4.5 Aggregate 75.8 85.6 84.3 2.4

Littleville ELA Littleville Math


White 79.6 77.9 90.2 3.7 White 66.7 85.6 84.3 2.4

Russell ELA Russell Math

Aggregate 77 70.8 90.2 4.9 Aggregate 63.8 70.8 84.3 4.9

White 78.7 71.3 90.2 4.8 White 64.9 71.3 84.3 4.8

MS ELA MS Math


Sped 61.5 53.6 90.2 7.7 Sped 39.9 32.2 84.3 11.3

Low Income 78.2 74.3 90.2 4.3 Low Income 58 55.1 84.3 7.5

White 83.9 81.5 90.2 3.1 White 64.8 63.1 84.3 6.2

HS ELA HS Math


Low Income 92.5 90.2 Low Income 92.5

White 94.2 95.1 90.2 0.8 White 94.2 95.1 84.3 0.8

Current AYP StatusCurrent AYP Status

School 2008 Status 2008 AYP2009 AYP2009 Status

Blandford Improvement Year 2 No No Corrective Action

Improvement Year 2 No Yes Improvement Year 2

Chester Corrective Action No No Restructuring Year 1

Corrective Action No Yes Corrective Action

Littleville Improvement Year 2 No No Corrective Action


Russell Improvement Year 2 No No Corrective Action


Middle School Improvement Year 2 No No Corrective Action


State MandatesState Mandates

�� State Requirements under Improvement Yr 2+ for State Requirements under Improvement Yr 2+ for SubgroupsSubgroups

–– Professional DevelopmentProfessional Development

»» 10% of district’s Title I allocation must be targeted to profess10% of district’s Title I allocation must be targeted to professional ional developmentdevelopment

–– Develop/Revise District Improvement PlanDevelop/Revise District Improvement Plan

�� State SanctionsState Sanctions

–– If schools don’t make AYP for second year they must provide If schools don’t make AYP for second year they must provide choice and professional developmentchoice and professional development

–– If schools don’t make AYP for third year they must add If schools don’t make AYP for third year they must add Supplemental Education servicesSupplemental Education services

–– If schools don’t make AYP for fourth year need to take correctivIf schools don’t make AYP for fourth year need to take corrective e actionaction

MandatesMandates——Corrective ActionCorrective ActionThe school's principal has authority to select and assign staff The school's principal has authority to select and assign staff to positions in the school without regard to positions in the school without regard

to seniority;to seniority;

�� The school's principal has control over financial resources neceThe school's principal has control over financial resources necessary to successfully implement the ssary to successfully implement the school improvement plan;school improvement plan;

�� The school is implementing curricula that are aligned to state fThe school is implementing curricula that are aligned to state frameworks in core academic subjects;rameworks in core academic subjects;

�� The school implements systematically a program of interim assessThe school implements systematically a program of interim assessments (4ments (4--6 times per year) in 6 times per year) in English language arts and mathematics that are aligned to schoolEnglish language arts and mathematics that are aligned to school curriculum and state frameworks;curriculum and state frameworks;

�� The school has a system to provide detailed tracking and analysiThe school has a system to provide detailed tracking and analysis of assessment results and uses s of assessment results and uses those results to inform curriculum, instruction and individual ithose results to inform curriculum, instruction and individual interventions;nterventions;

�� The school schedule for student learning provides adequate time The school schedule for student learning provides adequate time on a daily and weekly basis for the on a daily and weekly basis for the delivery of instruction and provision of individualized support delivery of instruction and provision of individualized support as needed in English language arts and as needed in English language arts and math, which for students not yet proficient is presumed to be atmath, which for students not yet proficient is presumed to be at least 90 minutes per day in each least 90 minutes per day in each subject;subject;

�� The school provides daily afterThe school provides daily after--school tutoring and homework help for students who need school tutoring and homework help for students who need supplemental instruction and focused work on skill development;supplemental instruction and focused work on skill development;

�� The school has The school has atat least two fullleast two full--time subjecttime subject--area coaches, one each for English language arts/reading area coaches, one each for English language arts/reading and for mathematics, who are responsible to provide faculty at tand for mathematics, who are responsible to provide faculty at the school with consistent classroom he school with consistent classroom observation and feedback on the quality and effectiveness of curobservation and feedback on the quality and effectiveness of curriculum delivery, instructional riculum delivery, instructional practice, and data use;practice, and data use;

