1. Virginia Foundation for Educational Leadership Virginia Department of Education Webinar Series 2012 Welcome to Webinar 2

2. Virginia Foundation of Educational Leadership (VFEL) Webinar Faculty: Dr. Roger E. Jones Dr. Carol C. Robinson 2

3. Do Not Overwhelm Your Staff  Help them see the “big picture” and interrelations of the elements  Every school has its own DNA  Assess the elements in your school as foundation for developing a plan 3

4. An Opportunity to explore Eight Elements of Successful High Schools  (http://www.centerii.org/handbook/Resources/Appendix_High_school_improvement.pdf)http://www.centerii.org/handbook/Resources/Appendix_High_school_improvement.pdf Rigorous Curriculum and Instruction Assessment and Accountability Teacher Effectiveness and Professional Growth Student and Family Supports Stakeholder Engagement Leadership Development Organization and Structure Sustainability 4

5. Agenda for Webinar 2 1.Welcome 2.Research regarding Element 2 Assessment and Accountability 3.Reflection and Next Steps 5

6. Objectives  Participants will be able to identify the defined practices in their school relative to assessment and accountability. 6

7. Assessment and Accountability  Multiple assessment strategies, including formative assessment, are implemented across all content areas.  Instructional staff members regularly analyze assessment data of instructional planning.  An early warning system is used to identify students at risk for failure and dropping out; identified students are provided appropriate interventions. 7

8. Defined practices  Defined practices = the way we do things in our school (school culture). Remember, every school has its own DNA. 8

9. EWS and VEWS Early warning systems use readily available data housed at the school to:  Predict which students are at risk for dropping out of high school;  Target resources to support off-track students while they are still in school, before they drop out  Examine patterns and identify school climate issues (VFEL, 2011) 9

10. EWS and VEWS In Virginia, schools that have shown significant improvement provide a remediation program based on identified criteria.  Interventions are provided in addition to regular classroom instruction.  Participation in remediation instruction is not left to individual teacher decision. There is an intentional effort to ensure that all students who exhibit similar achievement, attendance, or behavior are identified for help. (VFEL, 2011) 10

11. Formative Assessments “When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative.” -Robert Stake 11

12. Assessment and Accountability In your school, is there evidence of assessments being used to:  Identify learning needs?  Modify instruction?  Determine mastery? 12

13. GCI A ttendance B ehavior Course Performance 13

14. Assessment and Accountability Instructional staff members regularly analyze assessment data for instructional planning. 14

15. Mindsets  Fixed  Growth http://www.nassp.org/Content.aspx?top ic=Mind_Sets_and_Equitable_Educati on_sample 15

16. Summary Defined practices are the way we do things in our school. The engagement of students leads to learning. Instructional strategies should include those that maximize student engagement. 16

17. Summary High achieving schools use multiple assessment strategies, including formative assessment, across all content areas. Instructional staff members analyze this data and use it for instructional planning. 17

18. Next Steps  What changes in a student’s data are shown, and what are the causes?  What trends are shown in the same class and across classes?  What is your tiered approach to intervention?  What opportunities to meet as a team to analyze data and strategize instruction based on analysis are provided in your school?  What impact does teacher mindset have on student success? 18

19. Next Steps  Create opportunities for faculty conversations around the following: What evidence exist that formative assessment strategies are being used? How often do departments/teams analyze data? Is there fidelity across the school to the early warning/intervention system? Are all teachers intentional about defined practices? What evidence exist that the interventions are working? 19

20. Resources for Element 2 National High School Center at the American Institutes for Research. (2011). A coherent approach to high school improvement: A district and school self-assessment tool. Washington, DC: Author. National High School Center at the American Institutes for Research. (2008). Eight elements of high school improvement: A mapping framework (Rev. ed.). Washington, DC: Author. (betterhighschools.com/pubs/documents/EightElementsMappingFrame work.pdf) Virginia Foundation of Educational Leadership (VFEL). (2011). The Virginia model: Profiles and common themes. Available URL: http://www.edleader.org/Va_Model_Booklet_fini_05%2010%202011.p df http://www.edleader.org/Va_Model_Booklet_fini_05%2010%202011.p df 20

21. The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students. Dr. Sam Redding 21