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 WatkinsResearch, Evaluation and Assessment Department

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

80%29%37%16%Caucasian

8%28%24%34%African American

5%12%12%9%Latino

5%29%27%39%Asian American

2%2%2%2%American Indian

14%17%12%17%Special Education

6%34%28%41%ELL

28%66%63%84%Free/Reduced Lunch

842,915 42,372 304 483 Total Enrollment

StateSaint PaulSheridan

Como Park

Demographic Comparisons – October 1, 2003

COMO PARK - Percent at Level II-B or Above on the Minnesota Comprehensive Assessment - Grades 3 and 5 Combined

61%

21%12%

34%

33%

37%

60%

22%

11%

24%

37%36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1998 1999 2000 2001 2002 2003 (Corr)

Pe

rce

nt

at

Le

ve

l II

-B o

r A

bo

ve Math

Reading

Approximate AYP Index Target for Como

Como Park Elementary School Data Summary

Reading Math

Prof 03

MCA 01-03

MCA 00-02

SAT 02-03

MAT 01-02

Prof 03

MCA01-03

MCA00-02

SAT02-03

MAT 01-02

hihiSp.Ed

AavavhiavAavavavavELL

AavavhiavAhiavavavPov

AhihiavAhihihiCauc

AavhiavAavhiavAfAm

hihiHisp

AhiavhiavAhihiavavAsAm

AmIn

SHERIDAN - Percent at Level II-B or Above on the Minnesota Comprehensive Assessment - Grades 3 and 5 Combined

58%

17%17%22%

38%

42%

60%

22%24%28%

41%43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1998 1999 2000 2001 2002 2003(Corr)

Pe

rce

nt

at

Le

ve

l II

-B o

r A

bo

ve Math

Reading

Approximate AYP Index Target for Sheridan

Sheridan Elementary School Data Summary

Prof 03

MCA 01-03

MCA 00-02

SAT 02-03

MAT 01-02

Prof 03

MCA01-03

MCA00-02

SAT02-03

MAT 01-02

avavSp.Ed

AhihiavavAavhiavavELL

AhiavavavAhihihiavPov

AhihihiavAhiavCauc

avavhihiAfAm

hiavhiavHisp

AhihihiavAavhihiavAsAm

AmIn

Reading Math

Como Park Elementary

Nancy Stachel, Principal

Michelle Odeen, Technology Coordinator

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

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 …

Usable data vs. just collecting dataStandardized 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 …

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

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

Marcel Proust

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

Provide baseline data At-risk students are identified Academic goals are set & plans for

instruction developed

Instructional Plan Implemented

Intense small group instruction Individual re-teaching Student training on procedures and data

evaluation Subsequent assessments given

Is the student making adequate progress?

No YesC

ontinue current plan

until goal is reached

Move on

to other problem skills

Provide ch

allenge

Why not?

No accoun

tability-stu

dent/parent/teache

r Cu

rriculu

m or

instructional methods

Studen

t not en

gaged

Atten

dance

INTERVENE

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

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

Audrey Bridgeford, Principal

Nancy Mambi, Librarian

Sheila Kluxdal, 5th Grade Teacher

Assessment Instruction

Curriculum

Assessment SynergyTo inform: To inform:

• Public Accountability • Students• Teachers• Families

• Program• Planning

Leaders

Achievement

Standards

Assessment Literate

Teachers

Enabling Classroom

Targets

Periodic Standardized Testing

OngoingClassroomAssessment

School Data

SummativeAssessment

Data

FormativeData by GradeLevel/Content

Area

FormativeData by

Classroom

Usually givenat the end of

the year

Periodic Assessmentto show progress

throughout the year

Frequent Assessmentto show progress of each student

Data Assessment

School data

Community Perception

Data

Assessment Data

Program Effectiveness

Data

Student Information

Data

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?

Books Read

0

5000

10000

15000

20000

25000

30000

2001-2002 2002-2003 2003-2004

School Year

Num

ber

of

Books R

ead

Reading Skills Growth

2

3

4

5

6

7

8

9

A.K. D.N. E.A. G.A. J.M. K.C. L.T. P.V M.A.

Readin

g G

rade L

evel

Sept, 2002Feb, 2004

…and that’s the end of our tale.

Sheridan Elementaryhttp://sheridan.spps.org