�� School administrators periodically evaluate faculty, including dSchool administrators periodically evaluate faculty, including direct evaluation of applicable content irect evaluation of applicable content knowledge and annual evaluation of overall performance tied in pknowledge and annual evaluation of overall performance tied in part to solid growth in student art to solid growth in student learning and commitment to the school's culture, educational modlearning and commitment to the school's culture, educational model, and improvement strategy;el, and improvement strategy;

The weekly and annual work schedule for teachers provides adequaThe weekly and annual work schedule for teachers provides adequate time for regular, frequent, te time for regular, frequent, department and/or gradedepartment and/or grade--level faculty meetings to discuss individual student progress, clevel faculty meetings to discuss individual student progress, curriculum urriculum issues, instructional practice, and schoolissues, instructional practice, and school--wide improvement efforts. As a general rule no less than wide improvement efforts. As a general rule no less than one hour per week shall be dedicated to leadershipone hour per week shall be dedicated to leadership--directed, collaborative work, and no fewer than 5 directed, collaborative work, and no fewer than 5 days per year, or hours equivalent thereto, when teachers are nodays per year, or hours equivalent thereto, when teachers are not responsible for supervising or t responsible for supervising or teaching students, shall be dedicated to professional developmenteaching students, shall be dedicated to professional development and planning activities directed by t and planning activities directed by school leaders.school leaders.

enen-us/cognos8/Training CfalseHTMLQ0FNSUQ13055Q/Training CPDFenen-usQ0FNSUQ1/Training Chttps://dwQ50AAABZIm0#014Training CHTMLfalseQ0FNSUQ2101All Subjec /Training%10000R 2.0050120/cognos/caCUxRo~-1673222440/Imported0CT_RPT=011001100U=1;Q=0;010018(#0.1+)(#1010100511111enen-us/cognos8/Training CfalseHTMLQ0FNSUQ13055Q/Training CPDFenen-usQ0FNSUQ1/Training Chttps://dwQ50AAABZIm0#014Training CHTMLfalseQ0FNSUQ2101All Subjec /Training%10000R 2.0050120/cognos/caCUxRo~-1673222440/Imported0CT_RPT=011001100U=1;Q=0;010018(#0.1+)(#10101005111110

District CPI Over TimeDistrict CPI Over Time

District AYP and CPIDistrict AYP and CPI

�� District AYP is determined by status of District AYP is determined by status of

three grade groupingsthree grade groupings——33--5; 65; 6--8; 98; 9--1212

�� If any of these groups makes AYP (for the If any of these groups makes AYP (for the

aggregate and all subgroups) than the aggregate and all subgroups) than the

district makes AYPdistrict makes AYP

�� In the prior chart you can see that district In the prior chart you can see that district

CPI hasn’t changed dramatically over time CPI hasn’t changed dramatically over time

except as new tests are addedexcept as new tests are added

CPI by year by level

% correct by year by level

CPI/% Correct by Level and YearCPI/% Correct by Level and Year

�� English Language Arts (ELA) trends much higher English Language Arts (ELA) trends much higher than Mathematicsthan Mathematics

�� CPI/% correct is fairly static over time (remember CPI/% correct is fairly static over time (remember state groupings by grade for this chart) but several state groupings by grade for this chart) but several differences, differences, ieie.,.,

–– Elementary and high school nearly identical in % Elementary and high school nearly identical in %

–– Elementary didn’t make AYP, high school didElementary didn’t make AYP, high school did

–– Different CPI yet similar % correctDifferent CPI yet similar % correct

�� Not great differences by level yet only high school Not great differences by level yet only high school has consistently made AYPhas consistently made AYP

CPI by year across elementary schools

Elementary SchoolsElementary Schools

�� Fairly consistent over time between schoolsFairly consistent over time between schools

�� Measures only 3Measures only 3rdrd and 4and 4thth gradersgraders

�� Not a consistent increase in CPI scores Not a consistent increase in CPI scores

yielding schools not making AYPyielding schools not making AYP

�� We have scores for We have scores for Conwell Conwell but they don’t but they don’t

have enough students to count for school have enough students to count for school

