Assessment matters

a.     What is the role of assessment and evaluation in school improvement and measuring educational quality? 

School improvement is heavily based on accountability. At the national level, they hold the districts accountable for making sure schools meet state measures because there are certain benchmarks that must be met. If these benchmarks are not met, schools can be sanctioned because of the No Child Left Behind Act. The federal government requires each state to provide information in the following areas: They want data on students with special needs, the school demographics (language spoken and subgroups), and how many students graduated, or may not met the performance measures.  In the video, “ Cultivating Thriving Schools” Stetcher (2011) states that, “our education systems focuses on reading, math, and graduation rates and if these three or not met, those who imposes these measures would put sanction on these schools.” If sanctions are put on the school, teachers can be fired. Administrators can be fired or outside organizations can come in and take over the school. Therefore, the district holds the schools accountable for bring students score up to proficient and beyond. Administrators hold the teachers accountable for making sure that students’ achievement is met and students reach state standard.  Administrators evaluated teachers’ performance and how students perform on the end of the year assessments, in California that would be Star Testing or CMA for second language Learners. This is the way administrators keep teachers accountable.

Newton (2013) states, “the intent of accountability systems has been to measure students’ growth toward reaching academic standards and hold schools accountable for ensuring that students are learning and succeeding (p. 289)."

At my school they’re focus is on increasing the passing rate of our students in order to come out of program improvement. Most of our meeting has been dedicated to looking at test results, and looking at more effective ways of teaching children. As a school, we have looked at best practices to ensure everyone is using the same techniques across the board. We have taken inventory of our school resources and materials to see what is needed in order to reach our goals. Each grade level bring notes from their meeting to show that teachers having been making observations, analyzing the data, and discussion solutions.

Students test scores are brought to grade-level meeting and students work is analyze to see if there our any trends among classes, redirect teaching if necessary, reflect on teaching practices and discuss any concerns teachers may have about a student in particular or students.  Then, test scores our brought to our staff meeting and we as a school look at all students test score collaboratively and discuss and reflect and analyzing what trends are we seeing in the present school year and what models we don’t want to repeat from the previous school year that has shown not to be effective. Decisions are made based on these test scores and questions are asked, such as, why have comprehension scores only gone up by 3% when we have implemented this model? Adjustments are made after looking at school test scores based on individuals test and national test. Newton states, Newman (2013) stated, “Looking at assessments and its use, purpose is everything (p319)." These results are used to inform future teaching. After, we have taken a closer look at areas we show strength in and areas of improvement at our school.

District administrators, school adminstrators, heads of other programs come into our classrooms to see what we are teaching effectively. They are observing what strategies we have implemented in our classroom, and if these strategies are aligned across the school.  Teachers are evaluated on their effective teaching practices, and student engagement. If a teacher is not meeting these goals, coaches are appointed to the teacher in order to help develop these skills. As a school we do not want sanctions made against us or outside agencies to take over.

b.     What are your perspectives on the roles and trends related to assessment in education? 

My perspective on the roles and trends related to assessment in education are that assessments are very valuable. Assessments rather its summative or formative is essential when looking at students test score. Rather it is the whole students’ populations test scores; looking at assessment at grade-level or just look at you own classes test scores. Both assessments will display data on if a student has shown growth in a short period of time or over a long period of time in a specific academic area, but I feel that the district only focuses on summative assessments, like the Star Testing. This test doesn’t tell us the whole story about why certain students are not succeeding and meeting standards. There are other variables that can’t be seen on a test such as maybe the child did not eat that day. Therefore, they did not do their personal best on the test. Star Test scores doesn’t come back until the summer and the students you have in your class can’t benefit from this scores because they have moved on to another class or another school.

I feel that teachers have the information that is relevant to student’s immediate needs. Teachers have the information that is needed to guide future teaching and should be use more often than the test presently used. The Star Tests are content focused and center on rather the students understand the facts and how they interpret them. However, they are other things that can be measure as well. For instance, student’s behavior can be assessed such as, taking a look at how does the student get along with others in the classroom environment, small group setting etc.? Are there gaps in the student’s education? This may be a reason why the student is not thriving in the class. What is your repoire with the student? All of these things and more play apart in student achievement.

c.     What value do you see in both types of assessment and, specifically, the role you see assessment playing in your classroom?

