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Hartford Self Assessment Survey Results Assessment Cover Letter

2) summary of the evidence - use & BOLD qualitative words: continous, frequently, almost always. effectively, wide range....
use words from orignal indicator

Summary Paragraph
Hartford High School staff employ a range of assessment strategies to acquire information about student learning, meet regularly to analyze data, and regularly use assessment data to inform their instruction and to make changes to the curriculum.

**Paragraph 01: continuously employ formal process; description of formal process This is the one Jon & James will write **
**1. The professional staff continuously employs a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21****st** **century learning expectations.**

a. Based on a review of the school’s formal process to assess the learning expectations and the opinion survey results, what does the evidence show about the professional staff’s //continuous// use of school-wide rubrics to assess whole-school and individual student progress in achieving //all// of the school’s 21st century learning expectations? b. State the __extent__ to which the professional staff //continuously// employs a //formal process// based on the school-wide analytic rubrics to assess whole-school and individual student progress in achieving all of the 21st century learning expectations.
 * Analyzing the Evidence**
 * Drawing a Conclusion**

The professional staff is pursuing a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations.

__The recent development and distribution of an analytic rubric based on the 21st century learning expectations has created a formal process for evaluating individual students and paves the way for the adoption of a formal process of assessing whole-school progress. The extent to which these processes are continuously and broadly implemented is .__

**Paragraph 02: communication of 21cle to students, parents, community; sample reports as evidence This is the one Jon & James will write **
**2. The school’s professional staff communicates:** **Analyzing the Evidence** a. Based on an examination of the sample reports of individual achievement issued to students and families, a sample report issued to the school community of whole-school achievement, and the opinion surveys results, what does the evidence show about the //frequency// of the professional staff’s communication of individual student progress in achieving the school’s learning expectations to students and their families and of //whole-school// progress in achieving the learning expectations to the school community? b. State the __extent__ to which the professional staff //regularly// communicates individual student progress in achieving //all// of the learning expectations based on the use of analytic rubrics to individual students and their families and to the //whole-//school community.
 * **individual student progress in achieving the school’s 21****st** **century learning expectations to students and their families**
 * **the school’s progress in achieving the school’s 21****st** **century learning expectations to the school community**
 * Drawing a Conclusion**

==**Paragraph 03: collect disaggregate, and analyze data to respond to inequities; description of process, list of targets based on analysis, evidence for disaggregation, evidence of action to respond to evidence This is the one Martha will write **== **3. Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement.** a. Based on a review of the identified targets for improved performance regarding equity gaps, disaggregated data that has been used to examine inequities, actions taken to respond to the inequities, and results of the opinion surveys, what does the evidence show about the professional staff’s //regular and effective// collection, disaggregating, and analysis of data as well as their analysis of a //wide// range and //variety// of summative and formative assessments to //adequately// and //appropriately// identity and respond to inequities in student achievement? b. State the __extent__ to which the //entire// professional staff //regularly// and //effectively// collects, disaggregates, and analyzes a //wide// range and //variety// of summative and formative assessment data to //adequately// and //appropriately// identify and respond to inequities in student achievement.
 * Analyzing the Evidence**
 * Drawing a Conclusion**

**Paragraph 04: prior to unit of student, communicate 21cle and unit goals communication; evidence of communicated goals from all departments This is the one Julie & Ellen will write **
**4. Prior to each unit of study, teachers communicate to students the school’s applicable 21****st** **century learning expectations and related unit-specific learning goals to be assessed.**

**Analyzing the Evidence** a. Based on a review of the evidence, including opinion survey results, what does the evidence show about teacher’s communication of applicable 21st century learning expectations and related unit-specific learning goals to be assessed //prior to// each unit of study?

b. State the __extent__ to which teachers, //prior to// each unit of study, communicate the school’s 21st century learning expectations and related unit-specific learning goals.
 * Drawing a Conclusion**

**Paragraph 05: rubrics for summative assessments; samples of rubric, evidence of freqnency This is the one Julie & Ellen will write **
**5. Prior to summative assessments, teachers provide students with the corresponding rubrics.**

**Analyzing the Evidence** a. Based on an examination of the samples collected from a range of content areas, what does the evidence show about teachers’ provision of corresponding rubrics to students //prior to// summative assessments?

b. State the __extent__ to which teachers provide students with corresponding rubrics //prior to// summative assessments.
 * Drawing a Conclusion**

**Paragraph 06: range of assessment strategies, incl. formative and summative; samples of each form a range, evidence of frequency from a range. This is the one Tom E will write **
**6. In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments.**

**Analyzing the Evidence** a. Based on a review of the samples of a variety of formative and summative assessments and the opinion survey results, what does the evidence show about how teachers //regularly//, //purposefully//, and //effectively// employ a //wide// range and //variety// of formative and summative assessments in each unit of study?

b. State the __extent__ to which teachers //regularly, purposefully, and effectively// employ a //wide// range and //variety// of formative and summative assessments in each unit of study.
 * Drawing a Conclusion**