AYP determination (although they do count AYP determination (although they do count

in district level determination)in district level determination)

% Correct for multiple choice question by level by year

% Correct for open response questions by level by year

% Correct for Short Answer by level by year

Comparison FindingsComparison Findings

�� Multiple choice is students’ best areaMultiple choice is students’ best area

�� Open response slightly lower than short Open response slightly lower than short

answer but both show inconsistency in answer but both show inconsistency in

improvement over timeimprovement over time

�� Both short answer and open response Both short answer and open response

significantly lower % correct than multiple significantly lower % correct than multiple

choicechoice

% Correct of open response by level by year for female students

% Correct of open response by level by year for male students

Gender Differences Open Gender Differences Open

ResponseResponse

�� Females do better in ELA open response Females do better in ELA open response

than males (except at elementary level than males (except at elementary level

where they are almost identical)where they are almost identical)

�� Males do better in Math open response than Males do better in Math open response than

femalesfemales

�� Inconsistent gains over timeInconsistent gains over time

Third Grade CPI by YearThird Grade CPI by Year

Fourth Grade CPI by YearFourth Grade CPI by Year

Fifth Grade CPI by YearFifth Grade CPI by Year

Sixth Grade CPI by YearSixth Grade CPI by Year

Seventh Grade CPI by YearSeventh Grade CPI by Year

Eighth Grade CPI by YearEighth Grade CPI by Year

Tenth Grade CPI by YearTenth Grade CPI by Year

CPI by YearCPI by Year

�� Inconsistent over time Inconsistent over time

�� Measures completely different students Measures completely different students

each yeareach year

�� Tests change emphasis year to year on Tests change emphasis year to year on

which standards are being evaluatedwhich standards are being evaluated

Comparison of Non Special Education and Special Education Comparison of Non Special Education and Special Education

Free/Reduced Lunch and Non Free/Reduced Lunch Status for Fourth Free/Reduced Lunch and Non Free/Reduced Lunch Status for Fourth

GradeGrade


Free/Reduced Lunch and Non Free/Reduced Lunch Status for Sixth GFree/Reduced Lunch and Non Free/Reduced Lunch Status for Sixth Graderade


Free/Reduced Lunch and Non Free/Reduced Lunch Status for Eighth Free/Reduced Lunch and Non Free/Reduced Lunch Status for Eighth

GradeGrade


Free/Reduced Lunch and Non Free/Reduced Lunch Status for Tenth Free/Reduced Lunch and Non Free/Reduced Lunch Status for Tenth

GradeGrade

Comparison Findings Comparison Findings

�� Non special education students score higher than Non special education students score higher than

special education studentsspecial education students

–– Makes sense due to reasons why students are on Makes sense due to reasons why students are on IEP’sIEP’s

�� Free/Reduced lunch students score somewhat Free/Reduced lunch students score somewhat

lower than non free/reduced lunch studentslower than non free/reduced lunch students

–– Follows studies that social/economic status is the Follows studies that social/economic status is the

primary factor influencing standardized test primary factor influencing standardized test

performance across the countryperformance across the country

–– Holds for both special education and nonHolds for both special education and non--special special

education student groupseducation student groups

Overall ObservationsOverall Observations�� Looking at MCAS results (and we’ve only looked at these superficLooking at MCAS results (and we’ve only looked at these superficially ially

tonight) show that student improvement is uneven as measured by tonight) show that student improvement is uneven as measured by a a single standardized testsingle standardized test

�� Results show expected trends as measured by researchers across tResults show expected trends as measured by researchers across the he country country ieie, the differences based upon social/economic status, special , the differences based upon social/economic status, special education status and gendereducation status and gender

�� The discrepancies in scores exist at all grades and levels basedThe discrepancies in scores exist at all grades and levels based partly partly upon the different students being tested and the differences in upon the different students being tested and the differences in tests tests from year to yearfrom year to year

�� That there are differences in how well students do on multiple cThat there are differences in how well students do on multiple choice, hoice, open response and short answer questionsopen response and short answer questions

�� In looking at MCAS results on a different level we see differencIn looking at MCAS results on a different level we see differences in es in responses based upon the state standards being tested (which agaresponses based upon the state standards being tested (which again in varies from year to year)varies from year to year)

�� MCAS failures are often a result of an Alternative test in whichMCAS failures are often a result of an Alternative test in which the the student scores a 100 but that’s not considered ‘passing’student scores a 100 but that’s not considered ‘passing’

�� MCAS should be a tool used to look at overall progress and idealMCAS should be a tool used to look at overall progress and ideally ly would be used to compare the same students over time.would be used to compare the same students over time.

