Weeks+5+&+6++SHARED+PROPOSALS+(Research+and+Practice+Protocols)

=111. SHARED PROPOSALS (Research and Practice Protocols) Week V and Vl=

District Assessment Policy:

The Superintendent will be responsible for designing and implementing a student assessment policy to support and maintain a current educational program, and educational assessment that guides instruction. The Board of Education will approve the plan on a yearly basis. A variety of tests and assessments, at specific times and designated grade levels will be used to obtain information about the academic growth and potential of each student. All assessments shall be administered to monitor student learning and inform instruction. This information is used to: The district expects ALL assessments to provide accurate information about student achievement. Each assessment should be developed from a clear set of standards, serve an instructional and relevant purpose, sample student achievement in an appropriate manner, and control sources of bias and distortion that could lead to inaccurate assessment. Assessment will be used to promote high student achievement and can be an effective teaching tool. Students will be involved in the assessment and evaluation of their own achievement under direct supervision. Teachers will use assessment to help students understand the meaning of academic success, and to meet the highest achievement expectations. The district will allocate resources to implement assessment, evaluation, and communication programs to meet the information needs of all stakeholders. Assessments shall identify the proficiency targets to be achieved by students at each grade level and within core content. The district will create a communication system that monitors thorough and continues tracking of student progress. A variety of summative and formative assessments will be used including selected responses, constructed responses, extended constructed responses and essay assessments, performance assessments and project based assessments, product development, and direct oral personal communication with the student. All staff is expected to understand all of these options and know when to utilize each to best meet student needs.
 * 1) Obtain measures of student growth in proficiency and skill in relation to the Wisconsin Academic Standards and our Power Standards.
 * 2) Assist parents/guardians, school personnel and students in making educational and personal decisions.
 * 3) Assess a student’s classroom performance for instructional purposes.
 * 4) Provide meaningful information for students and parents/guardians in relationship to the student’s performance.
 * 5) Provide evidence of the potential ability of each student, in order to set appropriate expectations.
 * 6) To support the evaluation of curriculum strengths and weaknesses in relation to the district learning outcomes.

=__** 2. Develop a Plan for Teacher Involvement in the School Assessment Plan Which Will be Aligned to the District Assessment Policy ** __= My plan for teacher involvement in the school assessment plan is similar to my plan for introducing Stiggins Five Step Model. My district will use this Five Step Model to establish sound classroom assessment practices. The Stiggins Model will be introduced in the year prior to complete implementation. At the beginning of this year, during one of the in-service days, time would be set aside for grade level meetings. Teachers will be provided with a list of thought provoking questions on assessments. They will be asked to reflect upon their current assessment practices and discuss what is working well and what they would like to change. Each grade level team within each building would have the opportunity to share their thoughts with the whole staff. Following these discussions, a presentation would be made, including video clips of Rick Stiggins, professional speakers, and staff from other school districts using Stiggins assessment model. Each grade level in each building would be asked to designate a team leader who would participate in a professional options project for compensation. Team leaders, would participate in half day in-services during school hours, at which time they would discuss assigned readings, and further learn about the Stiggins model by observing in schools that use it, and consulting with teachers who use it. Meetings would be monthly throughout the first quarter. During the second and third quarters, the lead teachers would meet monthly with their grade level teams, during a half day when substitute teachers are provided. Together, grade level teams will discuss current assessment methods, standards, goals and objectives, and devise ways to use Stiggins methods for grade level assessments. During the fourth quarter, teachers will continue to meet, as grade level teams, during the school day, aligning their standards to appropriate assessments and working together as a team to devise meaningful common assessments. Substitute teachers will be provided for the teachers.

During the summer, grade level teams will have the opportunity to collaborate for several days (with pay) to refine their assessments and power standards, and relate these to grade level reporting in the quarterly report cards. Because teachers will have been asked to participate in this process all along, and because they will have been asked to reflect on their current assessment methods prior to asking them to make changes, I would hope that they would be responsive to the change and feel as though they were a part of the process. Using selected readings, showing video clips of Rick Stiggins during seminars, having professional development speakers address the staff, providing release time for staff to observe in other schools using the Stiggins model, and providing release time during the school day to collaborate with grade level teams will all provide adequate professional development and allow teachers “buy in” to the process. During the first year of implementation, teachers would continue to have one half day per month release time for grade level meetings to reflect on the assessments they have developed, make necessary changes and discuss student results. Each quarter teachers would have one day to meet individually with students to discuss student's goals and objectives, assessments, devise a plan to reach their goals, and to do running records for each student. Involving students by having them set goals and realize their own direction will boost overall student achievement.

=__** 3. Develop a Plan for Student Involvement in the Assessment Process ** __=

The mission of the district is to promote student learning and inspire all children to learn, think, and succeed. In addition to mastering core curriculum, students need the ability to solve complex academic and real life problems. They need independence and critical thinking skills, as well as interpersonal, and technology skills. In addition, today’s students need the ability to make ethical decisions and understand differences in cultures. In order for students to graduate prepared for success, they need to be engaged in their learning process all through their learning career. By actively participating in learning, and assessment of that learning, from the very beginning of their school careers, they will be more likely to be successful problem solvers and life long learners, long after they leave the public education system. Students should be active participants in assessments, even at the kindergarten level, through oral conferences with teachers and parents, goal selections, and progress monitoring. Students should be free to explore different learning styles and choose styles that work for them. Various assessments need to be used and students should have some control, with teacher direction, over assessment selections. Teacher’s conferencing with students prior to units of study, during units of study, and after, will promote critical thinking skills, student ownership, and involvement in the assessment process.

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