1. Getting Ready2. Collect Data 3. Build/Analyze Profiles

School Process Profile 40 or 90 School Data Profile/Analysis Summary Report

4. Set Goals 5. Set Measurable Objectives6. Research Best Practice

7. Develop Action Plans

8. Implement Plan9. Monitor Plan10.Evaluate Plan

Repeat steps 1 - 10

GatherGather

StudyStudy

PlanPlan

DoDo

Comprehensive Needs

Assessment

School Improvement

Plan

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and Stepsand Steps

1)1)CollectCollect

2)2)DiscussDiscuss

3)3)ReportReport

2

Collect DataCollect DataWhat do you already know?What data do you need to know?What additional information/data do you need to know?Where can the information/data be found?

Achievement/ Student

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Demographic or

Contextual Data

Describes our students, staff, building, and community

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

Perception Data

 Opinions of

staff, parents, community and

students regarding our

school 

What types of data do you need?

3

Demographic Data Achievement/Outcome Data

Process Data Perception Data

EnrollmentSubgroups of studentsStaffAttendance (Students and Staff)MobilityGraduation and DropoutConference AttendanceEducation statusStudent subgroupsParent InvolvementTeaching StaffCourse enrollment patternsDiscipline referralsSuspension ratesAlcohol‐tobacco‐drugs violationsParticipation extra‐curricularsPhysical, mental, social and health

Local assessments: District Common Assessments, Classroom Assessments, Report CardsState assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA Nationalassessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSATGPADropout ratesCollege acceptance

Policies and procedures (e.g. grading, homework, attendance, discipline)Academic and behavior expectationsParent participation – PT conferences, PTO/PTA, volunteersSuspension dataSchool Process Profile Rubrics(40 or 90) or SA/SAR (NCA)Event occurred: Who, what, when, where, why, howWhat you did forWhom: Eg. All 8th gradersreceived violencePrevention

Survey data (student, parent, staff, community)OpinionsClarified what others thinkPeople act based on what they believeHow do they see you/us?

What’s Needed NowA balanced assessment system is needed

Honoring the work in classroom assessment, aligned to the state and district assessments

Use a variety of types to assessment Not just more assessment, but of different kinds

All assessments needs to work in the same direction A coordinated as well as balanced system of assessment

What is a Balanced Assessment System?

Formative (or Classroom) Assessment Assessments that takes place as learning is

occurring in the classroom

Informed Interim Benchmark Assessment Assessments that are periodic snapshots of student

achievement at the school or district level

Summative Assessment Assessments of student learning at the conclusion

of a phase of learning

All parts work together and are equally important Measure comparable skills in a complementary

manner

Classroom AssessmentsFormative – Assessment for Learning

Did the student learn what I just taught them?How can I help students learn even more?

Interim/Benchmark Assessments/Unit/ChapterShort-Cycle Informed Assessments

Did students learn the important parts of this unit?

MEAP /MME/MI-Access/End of CourseSummative – Assessment of Learning

Are students proficient?

Comprehensive Balanced Assessment

System

Aligned to Content

Standards

1. Clear PurposeWhy assess?

What’s the purpose?Who will use the results?

2. Clear TargetsAssess what?

What are the learning targets?Are they clear?Are they good?

3. Good DesignAssess how?

What method?Sampled how?

Avoid bias--how?

4. Sound CommunicationCommunicate how?

How do we manage information?How do we report?

Accurate Assessment – “Doing It Right”

Effectively Used – “Using It Well”

5. Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Leadership in Assessment

Local leadership assessment actions:1. Balance assessments2. Continue to refine standards3. Assure assessment quality4. Turn learners into assessors5. Rely on descriptive feedback6. Motivate with learner success7. Assure assessment literacy through

professional development

Pearson Assessment Training Institute, Copyright 2010

“Data is powerful IF insight from educators transform the data through collaborative

problem solving to create an inspiring action plan that is implemented with faith and courage.

Then ask: Is what we’re doing working to improve teaching and learning? How do we know?” Doug Greer