Potential Reasons Potential Reasons

for inconsistent student progressfor inconsistent student progress1.1. Lack of consistency in educational expectations and mandates Lack of consistency in educational expectations and mandates

1.1. Lack of an Articulated Curriculum.Lack of an Articulated Curriculum.

2.2. Inconsistent use of approved curriculum.Inconsistent use of approved curriculum.

3.3. Inconsistent interventions to provide student helpInconsistent interventions to provide student help

4.4. Inconsistent use of assessments/assessment data to modify instruInconsistent use of assessments/assessment data to modify instructionction

5.5. Students moving into district unprepared for MCAS and not reflecStudents moving into district unprepared for MCAS and not reflective of what we’ve tive of what we’ve been doing to educate studentsbeen doing to educate students

2.2. Inconsistent implementation of best pedagogical practice.Inconsistent implementation of best pedagogical practice.1.1. Lack of consistency in evaluation protocolsLack of consistency in evaluation protocols

2.2. Inconsistent sharing with teachers of items seen in walkthroughsInconsistent sharing with teachers of items seen in walkthroughs

3.3. Lack of common understanding/rubric for what is best practiceLack of common understanding/rubric for what is best practice

3.3. Inconsistency in AssessmentInconsistency in Assessment1.1. Assessment/data use varies across the districtAssessment/data use varies across the district

2.2. Lack of process model/means to gather, share and interpret data Lack of process model/means to gather, share and interpret data across the districtacross the district

4.4. Inconsistent availability/use of resourcesInconsistent availability/use of resources1.1. Lack of sufficient fundingLack of sufficient funding

2.2. Educational materials not consistent, upEducational materials not consistent, up--toto--date or research baseddate or research based

3.3. Parent and community resources are not being used effectivelyParent and community resources are not being used effectively

Effective InstructionEffective Instruction�� ““No matter the instructional format No matter the instructional format –– lecture, smalllecture, small--group group

activity, or individualized assignment activity, or individualized assignment –– students make students make their own sense of what theytheir own sense of what they’’re taught. Ideas donre taught. Ideas don’’t fly t fly directly from teachersdirectly from teachers’’ minds into learnersminds into learners’’ minds. minds. Effective instruction requires teachers to be able to assess Effective instruction requires teachers to be able to assess what students are taking from instruction and adapt their what students are taking from instruction and adapt their instruction to meet the differing needs of students.instruction to meet the differing needs of students.””

–– Jayne BoydJayne Boyd--ZahariasZaharias and Helen Pateand Helen Pate--Bain in Bain in ““Class Matters Class Matters –– In and Out of SchoolIn and Out of School”” in in Phi Phi DeltaDelta KappanKappan, September 2008 (p. 40, September 2008 (p. 40--44)44)

�� ““In a perfect world, highIn a perfect world, high--school curriculum standards school curriculum standards would link up with collegewould link up with college--admissions placement admissions placement decisions. There needs to be a shift in tone from aptitude to decisions. There needs to be a shift in tone from aptitude to achievement.achievement.””

–– Nicholas Nicholas LemannLemann, , ““Take Tests Down a Notch, Report SaysTake Tests Down a Notch, Report Says”” by Eric Hoover in by Eric Hoover in The The

Chronicle of Higher EducationChronicle of Higher Education, Sept. 26, 2008, Sept. 26, 2008

Use of TimeUse of Time

The most recent study (Aronson et al., 2005) defined three ways The most recent study (Aronson et al., 2005) defined three ways of looking at of looking at

school time and the impact of each:school time and the impact of each:

�� Allocated timeAllocated time (the number of days and hours students are required to attend (the number of days and hours students are required to attend

school, including lunch, recess, transitions, assemblies, and noschool, including lunch, recess, transitions, assemblies, and nonn--instructional instructional

activities) activities) –– There is little or no relationship between allocated time and There is little or no relationship between allocated time and

student achievement (see page 3 of the report, linked below, forstudent achievement (see page 3 of the report, linked below, for a graphic a graphic

showing a complete lack of correlation between reading achievemeshowing a complete lack of correlation between reading achievement and the nt and the

number of instructional hours a year in 21 countries).number of instructional hours a year in 21 countries).