==**Paragraph 07: collaborate in formal ways on creation, analysis, and revisions of assessments; evidence of formal hours, evidence of cross curricular work, evidence of revisions to assessments This is the one Carol will write **==  **7. Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments** **.**

a. Based on a review of the evidence, including opinion survey results, what does the evidence show about the //regular and formal collaboration// of teachers on the creation, analysis, and revision of formative and summative assessments, including common assessments?
 * Analyzing the Evidence**

b. State the __extent__ to which teachers //regularly// collaborate in formal ways on: the creation, analysis, and revision of formative assessments; the creation, analysis, and review of summative assessments; and the creation, analysis, and revision of common assessments.
 * Drawing a Conclusion**

__ ** Teachers at Hartford High School collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. ** __

Each core department meets monthly (English, math, science, social studies, and unified arts). Summative assessments and common assessments are agenda items in most meetings. **Significant** portions of departmental meeting time have been given to discussion of NECAP testing and responding to the data produced by that assessment. **Very Little** time is given to discussion of MAP testing. Equally **significant** is the amount of department time given to the development, analysis, and revision of common assessments, exit outcomes, final exams, cumulative lab reports, writing protocols etc. Although the Unified Arts are mostly small one or two person departments they also meet monthly as a group. And, although, they do not have “common assessments, nor do they, as a group participate in NECAPs, they do spend **significant** time in collaboration with colleagues in the district and throughout the state. Foreign language and art are part of the unified arts department and meet monthly as a part of that group and also on their own time, to discuss summative and common assessments. Special Education meets biweekly through a working lunch to discuss the assessment of student learning. The special educators are allotted three additional days at the beginning and end of the school year for collaboration about student learning including assessments.

While monthly departmental meetings are Hartford High School’s institutionalized time given to collaborative efforts among staff, a **substantial amount** of summer curriculum time and money is give to assessment work. Summer curriculum time is also used heavily to create cross curricular experiences for students such as The Freshman Experience, and the newly created math/science/special education labs along with assessments for each. **Many** hours of teacher release time is also give throughout any given year to support ongoing revision and improvement of these programs and associated assessments.

The Endicott survey reports that only 42.5% of respondents agree with this indicator. The low level of agreement on the Endicott survey with this indicator could be a reflection of frustration with the amount of time allotted to consideration of assessment rather than the regularity of time allotted.

__Hartford High School staff //routinely// provides specific, timely, and corrective feedback to ensure students revise and improve their work. __ Students are given effective feedback over a range of assessments. More than three-quarters of the students surveyed in the Self-Study Survey agreed that their teachers provided timely feedback that was useful for making improvements to their schoolwork. Nearly the same fraction of parents agreed with similar statements. Teachers from a range of departments have provided curriculum documents indicating the use of revisions as a teaching strategy, the use of interim assessments for corrective feedback and samples of individual student work where revisions are substantial and in response to teacher feedback //(see // folders 4.8 p-q)//. // The frequent use of timely, corrective feedback to improve student work is  widespread at Hartford High School and numerous examples exist across the curricular areas.
 * Indicator 08:**

Indicator 09:
Reviewing Homework Guided Practice/Classwork KWL Charts Sharing of Student work – Elmo, Wiki, Smartboard Pre-Tests Drafts Quiz Additional assessment on Curriculum Documents || Teacher Reflective Practice Lesson Plan Reflections – see instruction committee Teacher Notes on Lesson Plans Differentiated Instruction Course Evaluations Anecdotal Evidence ARC – Academic Resource Center Information Teacher Discussions Survey Data ||
 * = Formative Assessments Used = || = Evidence = ||
 * Bell work/Warm Ups

**__Hartford High School staff routinely use formative assessment to inform and adapt their instruction for the purpose of improving student learning. __** **The teachers ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">consistently ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">recognize the importance of formative assessment is to ensure the goals of instruction are being achieved. If upon reflection, they realize a particular concept was problematic, immediate instructional adaptations are implemented. These adaptations may make adjustments on an individualized student or a class wide basis. **

Student: Differentiated Instruction <span style="font-family: Arial; font-size: 10pt; font-weight: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Offer after school help <span style="font-family: Arial; font-size: 10pt; font-weight: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">ARC – Academic Resource Center Refer to online instructional videos (from wiki) Assign Alternative/Additional work

Class: Small group peer tutoring Devote more or less time to unit Adjust the complexity of the unit Add or drop units (supplemental topics) Adjust the sequence of the units

==Paragraph 10: examine a range of evidence of student learning for revising curriculum and improving practice including the "full list"; wide range of studnet work demonstrate assessment re: 21cle, performance data aggregated and disaggregated (in collaboration wiht curriculum and instruction), evidence of change to curriculm based on studnt work, change to instructional practice based on student work, hours of collaboration on revising curriculum and inst. practices. This is the one we will work together to write == <span style="color: #ff0000; display: block; font-family: Book Antiqua,serif; font-size: 11pt;">10. Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practices, including all of the following:
 * student work
 * common course and common grade-level assessments
 * individual and school-wide progress in achieving the school’s 21st century learning expectations
 * standardized assessments
 * data from sending schools, receiving schools, and post-secondary institutions
 * survey data from current students and alumni

<span style="font-family: Book Antiqua,serif;">Analyzing the Evidence a. Based on a review of the range of evidence of student learning, what does the data show about teachers ‘and administrators’ //effective examination// of common course and grade level assessments, individual and school-wide progress in achieving the school’s 21st century learning expectations, standardized assessments, data from sending schools, receiving schools, post-secondary institutions, and survey data from current students and alumni for the purpose of revising curriculum and instructional practices?