 I use both assessments in my classroom. Raystad states, “Depending on the course and subject matter, the summative assessment could take the form of anything from a straightforward written exam to a final singing performance in a theatre class." (Raystad, 2013)

I use summative assessments after I have taught a concept or a unit. Sometimes, my summative assessments may be transformed into a formative assessment because students don’t do well. Therefore, the students’ need a better understanding of a topic and it gives them and opportunity to renew their understanding on that test and feel good about being successful. We all have bad days and don’t perform the way we want too. Thus, giving an assessment helps improve both student and teacher performance. My summative assessments could come in the form of group presentations, plays, quizzes, reflective journals, creating song in math, group projects etc. Newman (2013) states that, "summative assessments can also take the form of examinations, final exams, term papers, course projects, portfolios, or even final performances (p. 295)."  Summative assessments in the form of a unit test can be transform into a project based test where students can show case their knowledge by sketching events and that occurred in the unit and labeling them. Both summative and formative assessments can be used to get immediate feed back and redirect instructions. If the data indicates that majority of my students did not understand the lesson, I shared this information with my students. We look at the types of questions that were missed. We have discussions on why they missed these questions. The reason for this discussion is to have student’s actively be engage in their own learning and its gives me more direct feedback from my students on how the question was displayed, so they can be changed.

d.     Evaluate the role of both formative and summative assessment in the classroom.  How does each form of assessment support learning?  In what ways can the teacher use the data from assessments to influence learning in the classroom?

Rick Wormeli stated, "The best formative assessment actually involves descriptive feedback not just hey thank you for finishing on time” (Stenhousepublishers, 2010).  A formative assessment gives me immediate feedback. Then, I use this feedback for class discussion to improve student performance and to readjust my lessons. Summative lesson are use in my class to assess certain skills that different materials addressed and to see if the students actually mastered these skills at the end of a unit.

                        Formative assessment is always used when I am teaching long units. It could be a pop quiz, or a ticket out of the door with a question that need to be answered or a problem that need to be solved. My formative assessment could be given in a call and response format where I ask a question and the whole class responds. Both assessments support learning. It depends on do you want direct feedback or wait tell the end of the lesson to see if your students have mastered the skills taught. If students have not mastered the unit, I provided mini projects between each lesson in a unit. So, students can have another opportunity to learn the material. We discuss what assessments are going to be given at grade level. However, how you implement these assessments depends on the style of the teacher. We must keep in mind that all students do not learn the same. Therefore, by giving students different types of assessments allow the student to show their talents in other areas.

e. My next step in developing an assessment for the Common Core State Standard for my lesson will consist of students showing that they have mastered the skill of solving double-digit multiplication using based 10 blocks and 2 other models to check their work. Students will draw the representation of each problem and explain its relationships. Such as, ten ones equal 1 ten, ten tens equal 1 hundred.

Reference:

Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.

Rystad, M. (2013). Assessment for learning [Video file].  Retrieve from http://www.youtube.com/watch?v=HcLMlY6R7RM

Stecher, B. (2011). Thriving Schools [Video file]. Retrieved from http:// TEDxTalks - Dr. Brian Stecher - Cultivating Thriving Schools

Effective lesson planning and design

Different School Model

a. What did you learn from the visits?

It was very interesting interviewing the principal, four teachers and a special education teacher from two separate schools. During my interviews, I learned that the administrator and the rest of the staff at Lorenzo Manor Elementary had similar educational philosophies. Lorenzo Manor Elementary is a school that uses the Hybrid Model. Small group instruction, guided reading practices, writing and GLAD project base learning is implemented. The principal at Lorenzo Manor Elementary School stated that, “the most important issues I am currently facing are ensuring all students achieve and reach their potential goals, and supporting professional development of the staff; helping with evaluating the rigor of the achievement of teachers, and getting teachers to be directly involved in daily activities”.