�� Engaged time or time on taskEngaged time or time on task (the hours during which students are actually (the hours during which students are actually

involved in learning activities) involved in learning activities) –– There is some relationship between engaged There is some relationship between engaged

time and achievement.time and achievement.

�� Academic learning timeAcademic learning time (the hours when students are actively engaged in (the hours when students are actively engaged in

learning activities synched to their level and readiness) learning activities synched to their level and readiness) –– The amount of The amount of

academic learning time has the largest relationship to student aacademic learning time has the largest relationship to student achievementchievement..

Assessing who/what?Assessing who/what?

�� ““A couple of decades ago, people associated A couple of decades ago, people associated testing results with sotesting results with so--called ability. We have called ability. We have come to a clearer understanding that those scores come to a clearer understanding that those scores have more to do with opportunities.have more to do with opportunities.””

–– William Fitzsimmons, Harvard admissions dean, William Fitzsimmons, Harvard admissions dean, ““Take Tests Down a Notch, Report SaysTake Tests Down a Notch, Report Says””

by Eric Hoover in by Eric Hoover in The Chronicle of Higher EducationThe Chronicle of Higher Education, Sept. 26, 2008, Sept. 26, 2008

�� ItIt’’s tempting, when students are given some kind s tempting, when students are given some kind of assessment, to assume the results primarily of assessment, to assume the results primarily reveal how much progress each kid is, or isnreveal how much progress each kid is, or isn’’t, t, making, rather than noticing that the quality of the making, rather than noticing that the quality of the teaching is also being assessedteaching is also being assessed..

–– ““ItIt’’s Not What We Teach, Its Not What We Teach, It’’s What They Learns What They Learn”” byby AlfieAlfie Kohn in Kohn in Education WeekEducation Week, Sept. 10, 2008 (Vol. 28, , Sept. 10, 2008 (Vol. 28,

#3, p. 32, 26)#3, p. 32, 26)

Research Supporting Research Supporting

Assessments Assessments Kim Marshall argues that duringKim Marshall argues that during--thethe--year assessments are among the most year assessments are among the most

powerful tools for closing the achievement gap. When teachers uspowerful tools for closing the achievement gap. When teachers use duringe during--

thethe--year assessments well, they can spot learning problems and fix tyear assessments well, they can spot learning problems and fix them hem

before they snowball. This simple yet powerful insight is echoedbefore they snowball. This simple yet powerful insight is echoed in the in the

three different strands of research:three different strands of research:

(a)(a) Benjamin BloomBenjamin Bloom’’s 1970s work on mastery learning, which showed that s 1970s work on mastery learning, which showed that

when teachers use unit assessment results to immediately help stwhen teachers use unit assessment results to immediately help students who udents who

scored below 80%, yearscored below 80%, year--end achievement improves dramatically; end achievement improves dramatically;

(b)(b) The The ““effective schoolseffective schools”” research, which has found that beatresearch, which has found that beat--thethe--odds odds

schools almost always use data from ongoing assessments to fineschools almost always use data from ongoing assessments to fine--tune tune

teaching; and teaching; and

(c)(c) Total Quality Management, which helped factories produce higherTotal Quality Management, which helped factories produce higher--quality quality

products by getting management to listen to workersproducts by getting management to listen to workers’’ insights and allow insights and allow

them to stop the assembly line and fix problems on the spot.them to stop the assembly line and fix problems on the spot.

Assessment TypesAssessment Types

In schools, there are two types of duringIn schools, there are two types of during--thethe--year assessments, and Marshall year assessments, and Marshall

argues that itargues that it’’s important to distinguish between them:s important to distinguish between them:

InIn--thethe--momentmoment (sometimes called formative) assessments usually happen within (sometimes called formative) assessments usually happen within

minutes of initial teaching (for example, minutes of initial teaching (for example, ““clickersclickers””, small whiteboards, and , small whiteboards, and

exit cards), allowing teachers to fix learning problems on the sexit cards), allowing teachers to fix learning problems on the spot or the very pot or the very

next day. next day.

