Deborah E. Baker, Ph.D.Assistant Supt. C & I

A means of accessing and organizing information about student achievement and the role current curriculum and instructional practices play in supporting that achievement.

For each area, define specific outcomes based on:◦District identified standards◦State and national standards◦Research on best practices

1. Student Achievement

– What are the expectations for student learning in XXX at Brighton Central School District?

– What are the essential knowledge and skills students are expected to achieve across the curriculum?

– How well are students learning? – Is this happening for all groups of students?

2. Focus on the work of the organization

– To what extent is the organization supporting the goals for student achievement in the areas of:– Curriculum– Instruction– Assessment

Determine overarching goals of XXX program. These become the “dimensions” of the program that will be measured.

How do we define mathematical literacy?

What are specific indicators of each dimension?(Performance Indicators)

Dimension 1: Students understand the concepts of and become proficient with the skills of mathematics.

Dimension 2: Students communicate and reason mathematically.

Dimension 3: Students are problem solvers by using appropriate tools and strategies.

Guiding Question: What are the expectations for student learning in the English Language Arts

program at BCSD?

What are specific indicators of each dimension?

(Performance Indicators)Dimension 1 Reading:~Students develop literacy skills for a wide variety of purposes including the study and appreciation of literature. ~Students develop literary skills to make connections to personal, cultural and universal themes.Dimension 2 Writing: Students write for a variety of purposes to express ideas using correct conventions of standard written English appropriate to the task.Dimension 3 Speaking:Students speak fluently with projection with correct conventions of standard spoken English in a variety of settings and purposes.Dimension 4 Listening: Students listen perceptively for a variety of purposes.

Dimension 5 Viewing: Students critically view a variety of media such as:TVComputerTextsAdvertisementssymbolsphotographsartworksculptures

Determine indicators for each dimension (i.e. What does this look like in practice?) ◦ Should be specific and discrete enough to

measure.

Guiding Question: What are the expectations for student learning in the English Language Arts

program at BCSD?

What are the essential knowledge and skills students are expected to achieve across the curriculum?

Dimension 1 Reading:~Students develop literacy skills for a wide variety of purposes including the study and appreciation of literature. ~Students develop literary skills to make connections to personal, cultural and universal themes.

Students:Develop print, phonological and phonemic awareness (1, 4)Decode a variety of texts. (4, 5, 6, 7)Use self-monitoring strategies to work through the reading process. (4, 5, 6, 7, 8)Apply many strategies to comprehend, reflect, interpret, analyze, evaluate and appreciate texts (4, 5, 6, 7, 8)Read a wide range of media, literature and informational texts (8, 9)Are lifelong readers (8, 9)

Dimension 2 Writing: Students write for a variety of purposes to express ideas using correct conventions of standard written English appropriate to the task.

Students:Possess the confidence and comfort to risk producing authentic writing (4)Correctly apply the writing process to produce well constructed texts (1)Gather, evaluate, synthesize, and organize data from many sources to use as evidence in one’s own writing (1)Use a common language of writing (3)Recognize and apply the purposes of different writing genres and use an appropriate voiceIdentify and write in a variety of writing styles (4)Students have a sense of ownership for the direction and the end product of their writing process

Dimension 3 Speaking:Students speak fluently with projection with correct conventions of standard spoken English in a variety of settings and purposes.

Students:Effectively present/share information for a variety of purposes (speeches, reports, debates, peer-to-peer conversations, group discussions, project collaborations, etc.) Appropriately use presentation skills and tools to convey messages (1, 2)Ask appropriate questions in a variety of settings (including self-advocacy) (3)

How do we define mathematical literacy?

What are specific indicators of each dimension?(Performance Indicators)

Dimension 1: Students understand the concepts of and become proficient with the skills of mathematics.