When asked how the issues faced at this school are being addressed,” The principal at Lorenzo Manor Elementary stated, “Delegating responsibility to teachers on the leadership team, experience teachers at grade-level teams help in addressing these issues.” Lorenzo Manor Elementary is a sub urban Title 1 school.

The school has a population of 627 students which consists of 75 percent LES, 50 percent EL learners, 70 percent Latinos, 7 percent African Americans and 5 percent others. Lorenzo Manor Elementary School considers themselves a Hybrid school. Ms. Smith states that, “the hybrid model is what we used at our school.’ We have explored strategies that address students of today versus previous methods that were used.”

Lorenzo Elementary School teacher to student ratio is as follow: Kindergarten through 2nd grade has a 1:28 teacher to student ratio.  Third to fourth grade there is a 1:31 teacher to student ratio and fifth grade there is a 1:29 teacher student ratio. The principal at this school feels the key issue that he is facing is, “helping with the evaluating the rigor of the achievement of what teachers do and getting the teachers to be directly involved on a daily bases.” The principal, Ms. Canchola (Special Education Teacher) and Ms. Smith all stated that technology is used as an instructional tool in the classroom. A document camera called an Elmo is connected to each Smart board in the classroom. Lorenzo Manor Elementary school principal, states, “The 21^st Century skills needed are, critical thinking, problem solving, observation and analysis. Ms. Canchola states that she believes the 21^st century skills that are necessary to compete in this global society are, “ I believe that critical thought, problem solving skills, basic academics, work ethnics and just doing your personal best is the 21 century skills that are needed.”

Newman (2013) states, “to be successful in the global economy, students need to develop 21st-century skills (p. 27)." This mean student need to know how analyze, design, understanding complex questions through all subject matters and be able to apply this knowledge and thinking critically when problem-solving. Students should be digital illiterate and be able to communicate through a variety of social media and be able to communicate with their peers and share ideals. Both the principal and teachers at Lorenzo Manor believe these skills are critical for 21^st century survival and success.

When asked, what is the most important issue you are addressing to ensure all students achievement? Ms. Smith replies, “Addressing Students at different levels of learning is a challenge.” She is addressing this issue by differentiation, small group instruction, after school tutoring; pull out support and outside resources. Mr. Pham (2012) Differentiated Instruction and the Need to Integrate Teaching and Practice) stated, “if implemented thoroughly, differentiated instruction can demonstrate institutional effectiveness and equip students with diverse learning experiences to highly respond to increased challenges in the global society (p.13)." Ms. Canchola gasped when asked about the technology resources used in the school. “She states that, “in my classroom we have ten computers use for resources, there are hearing devices at our school for students with hearing impairment.” Ms. Smith says, “There are no computers for students in my classroom.”

Both Ms. Smith and Ms. Canchola agreed that the most important skill taught is Literacy in the area of comprehension and literature in the class. However, more people are needed in the class to help out, more resources need to be available, more support and flexible guidelines.

Aspire College Academy (ACA) is considered a low income, low EES, Urban Charter School Ms. Baytin states, “this school is open to how we want to teach. We are not under district rules.’ We are allowed more room for creativity,” Ms. Staten states, this is what the school presents; however, this is not what is actually the reality of the school. There is a lot of academic rigor in reading, writing and the administration is monitoring at all times.”  Aspire College Academy’s population is 238. The ranges from K -5, sixty percent of the students are Latinos and forty percent of the students are African Americans. In kindergarten through 2^nd grade there is a 1:22 teacher to student ratio. Third through fifth is a 1:30 teacher student ratio.