InterimInterim (a.k.a. benchmark, periodic, or quarterly) assessments are usua(a.k.a. benchmark, periodic, or quarterly) assessments are usually given lly given

after 4after 4--9 weeks of instruction and look more like conventional tests. Th9 weeks of instruction and look more like conventional tests. They ey

produce data that allow teachers and administrators to analyze lproduce data that allow teachers and administrators to analyze learning earning

problems and intervene with struggling students. These are the kproblems and intervene with struggling students. These are the kinds of inds of

assessments touted by Rickassessments touted by Rick DuFourDuFour, Mike, Mike SchmokerSchmoker, Doug Reeves, Jeff , Doug Reeves, Jeff

Howard, and other American researchers and are the core ofHoward, and other American researchers and are the core of DuFourDuFour’’ss

““Professional Learning CommunityProfessional Learning Community”” process.process.

–– ““Interim Assessments: A UserInterim Assessments: A User’’s Guides Guide”” by Kim Marshall in by Kim Marshall in Phi DeltaPhi Delta KappanKappan, September , September

2008 2008

InIn--thethe--moment assessmentsmoment assessments

�� InIn--thethe--moment assessments moment assessments keep students on their toes and get them keep students on their toes and get them

more engaged in the learning process, since the teacher checks fmore engaged in the learning process, since the teacher checks for or

understanding on a regular basis. Immediate feedback on learningunderstanding on a regular basis. Immediate feedback on learning

problems helps teachers see gaps in their teaching and gives theproblems helps teachers see gaps in their teaching and gives them a m a

chance to get all students over the bar. In addition, brain resechance to get all students over the bar. In addition, brain research has arch has

shown that when students are quizzed on new learning within 24 shown that when students are quizzed on new learning within 24

hours, the information is embedded more effectively in longhours, the information is embedded more effectively in long--term term

memory. The toolbox of inmemory. The toolbox of in--thethe--moment assessments is very unevenly moment assessments is very unevenly

used in American used in American classrooms, classrooms, and there is a huge need for training and and there is a huge need for training and

support.support.

Interim assessmentsInterim assessments

�� Interim assessmentsInterim assessments have their own powerful logic, quite distinct from have their own powerful logic, quite distinct from that of inthat of in--thethe--moment assessments: (a) Interim assessments check on moment assessments: (a) Interim assessments check on whether students remember material that was presented several wewhether students remember material that was presented several weeks eks ago; (b) They can be more wideago; (b) They can be more wide--ranging and comprehensive and assess ranging and comprehensive and assess whether students are able to apply concepts in new settings; (c)whether students are able to apply concepts in new settings; (c) They They can track studentscan track students’’ progress; (d) The results can be made visible in progress; (d) The results can be made visible in spreadsheets and wall charts; (e) Samespreadsheets and wall charts; (e) Same--subject/samesubject/same--grade teacher grade teacher teams can use the results to share insights on learning problemsteams can use the results to share insights on learning problems and and best practices; (f) Interim assessments allow administrators to best practices; (f) Interim assessments allow administrators to get into get into the act, monitoring teaching with greater insight, shifting the the act, monitoring teaching with greater insight, shifting the conversation to results, and providing support; (g) They make itconversation to results, and providing support; (g) They make itpossible for schools to systematically target struggling studentpossible for schools to systematically target struggling students in the s in the areas of their greatest weakness; and (h) By simulating testing areas of their greatest weakness; and (h) By simulating testing conditions, interim assessments can help build studentsconditions, interim assessments can help build students’’ confidence for confidence for highhigh--stakes tests. stakes tests.

MarshallMarshall’’s guidelines for successful, gaps guidelines for successful, gap--

closing implementation, Page 1closing implementation, Page 1..

�� Build understanding and trust.Build understanding and trust. “Teachers need repeated assurances “Teachers need repeated assurances that interim assessments are lowthat interim assessments are low--stakes and will not be used as part of stakes and will not be used as part of performance evaluations,” says Marshall. “The outcome should be performance evaluations,” says Marshall. “The outcome should be a a climate in which continuous adult learning can take place.” In tclimate in which continuous adult learning can take place.” In the he words of Brooklyn principal Hector Calderon, “Data without blamewords of Brooklyn principal Hector Calderon, “Data without blame.” .” It’s very helpful for teachers to see interim assessments weeks It’s very helpful for teachers to see interim assessments weeks before before they are given; this communicates trust and helps align curriculthey are given; this communicates trust and helps align curriculum and um and teaching.teaching.

