1. West Virginia Achieves Professional Development Series Volume IV System-Wide Performance Benchmarks

2. West Virginia Department of Education Mission The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

3. Robert Hutchins The Conflict in Education in a Democratic Society “Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

4. What We Know…  An emerging body of research identifies characteristics of high performing school systems.  These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.  These systems share characteristics described in The West Virginia Framework for High Performing Schools.

5. SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes” HIGH PERFORMING SCHOOL SYSTEM SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT

6. Development of System-Wide Performance Benchmarks

7. Curriculum High Yield Strategies  Implementation of a rigorous standards-based curriculum for all students that aligns with the WV Content Standards and Objectives  Prioritization and mapping of curriculum objectives (See Prioritization and Mapping Learning Packet) K-12 to assure articulation and alignment  Development of system-wide grade level performance benchmarks for student achievement  Development of formative assessments that align with district benchmarks and curriculum maps (See Formative Assessment Learning Packet)

8. Important Definitions Anchor Tests – A common set of items administered with each of two or more different forms of a test for the purpose of equating the scores obtained on these forms for comparisons of school performance to the district/state level expectations. Benchmarking – Comparing the performance of people on the same task/s using rubrics and anchor tests. Benchmarks – Also called achievement benchmarks or performance benchmarks. Benchmarks are targets for instruction. In West Virginia, benchmarks are the “objectives” component of the CSOs.

9. Important Definitions Benchmark Intervals – The pre-determined points during the instructional term when student mastery of specific instructional objectives is assessed. Benchmark Tasks – Pieces of student work selected by a group of teachers as exemplifying a certain score level, often called “anchor” of performance. Benchmark Assessments – A type of formative assessment. Benchmark assessments are aligned to a state’s benchmarks (the West Virginia Benchmarks are the CSOs) and provide data that allows comparisons of school performance to the district/state level expectations. This type of assessment is usually not part of student grades.

10. Important Definitions Curriculum Management System – A series of on- going interrelated activities designed to implement, support, monitor and evaluate the system curriculum to assure that all students have access to an aligned, high quality, prioritized and sequenced curriculum. Curriculum Map – A graphic representation of the recommended sequence for curriculum objectives during the instructional year and across the grades from Pre K to 12 which is used as a management tool for enhancing curriculum continuity, communication and coordination.

11. Important Definitions Curriculum Prioritization – The local consensus process of assigning relative value to curriculum objectives in order to make informed instructional decisions about the amount of time allocated to an objective and the degree to which there is an instructional focus (It is recommended that no objective be completely eliminated during the prioritization process.) Formative Assessment – Periodic evaluation of the student’s achievement level of the Content Standards and Objectives used to adjust instructional time and strategies so all students will achieve proficiency. Formative assessment may include benchmark assessment as well as other types that 1) do not provide comparisons to district/state level expectations and 2) may or may not be part of a student’s grade.

12. Important Definitions Learning Community – A group of educators within a school or school system that work to create a climate that focuses on relative practice, collegiality and ongoing professional development targeted toward improvement of student learning. Pacing Guide – A graphic representation or “timeline” illustrating the sequence and amount of time allocated to instructional objectives during the school term. Performance Assessment – An evaluative method usually judged with a pre-determined rubric that requires students to demonstrate a level of proficiency of content standards and objectives by applying knowledge to authentic tasks such as projects, presentations, activities, exercises or problem solving..

13. Important Definitions Summative Assessment – A culminating assessment (like the WESTEST) which provides a snapshot of students’ mastery of content, knowledge or skills for the grade level assessed upon completion (or close to completion) of the school year. High-Yield Instructional Strategies – Categories of instructional activities that have been verified through research to correlate with high student achievement.

14. Activity 1: Important Definitions Time: 15 -20 minutes Directions: Discuss 1) all of the important definitions with a partner and 2) answer the following questions with the same partner.  What components of this “curriculum management system” are in place in your school/district?  Discuss the components of this system that you wish to see implemented in your school/district.  To achieve this type of system, what “changes” would need to take place in your school/district?.

15. Benchmarks: Background Benchmarking is a concept derived from the business model of Total Quality Management (TQM).Total Quality Management drives processes and performance in organizations. Improving processes, optimizing performance, and maximizing outputs are the goals of Total Quality Management (TQM). High performing school organizations are establishing district-wide student performance targets during the instructional term.

16. Benchmarks: Background It is less likely that some students will fall behind if school systems determine school/district benchmarks, assess the benchmarks at pre-determined points throughout the year, use the results to determine student strengths and weaknesses, and modify/re-direct instruction according to student need/s. This system allows for the appropriate interventions to be enacted immediately for students not mastering the benchmarks.

17. Benchmarks: Rationale High performing school systems give priority to establishing and communicating high academic standards (CSOS) and monitoring those standards (CSOs) to determine if all students are achieving. One way of implementing and monitoring academic standards (CSOs) is by setting instructional targets “benchmarks” at certain checkpoints called “benchmark intervals” throughout the year to determine student progress.

18. Benchmarks: The Process Using curriculum maps allows systems to determine the appropriate time/s in the school year when specific achievement objectives are to be mastered by students. The benchmark assessments confirm student mastery or alert the teacher as to the lack of student mastery. This process of using benchmarks as instructional targets allows schools to  pre-determine instructional targets  monitor their progress in a steady and gradual manner at different times throughout the school year.

