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