�� Clarify learning outcomes.Clarify learning outcomes. Every teacher should have a crystalEvery teacher should have a crystal--clear clear list of what students should know and be able to do by the end olist of what students should know and be able to do by the end of the f the year, accompanied by exemplars of proficient student writing andyear, accompanied by exemplars of proficient student writing andproblemproblem--solving.solving.

�� Set a multiSet a multi--year target and annual SMART goals.year target and annual SMART goals. It takes years to It takes years to bring about major gains in student achievement, and setting a 4bring about major gains in student achievement, and setting a 4--year year school target helps keep everyone’s eyes on the prize and track school target helps keep everyone’s eyes on the prize and track progress each year. Teacher teams can then set annual goals progress each year. Teacher teams can then set annual goals –– for for example, 85 percent of first graders will be reading atexample, 85 percent of first graders will be reading at FountasFountas--PinnellPinnelllevel I (instructional level) by June level I (instructional level) by June –– and track students’ progress using and track students’ progress using interim assessments. interim assessments.

Marshall’s Guidelines, Page 2Marshall’s Guidelines, Page 2

�� Get good assessmentsGet good assessments. They don. They don’’t have to be psychometrically perfect, t have to be psychometrically perfect, but interim tests should be well aligned with state standards anbut interim tests should be well aligned with state standards and tests d tests and instructional materials, provide cumulative information on and instructional materials, provide cumulative information on studentsstudents’’ progress, and evaluate higherprogress, and evaluate higher--order thinking skills and order thinking skills and writing.writing.

�� Schedule assessments and time for immediate followSchedule assessments and time for immediate follow--upup. Everyone. Everyone’’s s calendar should have the dates when interim assessments will be calendar should have the dates when interim assessments will be given, given, when they will be scored and analyzed, when teacher teams will mwhen they will be scored and analyzed, when teacher teams will meet eet to discuss insights and strategies (ideally within 24to discuss insights and strategies (ideally within 24--48 hours of the 48 hours of the time students take the tests), and whentime students take the tests), and when reteaching reteaching will take place.will take place.

�� Involve teachers in making sense of assessmentsInvolve teachers in making sense of assessments. . ““The heart of the The heart of the process of interim assessment is teachers making new instructionprocess of interim assessment is teachers making new instructional al decisions based on timely information,decisions based on timely information,”” says Marshall. Scanners says Marshall. Scanners should be used to correct multipleshould be used to correct multiple--choice items, but teachers should choice items, but teachers should score writing prompts and openscore writing prompts and open--ended questions and have their hands ended questions and have their hands on the analysis process to gain maximum insight into their studeon the analysis process to gain maximum insight into their studentsnts’’thinkingthinking..

MarshallMarshall’’s Guidelines, Page 3s Guidelines, Page 3�� Display data effectivelyDisplay data effectively. Spreadsheets and wall charts are powerful . Spreadsheets and wall charts are powerful

tools in answering the key questions: How did students do on eactools in answering the key questions: How did students do on each h item? On each standard? Compared to their previous work?item? On each standard? Compared to their previous work?

�� Hold candid data meetings and plan for actionHold candid data meetings and plan for action. . ““To be effective,To be effective,”” says says Marshall, Marshall, ““these meetings need to be hardthese meetings need to be hard--hitting, honest, testhitting, honest, test--inin--hand, hand, and lowand low--stakes. They should celebrate successes and then examine stakes. They should celebrate successes and then examine what students got wrong and figure out why they got it wrong.what students got wrong and figure out why they got it wrong.”” ItIt’’s s helpful to have an instructional coach or administrator to guidehelpful to have an instructional coach or administrator to guide these these data meetings, at least at first.data meetings, at least at first.

�� Involve students in the processInvolve students in the process. Ideally, students know what their . Ideally, students know what their learning goals are, what proficient work looks like, what their learning goals are, what proficient work looks like, what their current current status is, and how they can best close the gap. status is, and how they can best close the gap. ““Student involvement in Student involvement in the improvement process is one of the great untapped resources ithe improvement process is one of the great untapped resources in n American schools,American schools,”” says Marshall.says Marshall.

