AS YOU COME IN… Please share with the people sitting near you: Since we last met, life has been like what book, movie, or song title? Ellen

District Assessment Review Committee February 9, 2017

Agenda for Tonight Guiding Principles Sharing Our Thoughts on Research So Far Time for Some More Research Beginning Work on our Assessment Framework Vignette: Special Education Exit ticket Ellen

Guiding Principles The purpose of assessment in Shoreline Public Schools is to accurately and efficiently measure all students’ progress toward meeting district standards and achieving college and career readiness. In order to do this, assessments should: be designed to inform instruction; produce actionable/meaningful data; and maximize instructional/learning time. Ellen

Swap and Reflect Swap notes cards and the summary thoughts from our last meeting with another group. Think about the big ideas that come to mind. Add your own group’s thoughts to the summary sheet. Report out by group What did the other group observe that wasn’t on your own group’s summary? Michael (20 minutes)

Continuing Our Research: 1- Read Many articles and studies on assessment, generally and in reading and math, have been loaded on the district website. You may find others. Feel free. Keep our guiding principles in mind as you review. Feel free to discuss your learning with your colleagues. Michael (30 minutes)

Continuing Our Research: 2 - React Review the studies and for each of them: On an index card write a word or words that stand out for you in relation to our work On another card, write a phrase from the article Michael – note: No sentences

Continuing Our Research: 3 - Discuss In groups of three or four, discuss what new ideas you discovered, either from the other group’s notes or your new research. What connections are you making to the articles and our work on district assessment in Shoreline? Michael

Michael

What is an Assessment Framework?   A framework is: a basic conceptual structure (as of ideas) <the framework of the U.S. Constitution> <These influences threaten the very framework of our society.> Ellen (10 minutes)

What is an Assessment Framework? Quick write (individually): What might the basic conceptual structure of an Assessment Framework include? Ellen (10 minutes)

What is an Assessment Framework? Examples SERC (State Education Resource Center, CT) Center on Standards and Assessment Implementation, West Ed Hopkinton Public Schools (Hopkinton, MA) Ellen (10 minutes)

What is an Assessment Framework? Purpose of an Assessment Framework To provide the conceptual structure to guide decision-making around assessments Common Features Explanation of key principles and components Visual representations/charts Ellen (10 minutes)

Assessment Framework With your group, look at your notes and the frameworks in front of you: As a group, generate two posters: List of key components that we should explain in Shoreline’s Assessment Framework Make an attempt at drawing a visual representation/chart Ellen (10 minutes)

Assessment Framework Whole Group Sharing Post your group’s posters Designate a reporter to explain your thinking Ellen (10 minutes)

Assessment Framework Gallery Walk (individually) With a marker, mark posters around the room: - I think this should be included X - While this is an important concept, I don’t see it fitting in our Assessment Framework Ellen (10 minutes)

Assessment Framework Visual Representation/Chart ? Ellen (10 minutes)

Program Assessment vignette #4: Special ED

Shoreline’s Special Education Mission Statement The Student Services/Special Programs Department of Shoreline School District strives to honor and support students with unique educational needs by promoting high quality educational programs for all students, providing leadership and assistance to educational staff and fostering collaborative relationships with families and other professional organizations.

Special Education Process Accessing Services: Birth to 3, Pre-school (3 to 5) School Age (K-12+) Referral Evaluation determines eligibility for services Have a disability Adversely impacts access to education Requires Specially Designed Instruction (SDI) Determine qualifying area/s IEP determines program and placement Must have a goal/s for each qualifying area IEP is implemented

Evaluation Determines Eligibility Eligibility Categories Eligibility Categories Autism Deaf-Blindness Deafness Developmental Delay* Emotional/Behavioral Disability Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impaired Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment

IEP-Specially Designed Instruction (SDI) Academic Behavioral Social/emotional Daily living/adaptive Vocational Cognitive Executive functioning/Organization Related Services—SLP, OT, PT, Vision, Hearing

Special Education Services Elementary Models Co-teaching (a little), Pull-out, Push-in, Self-contained, Mainstreaming, Blending Secondary Models Co-teaching, Mainstreaming in gen ed classes, Specific sped classes, Self-contained programs Related Services are at all levels SLP, OT, PT, Vision and Hearing

Student Totals for February District-wide Total = 1,127 K-12 Total = 943 Elementary = 508 Secondary = 435 Out of District Placement = 15 Service Provider Only = 46 ECE—Birth to 3 yrs. = 76 ECE—3 yrs. to 5 yrs. = 47 Roughly 10% of Shoreline students qualify and receive special education services

Sped Student Outcomes for 2014-15 Leavers

Special Education Assessment Needs District/Classroom Assessment Same as general education when students can access STAR & SRI Progress on IEP goals Behavioral data-multiple options Vocational-Task analysis & Soft skills survey Independence-Rubric/PRS-Performance Rating Scale State Assessment SBA and all other state assessments WA-AIM–Alternate assessments for highly impacted students

Special Education Services Questions?

Exit ticket – Please reflect We have two more meetings to go. What do you think should be our priorities as we continue? Please record your thoughts on a notecard and turn it in as you leave. You may include your name if you wish. Ellen?