Aggregate math proficiency based on NYS/NCTM standards: 1.Students perform essential operations with a variety of forms of numbers choosing appropriate tools and level of precision.2.Students recognize patterns from real-world, geometric, graphical and numeric situations as recurring functional relationships. They express relationships verbally, symbolically, graphically, or as tables of values. They use representations to solve problems, make predictions, and draw conclusions.3.Students have an understanding of geometric objects and relationships and can make and use measurements in a variety of settings.4.Students use statistical methods to describe, analyze, evaluate and make decisions.

Dimension 2: Students communicate and reason mathematically.

The ability to think and communicate mathematically is comprised of the following behaviors:a.Express mathematical thinking in writing using representations, pictures, numbers, wordsb.Share mathematical thinking with peers, teachers, othersc.Use clear, precise communication d.Make and investigate conjectures – back them up with evidence/proofe.Analyze and evaluate the mathematical thinking and strategies of othersf.Ask questions for clarification, “What if…”. g.Evaluate and infer to make predictions

Dimension 3: Students are problem solvers by using appropriate tools and strategies.

The ability to solve problems using critical thinking and creativity is comprised of the following behaviors:a.Solve non-routine/unrehearsed problemsb.Demonstrate flexible thinkingc.Utilize, evaluate, and refine multiple strategiesd.Use efficient strategies appropriate to his/her grade levele.Produce accurate workf.Exhibit flexibility with tools/technology – choosing appropriate tools, effective/efficient tools for his/her grade levelg.Connect strategies to contexth.Monitor and reflect on process of problem solving

Define the extent to which the organization supports student achievement:◦ What purpose should our curriculum serve?◦ Are instructional practices varied enough to

achieve our academic goals?◦ How do we know students are learning?

Do we have consistent, valid, and reliable measures which are used K-12.

How do we involve students in the assessment process?

Area Possible areas of inquiry. Which are most appropriate? Are there others?

Curriculum- 1. Are there systems in place for developing, implementing and renewing curriculum?

2. Is the curriculum aligned and does it reflect important 21st century skills and concepts?

3. Is the curriculum made up of clearly defined learning targets which are prioritized for importance and relevance?

Instruction 1. Is instruction aligned with curricular goals? 2. Is it data driven? 3. Does it actively engage students? 4. Are there additional supports in place beyond initial instruction for students

at all levels?Assessment 1. Are assessments based on a process of gathering evidence about students’

knowledge of, ability to use, and disposition toward Social Studies and of making inferences from that evidence for a variety of purposes?

2. Is the assessment system balanced: Are assessments used for a variety of purposes? Are assessments aligned to clearly defined learning targets? Are communication systems in place to include teachers, students,

and parents? Are students actively involved in the assessment process?

◦ Norm referenced assessments (NYS, MAP, other)◦ Criterion referenced assessments◦ Locally generated◦ Observations◦ Interviews◦ Surveys◦ Work samples◦ Other

Use of comparativedata

Evaluate/analyze data for:1.Trends over time (compare to self)2.Comparisons to like groups (similar schools,

regions, national norms)

Analyze: Big Little(Whole group Subgroups)

Make recommendations:◦ Short and long term◦ Could involve curriculum, instruction or

assessment practices

Ensure that all staff participate in professional development opportunities specific to addressing the needs of students challenged by mathematics.

Review current assessment practices and align those with grade level outcomes, ensuring a balance between formative and summative assessments.

Provide ongoing parent education opportunities to increase parent awareness of and abilities to assist in increased mathematics achievement.

Curriculum1. Align with performance indicators2. Define continuums of learning3. Listening, speaking, and viewing

Instruction1. Literacy instruction for all and from all2. Opportunities for all readers

Assessment1. Ensure alignment with curriculum2. Improve coordination of rubrics, indicators, & benchmarks3. Self-assessment for students

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

•K- 12 Math•Info. Tech.

•K-12 ELA•K-12 Ext. Studies

•K-12 Music•K-12 Social Studies•K-12 Health•K-12 SpEd

•K-12 Art•K-12 Library Services•K-12 Counseling•K-12 Science

•9-12 Business Ed.•6-8 Home and Careers•K-12 PE•6-12 Foreign Lang. •6-12 Tech. Ed.