1. 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

2. District Assessment Review Committee
February 9, 2017

3. 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

4. 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

5. 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)

6. 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)

7. 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

8. 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

9. Michael

10. 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)

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

12. 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)

13. 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)

14. 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)

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

16. 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)

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

18. Program Assessment vignette #4: Special ED

19. 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.

20. 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

21. 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

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

23. 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

24. 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

25. Sped Student Outcomes for 2014-15 Leavers

26. 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

27. Special Education Services
Questions?

28. 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?