Drawing a Conclusion b. State the __extent__ to which teachers and administrators //individually// and //collaboratively:// examine student work; common course and common grade level assessments; individual and school-wide progress in achieving the school’s learning expectations; standardized assessments; data from sending schools, receiving schools, and post-secondary institutions; survey data from current students and alumni, for the purpose of revising curriculum and instructional practices.

**__ Indicator 10  __** **__ Teachers and administrators at Hartford High School., individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following:  __** **__ Student work  __** **__ Common course and common grade-level assessments  __** **__ Individual and school wide progress in achieving the school’s 21st century learning expectations  __** **__ Standardized assessments  __** **__ Data from sending schools, receiving schools, and post secondary institutions  __** **__ Survey data from current students and alumni  __** Curriculums, committees, departments and teams have been created and organized to encourage teachers and administrators individually and collaboratively to look at student work of all kinds for the purpose of revising curriculum and improving instruction. A wide range of student work from all departments/curriculum areas, and for all levels of courses indicate, that teachers, individually, are assessing the schools 21st learning expectations. Note: As the formal 21st century learning expectations are new to HHS the use of a formal document is still quite ** limited **. However, the formal expectations were developed from previous agreed on expectations that have been, and are being, used ** extensively ** in HHS classrooms. Henceforth, when discussing 21st century learning expectations I am referring to the root expectations from which the formal expectations were developed. The Endicott survey shows that 82.8% of the students and 62.6% of the parents agree with this statement. 50% of the HHS staff agree with this statement. The newly devised lesson plan template encourages staff to seek formative and summative assessment data as well as student self assessment data. The template concludes with a teacher reflection on the success of the lesson, a place for teachers to revise the lesson and plan for improvement of the lesson. Department meetings are lead by department chairs and attended by all departmental faculty. Departments meet monthly (see indicator 7 for the structure of the departmental meetings) and the examination of student work in some form (anecdotal, classroom work, summative assessment results or standardized data) is found on the agendas of ** most ** meetings. Each teacher is required to administer end of course surveys. The district professional development protocol requires teachers in years three and six of their relicensing cycle to survey parents and peers. At times the district will administer a survey of students (the annual risk behavior survey) or faculty (the 2010 faculty morale survey). UVM administers a graduating senior survey. Surveys are ** occasionally ** discussed as anecdotal information about student learning. There is ** little or no evidence ** to indicate that data from sending or receiving schools, or post secondary institutions is examined by the faculty as a group. The department chairs meet monthly with the building administration in a coordinator’s meeting. This meeting is designed as a link between the departments and the administration. Actual student work is rarely examined at this meeting, although data about summative and standardized assessments are ** frequently ** recurring topics. The district Curriculum Steering Committee meets monthly to examine and discuss the flow of the curriculum and the evidence supporting the strengths or weaknesses of the curriculum. The committee is composed of administrators and teachers. Teachers on the committee represent the full diversity of the Hartford School District preK- 12. The student work examined by this committee tends to be summative and often standardized in nature. The revisions of this committee tend to be broad in nature and overarching in scope. They make program choices, and alter entire scope and sequence district wide. As of the summer of 2010 the district has established an assessment committee. The committee is composed of administrators. Teachers on the committee represent the full diversity of the Hartford School District preK- 12. The purpose of the committee is to examine assessment district wide to ensure that students are meeting the “Universal Ends Policies laid forth by the Hartford School Board. As this committee is relatively new it has not yet had much of an impact on curriculum change and instructional practice. Changes are ** constantly ** being made in instructional practices, common coursework and assessments, course curricula, scope and sequence, course offerings and formative and summative assessments of all kinds. Changes are difficult to document as when the old is replaced, it is often discarded.

Paragraph 11: grading and reporting practices regularly reviewd; evidence of review of grading, evidence of actions taken This is the one Erica & Gattie will write
<span style="font-family: Book Antiqua,serif; font-size: 11pt;">11. Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning.

<span style="font-family: Book Antiqua,serif;">Analyzing the Evidence a. Based on a review of the school’s formal, adopted grading policies, the evidence of review of grading practices, and the results of the opinion surveys, what does the evidence show about the //alignment// of the grading practices with the school’s core values and beliefs about learning and the //regularity// of the review?

Drawing a Conclusion


 * 1) State the __extent__ to which the school’s grading and reporting practices are //regularly//


 * 1) reviewed and revised to ensure alignment with its core values and beliefs about learning.