19. Benchmarks: The Process High performing schools/districts use a variety of assessments to determine student progress toward their benchmarks or instructional targets. Benchmark assessments, as well as other formative assessments, are powerful tools to assure that no child is left behind.

20. How Do Benchmarks Work? It’s a Process!!!!! First, a school district conducts a consensus process of assigning relative value to curriculum objectives in order to make informed instructional decisions about the amount of time allocated to an objective and the degree to which it is an instructional focus. This step is the local prioritization of the curriculum.

21. How Do Benchmarks Work? It’s a Process!!!!! Secondly, a school district develops curriculum maps which are graphic representations of the recommended instructional sequence for curriculum objectives (benchmarks) during the instructional year and across the grades Pre K to 12. These maps are used as a management tool for enhancing curriculum continuity, communication and coordination.

22. How Do Benchmarks Work? It’s a Process!!!!! Next, based on the curriculum prioritization and curriculum maps, benchmarks are used by the school system as instructional targets at pre- determined checkpoints throughout the year. Benchmarks or instructional targets must answer the direct questions about “what a student is expected to learn.” Then the benchmark intervals are set for the district. These are pre-determined points during the instructional term when student mastery of specific instructional objectives is assessed.

23. How Do Benchmarks Work? It’s a Process!!!!! The benchmark criteria is usually represented to students as instructional targets in a given time frame. Then, benchmark assessments may occur before, during and at the conclusion of instruction. The students’ performance is readily available for determining student strengths/weaknesses and modifying/re-directing instruction accordingly.

24. How Do Benchmarks Work? It’s a Process!!!!! At this point, the school district is ready to develop other types of formative assessment which again is based on the curriculum prioritization, curriculum maps and benchmark criteria. Subsequently, this type of criterion-referenced/formative assessment must always align to what is being taught. Formative assessment is the periodic evaluation of students’ achievement levels of the CSOs. Formative assessment is used to adjust instructional time and strategies for students.

25. How Do Benchmarks Work? It’s a Process!!!!! Formative assessment is the leading indicator of student performance throughout the school year. It provides immediate feedback of what the student is mastering or not mastering in that grading period/in that year for re- teaching. Benchmark assessment is considered a type of formative assessment. Benchmark assessment is not generally used as a grading tool but as an informational tool for teachers which guides / re-directs instruction.

26. What are the Benefits of Benchmarking? School districts can benefit from benchmark system because it  requires looking at all components of a curriculum management system. Districts can create prioritized curriculum, determine mapped curriculum, or set benchmark intervals using the CSOs.  provides a clear understanding of the need for a curriculum management system.  offers new ideas for ways to improve a school’s instructional organization by looking at comparisons to the local school district instructional organization based on performance benchmarks.

27. Activity 2: What You See as the Advantages/Challenges of Implementing a Benchmark Process TIME: 15 Minutes Directions: List Advantages/Challenges individually. Then, pair/share your comments with two other people.  Advantages  Challenges

28. Preparation for Creating Performance Benchmarks  Review the CSOs  Develop or study the prioritized curriculum  Develop or study the curriculum maps  Use CSO objectives as benchmarks (or further define CSOs with local criteria)  Create a district level plan for the implementation of creating a benchmark system

29. Activity 3: Ritchie County Model TIME: 45 Minutes Directions: The facilitator will present the Ritchie County Model. Participants will be divided into Learning Teams of three people to take notes on the presentation. The Ritchie County Model provides a focus calendar of curriculum and assessments which includes  Focused CSOs (benchmarks)  Benchmark Intervals/Benchmark assessments/Formative Assessment

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31. Curriculum and Assessment Focus Calendar: 2004-2005

32. Activity 4: Ritchie County Model Time: 15 – 20 Minutes Directions: Each Learning Team will report out on the team’s thinking on the following three questions. Each group will assign a reporter ; the reporter will address the large group answering the following questions: 1) What you like about the Ritchie County Model? 2) What you might change about the Ritchie County Model? 3) How this model could be useful in your school district?

33. How to build i-know Benchmark Assessments aligned to the West Virginia Benchmarks (CSOs)

34. i-know The West Virginia Department of Education has purchased a web-based delivery system with test items that are aligned to the West Virginia benchmarks. Again, the West Virginia “objectives” are considered to be the West Virginia instructional targets or “benchmarks.” Teachers, schools and counties may create assessments tailored to the “benchmarks” taught within the pre-determined check points. All test items are aligned to the state CSOs.

35. i-know The i-know system can provide benchmark assessments of the West Virginia Content Standards and Objectives that  offer instant test feedback for all on-line test administrations.  assess student skills with pre-made tests or custom designed tests that are tailored and benchmarked to CSOs.  monitor progress with a series of tests/reports that can provide comparative data for class,school, county.  track student skill/skills building over time.

36. i-know The i-know system can provide benchmark assessments of the West Virginia Content Standards that  analyze results and target instructional needs.  target teaching activities that improve student performance.

37. i-know The teacher, school and county can create benchmark assessments to be given at the specific pre-determined points throughout the school year. The assessments are created/shared and may be  administered and scored on-line -- if you wish to compare performance or  printed from the website, administered in paper and pencil form and scored by the teacher (no computerized reports available for comparison data).

38. i-know Reports Please review the upcoming reports  Student Report  Item Analysis Report  Summary Report  Performance Grouping Report

43. ENDURING QUESTION? How can we better help our students to want to learn?