�� Follow up relentlesslyFollow up relentlessly. . ““Interim assessments are a waste of time if Interim assessments are a waste of time if teachers donteachers don’’t implement their action plans and check to see if students t implement their action plans and check to see if students improveimprove…… Principals need to monitor the teachersPrincipals need to monitor the teachers’’ followfollow--up efforts up efforts and provide as much support as needed.and provide as much support as needed.””

–– Information for these Information for these ‘‘MarshallMarshall’’ Slides came from Slides came from ““Interim Assessments: A UserInterim Assessments: A User’’s s GuideGuide”” by Kim Marshall in by Kim Marshall in Phi DeltaPhi Delta KappanKappan, September 2008 (Vol. 90, #1, p. 64, September 2008 (Vol. 90, #1, p. 64--6868

Improvement StrategyImprovement Strategy

�� Focus on district visionFocus on district vision

–– District and School Improvement plansDistrict and School Improvement plans

»» Need to link data sources to provide insight Need to link data sources to provide insight (triangulation)(triangulation)

»» Ensure that links between Curriculum, Instruction, Ensure that links between Curriculum, Instruction,

Assessment and staff knowledge of student needs Assessment and staff knowledge of student needs

are effectiveare effective

»» Review current resources for effectiveness of use Review current resources for effectiveness of use

»» Determine priorities of needed resourcesDetermine priorities of needed resources

Monitor Student AchievementMonitor Student Achievement

�� District wide, uniform assessmentsDistrict wide, uniform assessments

–– Student data (related to specific goals)Student data (related to specific goals)

»» Standardized, district specific and classroom/teacherStandardized, district specific and classroom/teacher

�� Reporting information outReporting information out

–– Use of information by staffUse of information by staff

–– Use in decision making by leadership teamUse in decision making by leadership team

–– AnalysisAnalysis

–– Storage and retrievalStorage and retrieval

Next Steps Next Steps ((Short TermShort Term))

�� Complete articulation of the curriculum within and Complete articulation of the curriculum within and between schools and ensure that it follows the state between schools and ensure that it follows the state curriculum frameworkscurriculum frameworks

�� Use existing assessment tools and data effectivelyUse existing assessment tools and data effectively

�� Ensure protocols are in place and all staff are effectively Ensure protocols are in place and all staff are effectively using student information system and resourcesusing student information system and resources

�� Provide professional development around the use of data Provide professional development around the use of data (interpretation and application) and acquisition of basic (interpretation and application) and acquisition of basic data (rubrics and basic benchmarks)data (rubrics and basic benchmarks)

�� Collect ‘clean’ data for export into data warehouseCollect ‘clean’ data for export into data warehouse

�� Provide staff support in meeting obligationsProvide staff support in meeting obligations

Next Steps Next Steps (Long Term)(Long Term)

�� Implement articulated curriculumImplement articulated curriculum

�� Adopt/Revise assessments and align with curriculum (use Adopt/Revise assessments and align with curriculum (use of rubrics and benchmarks)of rubrics and benchmarks)

�� Streamline SISStreamline SIS

–– MS/HS onMS/HS on--line gradesline grades

–– ElementaryElementary----new report cardnew report card

�� Use triangulated data (classroom, district, state) to inform Use triangulated data (classroom, district, state) to inform instruction at the classroom level instruction at the classroom level

�� Use evaluation/supervision results to develop personal Use evaluation/supervision results to develop personal professional development goalsprofessional development goals

�� Assist staff in meeting technology benchmarks Assist staff in meeting technology benchmarks

District Improvement Plan (DIP)District Improvement Plan (DIP)

�� The revised DIP focuses on the areas that The revised DIP focuses on the areas that we believe are holding students back from we believe are holding students back from making consistent academic progressmaking consistent academic progress

�� The revised DIP follows the areas of The revised DIP follows the areas of concern required by the stateconcern required by the state

�� The revised DIP focuses on actions that we The revised DIP focuses on actions that we can take to address areas of concerncan take to address areas of concern

�� The revised DIP has timelines and goals for The revised DIP has timelines and goals for measuring progressmeasuring progress

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