Transcript CCS Parent EmPOWERment Academy

CCS Parent EmPOWERment Academy
Where Knowledge = Power
September 28, 2009
“Making Sense of District-wide Assessments”
Assessment Walk
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View the sample assessments 1- 10
On your notecard, list the grade level
that matches the assessment.
Make sure you visit all 10 sample
assessments!
Answers!
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K
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What is Important to Know About
Assessment?
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Classroom assessment is how teachers find out how
well students are learning. It is important because
teachers need a lot of information for the decisions
they have to make.
It can take many forms, such as paper and pencil
assessments, performance assessments,
conversations, or observations.
Classroom assessments are built on clear goals and
criteria for quality work so that they can help
teachers guide students.
What is important to know, cont.
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A parent should expect that classroom assessments
will be clear and reflect what is important in the
class. They should provide specific information
about what students are learning, and they should
use different assessment strategies.
Teachers should provide specific and useful
feedback, and assessments should focus on thinking
and understanding as well as having correct answers.
Classroom assessments help teachers require high
standards for all students.
The word ‘assess’
Comes from the Latin verb ‘assidere’
meaning ‘to sit with’. In assessment one is
supposed to sit with the learner. This
implies it is something we do with and for
students and not to students (Green, 1998)
What are summative and formative assessment?
The garden analogy
If we think of our children as plants …
Summative assessment of the plants is the process of simply measuring
them. It might be interesting to compare and analyze measurements but, in
themselves, these do not affect the growth of the plants.
Formative assessment, on the other hand, is the equivalent of feeding and
watering the plants appropriate to their needs - directly affecting their
growth.
Implications for classroom practice:
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Sharing learning goals with students.
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Involving students in self-assessment.
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Providing feedback that helps students recognize their
next steps and how to take them.
Being confident that every student can improve.
What does assessment look like in
our district?
Activity:
 With a partner, take a moment to look at
our CCS District Assessment Calendar.
 Complete the scavenger hunt related to the
calendar
 Create two to three questions you have
about the calendar.
What is the Kentucky Core
Content Test
and
How Did We Do?
•The Kentucky Core Content Test and the
Kentucky Alternate Assessment Program
produce individual student information.
•KCCT This test is taken by students in
grades 3-8, 10 and 11 in the spring of the
school year and by students in grade 12 in
the fall of the same school year.
The reading, mathematics, science, and social studies
tests contain multiple-choice and open response
(essay-like) questions. For on-demand writing, students at
grades 5, 8 and 12 complete a writing task that addresses
a prompt. Grades 5 and 8 tests also include passagebased multiple-choice editing/revising items.
Kentucky Alternate Assessment Program This program
is an assessment process developed for
students with the most severe disabilities and who are not
able to participate within the general
curriculum, even when they are provided all possible
accommodations and assistive supports.
Kentucky’s Alternate Assessment Program includes less
than 1% of the total tested student
population.
KCCT Performance Levels
Summaries of the language used to describe the performance
levels of Novice, Apprentice, Proficient, and Distinguished are
included on the Individual Student Report.
The performance levels are used in reporting student results
within the KCCT. The Proficient level is the goal for all
students.
For more explicit and detailed descriptions it is best to consult
the descriptions for each particular grade level and content
area. These descriptions can be found on the Kentucky
Department of Education’s (KDE) web site at:
http://www.education.ky.gov.
KCCT Performance Levels Cont.
To communicate a more specific indication of how close a
student’s work is to the next performance level, for reporting
purposes in reading, mathematics, science, social studies,
and on demand writing, the performance levels of Novice
and Apprentice are subdivided into the following
categories:
* Novice Low *
Apprentice Low
* Novice Medium * Apprentice Medium
* Novice High *
Apprentice High
Who Tests In Which Area(s)?
See Chart on KCCT Parent
Guide Handout
(Page 2)
How Did We Do This Year?
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We’ve made substantial gains across the district with each school making
gains in twp or more content areas.
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Substantial gains were made with not only our most struggling students, but
with our highest performing students.
