A shorter version of a longer ppt on the impact on assessment to drive instructional practices

2. The plan-assess-adjust cycle
According to the state of New York’s School Quality Indicators the plan-
assess-adjust cycle shows that there is evidence of continuous
improvement of educational practices via data-driven, collaborative
instructional planning and continuous monitoring of progress of all
students and subgroups, e.g., 4-6-week improvement targets; clearly-
defined timeframes to adjust practice during the school year; clear
milestones for progress are defined in advance. (Quality indicator 3.7 in
School Leadership)
According to the State indications of assessment can include;
Interim assessment reports e.g., Princeton and Acuity Interim Assessments and
classroom assessments used in conjunction with pacing calendars
ELA and Mathematics learning activities organized by ELA and Mathematics skill
levels
Review, analysis and adjustment conducted periodically
Formal curriculum, instruction and assessment review and revision

3. The Old Plan (Summer 2011)
Planning for the 2011 – 2012 school year, Bronx
Green Middle School’s assessment plan included
formative and summative assessments

4. Some of the formative
assessments regularly
in used or in place
Formative assessments
 Entrance slips
 Exit slips
 Questioning
 Think, Pair, Share
 Group discussions (small and whole class)
 Anticipation Guides
 Quizzes
 Acuity
 iXL
 Achieve 3000
 Learning Logs
 Self assessments
 Graphic Organizers
 Conferencing (individual and small group)

5. Summative
Assessments
Summative assessments;
Beginning, Mid, and Endline assessments in
ELA
Baseline and Endline in Math (inconsistently)
Reading Records (September, January, May)
End of unit projects in all content areas
End of unit tests and quizzes
New York State Assessments including ELA,
Math Science (grade 8), NYSELAT (including
alternate assessment scores)
Promotional Appeal Portfolio's
GSIP’s for all IEP students meeting modified
criteria

6. Analysis of the 2011 – 2012 Assessment Plan
(based on the 2010 – 2012 school year)
Assessment was commonly used in the
classrooms in many forms, however, data was
sporadically collected, rarely looked at to inform
and drive instruction and develop both teacher
and student goals.
Some teachers used various forms of data
during team meetings to look at student
progress but this was usually limited to state test
scores.

7. The new plan 2011 - 2012
Inclusion in the Talent Management Policy under the
New State Law for APPR to determine teacher
effectiveness the ways in which we assessed our
students needed to be reassessed and revised.
The school had to make choices in how we would not
only assess students but also measure the growth of
a teachers effectiveness in the classroom based on
city options for schools who were “opted-in” to the
pilot program.

8. Assessment Options
CAT – Computer Adapted Tests
Performance Tasks
SLP – Student Learning Portfolio’s
Group Measure
Variance Option

9. Variance Plan
After considering the options from the city, I made the decision to
apply for the variance application. While it was clearly the most
work on the school level because it required schools to create their
own assessments, submit them for approval, grade and analyze their
own data, and use data to determine teacher growth, it also allowed
our school to align assessments specific to the CIE (City-wide
Instructional Expectations) for the CCLS (Common Core Learning
Standards) and focus on a skill which the historical data for the
school has shown that the students have had the least amount of
growth – writing.
Working with our talent coach and the leadership team I developed
the variance application and submitted it to central and the talent
management program. The application is now being used as a model
for schools as a reference for future applications.

