Presented by: Diane Burtchin, Karlene Fredericks, Tricia Hastings, Rachel Hinz, and Christine Price Rossford Exempted Village School District

 Based on a curriculum that directly aligns with the standards teachers must teach  A series of formative assessments given over a year  A tool for instruction- by reviewing the test result data teachers can identify strategies and resources that led to student success  Assessments that show what students can and cannot do- teachers can provide detailed feedback and adjust instruction to meet student needs

 To determine whether a student has learned what they are supposed to learn  It is important to begin with the end in mind…So what is the end?  Then we adjust our instruction to meet these needs

 Understand the state standards  Understand the state assessment (layout, format, content, scoring, vocabulary, etc.)  Develop a pacing guide  Develop the SCA’s  Administer the SCA’s  Analyze the data  Adjust instruction accordingly

 Help teachers find out exactly where each student is with regard to the standards  We get the information ahead of time so remediation is an option  SCA’s show a year’s growth by comparing scores from year to year  They require an enduring understanding of the material being taught (just like the OAA)  Show teaching strengths/areas of weakness

 SCA’s give planned and purposeful exposure to the benchmarks, indicators, etc.  SCA’s build resilience and endurance for students to sit through the test and work through tough questions  SCA’s help teachers develop expertise in their abilities to ask higher-level questions, make instructional decisions based on the data, and collaborate both within and across grade levels  SCA’s empower students to become responsible decision makers for learning

Short Cycle Assessment : Improving Student Achievement through Formative Assessment Authors: Susan Lang, Todd Stanley, Betsy Moore ISBN: Susan Lang Todd StanleyBetsy Moore Grade range: K-12 This was our resource for learning more about the SCA process

Year One:  Review standards  Identify what a student would need to do in order to demonstrate mastery  Analyze the standard according to Bloom’s Taxonomy  Develop a Pacing Chart for the year  Begin to look at curriculum alignment  Develop questions for the assessments and create the assessments  Give assessments and make revisions

 Give assessments  Meet for Common Grading  Meet for Data Analysis  Identify best practices  Share resources  Continue to work to align curriculum to standards  Identify questions that need revisions  Prepare for student feedback

 Continue to align curriculum to standards  Develop intervention programs  Give assessments  Meet for Common Grading  Meet for Data Analysis:  Identify questions students struggled with in order to re-teach concepts  Identify questions that need revisions  Identify best practices  Share resources  Prepare for student feedback

1 st Standard for 6 th grade math Numbered indicator Grade Level This test question would be labeled

 Copies of 6 th grade standards will be distributed  With a partner or small group – number each mastery item with grade level, standard, and indicator

 Partial copies of 6 th grade math Short Cycle Assessment will be distributed  Identify the standard/indicator for each of the questions assigned to you

 Number of standards per quarter  Degree of difficulty of standards each quarter  Textbook standards & their alignment with the pacing chart

Curriculum implementations recorded to enhance and improve the quality of student success over time

 Intra-district moves amongst students does not impact content material covered at previous/new school  Quick and concise reference for teacher review  Pacing guides designed to follow lesson/skill sequence in textbook series  Ensures that no standards fall through the cracks or are not addressed  Allows teachers to see the big picture for the school year

 Subject content must be covered by specific deadline – does not take into account re- teaching that may be necessary for student mastery  Lack of flexibility in schedule/teaching content

 Multiple Choice Answers  Short Answer (2 points)  Extended Response (4 points)  Similar Format  Integrates all levels of Bloom’s Taxonomy

 Teachers become knowledgeable about standards and indicators  Writing questions is a process of continuous improvement and revision  Challenges teachers to develop questions involving higher levels of thinking  Increased teacher understanding for mastery of content

 Plagiarism and Copyright  Lack of effort/stakeholder buy-in  Teacher disagreement can lead to disengagement  Process supports and facilitates discussion regarding the quality of question  Fidelity of questions  Are we assessing what is intended by the standard?  Does the question accurately measure student knowledge/mastery?

 Establish clear, objective answer rubrics in order to sustain accuracy in scoring  Increase collaboration amongst educators with a collection of sample responses to refer to as models prior to scoring

Question # 5: Complete the following Chart with the two missing Numbers and identify the Formula used. Rubric: 2 points – Student correctly identifies the formula AND both values for Y 1 point – Student correctly identifies the formula OR identifies both values for Y 0 Points – Student does not identify the correct formula and does not identify both values for Y Formula: (y *2) – 2 = x X= 30 Y=7

 1 standard  6 groups  Each group will develop a SCA question utilizing Bloom’s Taxonomy for the assigned standard  Create 1 multiple choice answer and 1 short answer or extended response question  These questions must include a rubric  Pay attention to the format of the question since it should mimic that of an OAA question

 Entire grade level for a subject meets to grade short answer and extended reponse questions  A few samples of student responses for each question are shared, discussed, and agreements of points earned is reached  Grading proceeds. If questions regarding a response occur it is shared with the group  Notes are taken. If common errors are being made we can look at the question during data or instruction

 Where the students are in their learning  Where students need to go in their learning  How to group students by readiness level (not by subject) but by specific skills  Who suffers from test anxiety  Who has the ability but does not put forth the effort  What type or format of question students struggle with the most  Student needs that will inform instructional decisions

 Creates grade level/subject collaboration  Increases involvement in learning/understanding standards  Allows for common grading time to establish continuity of answer rubrics  Teacher accountability  Students practice format and prepare for OAA throughout the year  Sharing of experiences, ideas, resources  Alignment within the district on what is being assessed and therefore taught

 Time consuming to create questions and rubrics  Increased teacher absence from school due to analyzing data and grading during the school day  Teacher expectations for student achievement vary  Administering tests, reviewing of tests, and re-teaching content from tests impedes progression of instructional standards  Concern of student test anxiety and assessment inundation

 Please feel free to contact us with questions:  Diane Burtchin  Karlene Fredericks  Trisha Hastings  Christine Price