Technology plays a huge role in this school. Ms. Kim states that, “every classroom from K- 5 has four computers that students can utilize.’ Each classroom has a Smart board and Elmo/document camera attached.” ACA believes that the 21century skill will still be based on Common Core Skills basic concepts reading, writing and math; social interaction, being more assertive in our actions, cooperative in our learning and learning self control, taking responsibility of their own academic and being socially, psychological literate.” Ms. Kim went on to say that, “she finds at the beginning of the school year to be the most challenging in her classroom because it takes a month to establish routines. Once they fall in place, we get through all academics; small groups are generated to meet their ability area. Conflicts come in play again, when my class becomes more of a language class because most of my students don’t speak English. Therefore, there is a lot of one on one activity and other students need my help. It is difficult to find a balance. Both Ms. Kim and Mr. Samson said that students as being active learners, seeking out learning opportunities, questioning the teacher. Teachers should create comprehension lessons to meet student’s needs. Engaging in lessons, to work as a team and communicate with each other.  Students should go through a process of discovery and demonstrating and modeling. They believe that students should discover the way they learn.  Ms. Kim says that, “we talk about multi-intelligence, not directly talk about it but it is a big thought process when we deviate from instruction and how we plan lesson and reflect on them.”

Newman (2013) states, “Planning can also be the difference between covering material in depth or rushing to cover all content requirements (p. 16)."

Both school staff members imply that our culture is too relaxed on education in general from the government to the families in our communities. It is paramount that education should be treated with urgency. Each school believes that should come with the mind for learning and need to be serious about it and expect to do their personal best. These ideas should come from home to school. Both schools are similar in that they think teachers should act, as facilitator/coaches and students should do most of the work.

The schools differ in school population, class sizes from K- 2. Lorenzo Manor Elementary is more diverse in their student population, whereas, Aspire College Academic only serves two groups of students, Latinos and African Americans. In ACA technology is a huge part of the school climate and at Lorenzo Manor Elementary its only use is as an instruction tool.

b. What are the implications for your own teaching and learning? Your philosophy of education?

              The implications for my own teaching and learning is to continue to develop my knowledge of the world around me, understand the common core standards in its entirety and continue to engage my students in the learning process. I feel I am on track in the way I create, and reflect on my lessons. Through evaluations and collaboration with my colleagues, I believe that I do provide rigorous and engaging lessons and my students understand the materials that are presented to them. However, there is always room for improvement. I will continue to take advantage of all professional development opportunities in the school and the community to continue to learn different strategies and techniques to ensure that I am providing the best education and implementing the best practice for my students. I am a life-long learner and this will not change. I am in a profession that shapes young minds.

c.     What areas of new knowledge do you plan to explore?

As a professional educator, I would like to explore more in the area of curriculum. How math and language arts are connected and have other elementary teachers see this connection. I look at math in the same manner as I look at writing a paper.  The topic in math is the title of an essay. The concept is the topic sentence in a paragraph. How you read a math problem and the approach are different which should be explained in the body of the essay. Both in math and writing examples are given. The result is the conclusion of an essay. Graphic organizers can be used for both subject matters. You still have to answer the how, what and why in both subject matters. I would like to do more research in this area so I can show that the rigor in math and science and there connections within the common core standards as they relate to expository writing in the elementary curriculum.

d.     How was your thinking different or similar?

My thinking was different from Lorenzo Manor Elementary School, in that I would like to see the school more focused on technology and trying different models and coming up with their own model that best fits the needs of the students. Like ACA, I do agree with small group interactions, GLAD and learning base projects because it allows the student to engage in social interaction with their peers and give them an opportunity to think. The GLAD program gives them an opportunity to see the lesson come to life in front of their eyes. After interviewing the two schools, I found out that both schools were having similar problems, such as attendance issues. The public hears about lower class sizes allowing teachers to teach and students could learn better. However, at ACA this is not the case. According to Ms. Staten, “Even though we get through the curriculum, kids do still do not understand what they are being taught.’ I see it in their eyes. I am being too rigorous for them.”

e.     How would you address some of the issues in your classroom?

I would address some of the issues in my classroom by giving pre-test and post-test to direct instructions, as I currently do. I will make sure while I am teaching the students new concepts that I am always checking in for understanding. Thus, I will make sure I am giving students time to communicate their thoughts to their peer partners, teams and as a whole class to ensure understanding of the topic at hand.

f. How would you prioritize the work in these classrooms if you were the teacher?