10. Implementing the plan
To meet the needs of this new plan the following needed to
created;
 Assessments (that mimicked the state tests in writing)
 Data Capture
 Guide for implementation
 Securement of the assessments
 Norming
 Scoring
 Analysis of data
 Use of assessments to drive instruction and goal set

11. Content Area Grade 6 Grade 7 Grade 8
Developing the
English Language
Arts
Essay with a focus on
Writing Standard 1
Essay with a focus on
Writing Standard 1
Essay with a focus
on Writing
Assessments
Standard 1
The assessments had to
Mathematics Series of extended Series of extended Series of extended
response questions response questions response questions Align to the Common Core Standards
modeled after state modeled after state modeled after state
assessments assessments assessments
(either Writing Standard 1, or Reading
Standard 1)
Social Studies DBQ based on DBQ based on DBQ based on
Writing Standard 1 Writing Standard 1 Writing Standard 1 Be scored using a city-wide developed
Science Series of short and Series of short and Series of short and
rubric
extended responses extended responses extended responses
model after state model after state model after state
Given at least two different times in the
science assessments. science assessments science school year
assessments
Have a specific means to capture data
Art N/A Essay with a focus on Essay with a focus
Students recognize on Students
the societal, cultural, recognize the
and historical
significance of art
societal, cultural,
and historical
The above parameters
and its connection to significance of art led to the following
the real world. and its connection
to the real world. decisions in
Physical Education Fitness Gram Fitness Gram Fitness Gram assessment

12. Adjusting for sub-populations
Using some of the guiding principles of UDL
(Universal Design for Learning) the following was
considerations and adjustments were made;
 Students with Disabilities and English Language
Learners were given graphic organizers and vocabulary
guides (as needed)
 Additional time (as per IEP or state testing indicators)
 Additional scaffolding based on testing modifications

13. Administration of assessments
The assessments were designed to only measure the
students ability to apply their knowledge of Writing
Standard 1
Teachers were given guides to administering the exam
which included 1 – 2 lead in sessions which provided the
opportunity for students to be taught the reading skills
needed to complete the assessment.
A 2nd or 3rd day was then used to administer the actual
exam in which the students were able to use their notes
from the previous sessions.

14. Data and Analysis
The Data
 The data was then collected and captured in a spreadsheet
 Back scoring was done at random to ensure that teachers were scoring accurately
 Fall data was then analyzed by the leadership team to help frame goal setting for
teachers
 Teachers then met with the administration to set goals based on fall data
 At the end of the year the fall and spring data was used to help determine teacher
effectiveness and students growth
Data was also used throughout the year to plan instruction
 For example in ELA as argumentative units were planned the data was used to help
from the unit.
 Students demonstrated difficulty with transitions and conclusions so overall the team
embedded more lessons on these skills

15. The good, the bad and the
ugly…
After the first argumentative unit of writing we noticed that the students
did extremely well on it. It did not match an appropriate level of growth to
the assessment.
An on-demand assessment of writing was done with 90 students across three
grade levels and sub-groups to assess understanding.
The outcome of the on-demand assessment showed a mix of both to much teacher
scaffolding and a more solid delivery of instruction.
We also noticed a more succinct delivery of materials to the students as
it was more data driven and grounded in evidence.
Growth was not as high as we had hoped for students at the end of the
year but growth was still evident in almost all subject areas.
Many other schools in our network have looked at our assessment plan
and begun to implement a version of their own based on our work.

16. Changes for 2012 - 2013
Four assessments will be administered (September, November,
January, and May) under DYO
Previously unused assessments like Acuity and iXL are being
phased out to focus on more specific data.
Teacher teams will have a meeting once a week to specifically
look at data of the students to drive instruction.
Student goal setting based on the outcome of the assessments
will be put into place along with teacher goal setting.

17. My thoughts on assessment
before
Assessment was just something that teachers
did in the classroom.
The plan-assess-adjust cycle was only
obtainable on a small scale – not school wide.
Assessment was something that came easily.
Goal setting was not necessarily assessment
driven.

18. My thoughts on
assessment after
Prior to this process I did not fully have an understanding of the
power of assessment.
Developing and implementing assessment is more difficult of a
task then it looks.
A lot of factors can sway the outcome of an assessment.
The way in which you assess also has to be carefully considered.
Goals when grounded in assessment driven data can move
instruction.
My work on assessment this year will definitely be fundamental
as I move forward in leadership.