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For the first time, we met all 13 goals for AYP.
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The transition index calculated by the Kentucky Association of School
Councils rates Campbell County Schools 14th amongst all county school
districts, with the 6th highest transition index of the 120 county districts in
the state!
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Campbell County Schools are now ranked 30th in the state of 175 districts.
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Our elementary schools combined showed an outstanding 102 Transition
Index. The CCMS TI is now 96. The CCHS TI is now 78.
What is MAP testing and how
can it help my child?
53 NWEA Partners in Kentucky
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Anderson County School District
Augusta Independent SD
Barren County School District
Bath County SD
Beechwood SD
Bellevue Independent School District
Bowling Green Christian Academy
Breckinridge County School District
Bullitt County School District
Calloway County School District
Campbell County School District
Casey County SD
Christian County School District
Christ the King (Lexington)
Clark County School District
Cloverport Independent SD
Clinton County School District
Corbin Independent School District
Crittenden County School District
Daviess County Public School District
Dayton Independent SD
Erlanger-Elsmere Schools
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Estill County School District
Fayette County School District
Fleming County School District
Franklin County SD
Green County Board of Education
Hancock County SD
Hardin County School District
Henderson County School District
Lawrence County School District
Lewis County SD
Ludlow County School District
Madison County SD
Mason County SD
McCreary County School District
McLean County Board of Education
Meade County School District
Middlesboro SD
Muhlenberg County School District
Newport Independent School District
Owensboro Public School District
Paris Independent SD
Russellville Independent School District
53 NWEA Partners in
Kentucky
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Silver Grove ISD
Simpson County Public Schools
Southgate Independent School District
Taylor County SD
Union County School District
Walton Verona Independent School
District
Webster County Public School District
Williamstown Independent School
District
State and Local Standards and Expectations
Norm-Reference Model
Standards-Based Model
Growth-Model
QUESTION…
How would education change
if you knew exactly where
each student was in their
achievement and growth?
Traditional distribution of
student performance
Zone of Proximal Development
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Research suggests that children make the most
significant gains in learning when they are
presented new concepts and skills that are
slightly ahead of what they can do
independently.
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In other words, instruction should challenge the
child and aim toward the upper levels of what
Vygotsky (1978) calls the "zone of proximal
development."
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The trick is to find the match between what the
child knows and the optimal degree of
assistance needed to move the child toward the
next developmental step.
This is another sample math item.
Notice the calculator at the bottom. It
will appear for some items. The student
will use it just like a regular calculator,
only they click on the buttons with the
mouse instead of pressing them with
their finger.
Sample Math Question
• Work the problem on your
scratch paper
• Click on the best answer
• Click on the “Go on” button
Some reading items have scroll bars on
the passage. Students must move the
scroll bar down to see the entire passage
by using the mouse.
2008 NWEA RIT Scale Status Norms
Expectations?
Review the previous slide. What is the
average (mean) RIT score for mathematics at
your child’s level for the BEGGING OF THE
YEAR?
See P. 7 in Select Reports
nwea.org
Class breakdown
Daniel took this test in 46 minutes and 17 seconds
Math, Reading, Language Usage (Science)
District by School
Student Progress Report
Student Progress Report
Investigating a student report:
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View the report for “A. Student” on pages 11-13.
Locate the student’s RIT Score for F09 Math. Is the student
lower, higher or right on the district average?
What is the student’s goal performance for F09 in Geometry?
How many RIT points did the student grow from F08 to F09
in reading. Is this higher or lower than the typical growth?
What is the student’s percentile range for Language Usage in
F09?
In Language Usage, what goal did this student achieve the
highest goal performance in for F09?
Look at the individual student graph report. Is the student
scoring above or below the District Avg. RIT?
Most Importantly!
As a parent you play a critical role in
promoting your child’s academic
growth and overall well-being…
Remember to set goals and
monitor their growth!
Exit Slip
3-2-1
Please list 3 things you have learned.
Please list 2 things you want to know more about.
Please list one thing that we can do as a district to
better inform parents of assessment results.