The way I would prioritize my work in these classrooms is to make sure that my lessons are addressing student’s needs and following common core guidelines. Newman (2013) stated how teachers group and arrange the Common State Standards into units that build upon one another. In other words, this is your plan for the concepts that will be taught over a long span of time, perhaps a trimester or even the whole school year. This plan is important because it provides a clear target for where you and the students need to go and prioritizes the work of the school year. At the beginning of the year a process grid is created by my colleagues and me. In this grid the whole school year is mapped out for us. We know what we are going to teach in all subject matter and when we are going to teach it. All the teachers at both schools are doing the same.

g. What role could technology play in assisting with the work?

Give students opportunity to use different technological tools for writing, in researching information for assignments, answering teacher’s blogs and creating their own blogs. In my classroom, I am providing opportunities for students to use math and language enhancing programs, such as, IXL, Ten Marks etc., to increase understanding of certain concepts. Providing a lot of interaction with the smart board would provide various opportunities for students to learn and demonstrate multi-intelligence.

h.    Reflect on the NETS-T standards you reviewed last week and share any insights related to your research.

As I reflect on the NETS_T standards, I notice that Lorenzo Manor Elementary School is moving toward the direction of getting technology into each classroom and into every student hands; whereas, ACA has already implemented technology in the school climate. However, ACA is smaller than Lorenzo Manor Elementary School, so more money is needed in order to achieve this goal.

	Lorenzo Manor Elementary	Aspire College Academic	Differences/Similarities identified between schools.  Points to consider.
Type of School	Sub Urban Title 1 school Hybrid model	Low Income Low EES Urban Charter School The school is open to how we want to teach not under district rules. Allow more room for creativity Presented in reality it’s not rigor and monitoring what you.	School A is student centered School B is teacher center- about how teachers should teach most of the student that have attendance issues make it to college don’t finish college.
Total Population/Demographics	627-75 percent LES 50 percent EL learners 70 percent Latinos 7 percent African Americans 5 percent others	238 K -5 60 percent Latino 40 percent AA	School A: Larger student                   Population                   Diverse School B: Smaller student                   Population                   No diversity
Student to Teacher Ratio	Kindergarten 1:28 1st grade 1: 28 2nd grade 1: 28 3rd grade 1: 31 4th grade 1: 31 5th grade 1: 29	K – 2: 22 student 3rd -5th  – 30 student	School A: Larger class size: School B: Lower class size However, 3- 5th grade basically the same amount of students.
Key Issues Facing	Helping with the evaluating the rigor of the achievement of what teachers do and getting the teachers to be directly involved on a daily bases. Moving all students to profency and above.	Attendance relativity high. However there is an issue of lower performing kids missing school. Suspension rates are an issue.	School A: Soul Shoppe is use to address life skills. Test Scores moving students up and beyond proficiency levels. School B: CARE program is used to address life skills. 1 week of each month is dedicated to school violence (no Tolerance) and closing the achievement gap. Attendance is important in both schools because not being at school effects a students learning.
Role of Technology	Technology is used as an instructional tool in the classroom. Using the Smart board, Elmo with a projector.	Technology plays a huge part in ACA. Every class has computer. K- 5 Smart board every Elmo/Document camera-	School A: Computers are used as an instructional tool. School B: Technology plays a huge part at their school. There are10 classes in this school Smart board are in every classroom. Students used computers twice a week. There are 4 computers in each classroom.
21st Century Skills	Critical thinking, problem-solving, observation and analyzing	CCS basic concepts Reading letter sounds math Social interaction, being assertive cooperative and learning self control, taking responsibility of their own academic and being socially, physiological literate	School A: Believes we are focusing on creating more critical thinkers, problem-solvers etc. School B: was more specific in their goals. We need to create more thinkers and people who have original ideals and fit into the status quo.

Reference

Newman, R.  (2013). Teaching and Learning in the 21^st Century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.

Pham, H. L. (2012). Differentiated instruction and the need to integrate teaching and practice. Journal of College Teaching & Learning Retrieved from http://search.proquest.com/docview