1. AS YOU COME IN…
Decide which of the 3 visuals around the room best represents a metaphor of assessment for you.
Discuss with the others at your visual why you each selected that visual.
Decide on one person to share to share back to the whole group.
Ellen

2. District Assessment Review Committee
January 19, 2017

3. Agenda for Tonight Agenda and Introductions
Our Decision Making Protocol
Overview of The Work Plan
Guiding Principles for Assessment in Shoreline
Current Assessment Practices
Vignette: Title I and LAP
Exit ticket
Ellen

4. Our Charge
The Review Committee is charged with making a recommendation to the Superintendent’s Staff regarding which math and literacy classroom assessments the district should require, which should be optional, which of the current assessments might be discontinued, and which assessments might be added to provide data which we currently do not have.

5. OUR Norms Fully Engaged Open Collaborative Understand first
Solution oriented
Ellen

6. Decision Making Protocol
In order for the group to reach a decision on a recommendation, we suggest the following protocol:
All committee members (including chair and facilitator) are voting members with equal weight in decision making.
Consensus is reached which most members of the team agree on a clear option and if a few oppose it, they think they have had a reasonable opportunity to influence that choice. All team members agree to support the decision.
What is “most”?
Do we require a quorum?
Michael

7. The 3 Thumbs I agree. This is my preferred option.
It’s not my preferred option, but I will support it.
I disagree and my concerns have been heard.
Michael
Votes in support
Vote against

8. Work Plan
Where are we?
Where do we want to go?
How will we get there?

10. Guiding principles What are guiding principles?
-Ideas or concepts that influence you when making a decision or considering a matter.
Ellen

11. Guiding principles
Read the three district statements of Guiding Principles of Assessment
While you read, highlight key words or phrases that resound with you
Jot down any additional ideas you would like to include in our Guiding Principles

12. Guiding principles
With a triad, share your highlighted portions with each other, discussing similarities and differences
On the paper provided, synthesize the ideas of your group and record the words and phrases you believe should be included in Shoreline’s Guiding Principles of Assessment
(be sure to make your writing legible for the whole room)
Post your triad’s chart at the front of the room

13. Guiding principles – Consensus Board
As a whole group, we will form a Consensus Board, finding key ideas and phrases that capture a consensus of the ideas from triads.
Michael and Ellen will then synthesize these into a draft Guiding Principles statement for review at our next meeting

14. Current Assessment Practices

15. Review of our Current Assessment Practices
Michael

16. Assessment Review – Part 1
In the same group of 3 or 4 as last time, look over the summary and see if there is anything we missed.
If so, write that on a copy of the summary and give that to Michael or Ellen.
Michael

17. Assessment Review – Part 2
Form a pair with a new person who is not at your grade level (ex. 1 elementary w/ 1 secondary)
What conclusions do you draw from this summary? Avoid judgments; just make observations.
Write your observations on your chart paper.

18. Gallery Walk Circulate and see what others have written.
Add you own comments or put a blue dot when you agree. Add a red dot if you disagree. If you disagree, please write a comment explaining why.
We’ll revisit these observations when we develop our framework.
Michael

19. Program Assessment vignette #1: Title I & LAP

20. What are Title I and the Learning Assistance Program (LAP)?
Both programs serve students with the greatest needs in basic academic skills as identified by state and/or district assessments. Title I – federal funding (eligible buildings only) LAP – state funding (K-12)

21. What are Title I and the Learning Assistance Program (LAP)?
Services must be SUPPLEMENTAL to core instruction for struggling learners.
Additional support (not in place of)
Students must demonstrate academic need

22. Title I Elementary Buildings
Free/reduced Student Population
District Average: % (March 2016)
Briarcrest – 42.66% School-wide
Parkwood – 38.09% School-wide
Echo Lake – 35.51% School-wide
Lake Forest Park – 30.99% Targeted assistance
Meridian Park – 30.14% Targeted assistance

23. Title I Elementary Buildings
Title I Services
Title I Elementary Buildings
BC – Reading – 1,2,3,5,6 Math – 5,6 EL – Reading – K,1,2,3,4,5,6 Math – 3,5,6 LFP – Reading – 2,3,4 MP – Reading – K,2,3,5,6 Math – 2,3,5,6 PW – Reading – K,2,3,4,5,6 Math – 5,6

24. LAP Services
BC Reading – K,1,2,3,4 BKS Reading – K,1,2,3 EL Reading – K,1,2,3,4,5,6 HT Reading – K,1,2,3,4 LFP Reading – K,1,5,6 MP Reading – K,1,2,3,4 Math – 2,3 PW Reading – K,1,2,3,4 RC Reading – K,1,2,3,4 SY Reading – K,1,2,3,4,5 CK8 Reading – K,1,2,3,4

25. LAP Services
EINSTEIN Math – 1 section of math intervention KELLOGG Math – 1 section of math intervention SHORECREST Math – 2 sections of team-taught Algebra SHOREWOOD Math – 2 sections of team-taught Algebra

26. Title I Assessment Needs
School-wide Schools (BC, EL, PW)
Students must be below grade level
Multiple state and/or district assessments
Targeted Assistance Schools (LFP, MP)
Rank order of all students for grade and subject served

27. LAP Assessment Needs In order to be eligible for LAP services must:
Demonstrate performance below grade level
Multiple state and/or district assessments
English language arts and/or mathematics
(RCW 28A )

28. Title I/LAP Assessment Needs
(continued)
Universal Screening
Grade levels and content areas served
Can include state assessments
Progress Monitoring
Informs instruction – adjust intervention
Informs placement – exit, entry (mid-year)

29. LAP Reporting Needs
For each student served by LAP, districts must report:
Nature and duration of LAP services provided
Months of growth
Whether students have met standard
Name of measure/s used to qualify student for services
Name of measure/s used to measure growth

30. Exit Tickets from Meeting 1

31. Exit Ticket – Pause and Reflect
Based on our work summarizing current assessment practice in Shoreline, how does this match up with the guiding principles of assessment we articulated tonight?
Please record your thoughts on a notecard and turn it in as you leave. You may include your name if you wish.
Michael

32. Future Meeting Dates February 2 February 9 March 2
TBD – Make up for snow cancellation
All 4:30-6:30 in the Arden Room