The Educational Partners LLC
With Superior Solutions LLC
Your Partners in Educational Excellence!
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Adequate Yearly Progress for All Our Students is Our Goal
Products:
Common Assessments:
Part 1: An Overview (PDF)
Part 2: Impact on Student Achievement
Part 3: The Principal's Role (PDF)
Part 4: Reference Page (PDF)
Services:
Common Assessment Faculty Meeting PD
Common Assessment Implementation,
Monitoring, and Evaluation PD
Just When You Need It In-services
Overview of Services
This seminar focuses on using data-based decision-making to select, design, and monitor the implementation of common assessments at the building and/or district level. It includes 8 days of team-based professional development workshops given throughout the year along with a mutually agreed-upon number of days of onsite coaching during the implementation and evaluation process.
Faculty-Meeting Staff Development Package:
The package includes monthly or twice monthly full-staff workshops built around your school's data-driven student achievement goals in which Professional Learning Communities, grade level, or content area teams develop and monitor common summative and formative assessments for learning. These workshops are designed to be delivered during faculty meetings or district administrative meetings. In addition, it includes two to four days onsite instructional and administrative coaching around the goal.
Common Assessment Implementation, Monitoring, and Evaluation:
With the federal and state focus on all students making AYP, none of us in education can afford to wait until the end of the year to evaluate the success of the school improvement/student achievement goals we have put in place in our districts or schools. We need our goals to be written as SMART Goals with specific, multiple, ongoing ways to measure and monitor their success in increasing student achievement, but even more than that, the results need to used immediately to impact student learning.
TEP understands this need and can help you implement effective ways to monitor and evaluate the learning systems you are putting in place in your district or building. To do this, our team utilizes the inquiry-based data-driven decision making process, which is an ongoing process that utilizes SMART Goals, Action Steps, and data collection and analysis to provide ongoing evaluation of the program.
Just When You Need It Data In-services:
While TEP believes in job-embedded ongoing professional development around your goals, we realize that it may not meet your immediate needs. Therefore, we have several in-services for you to select from in this category. These workshops are highly interactive and are designed to meet NSDC's Standards.
“If we seek excellence in education, then the time has come to invest whatever it takes to ensure that every teacher is gathering dependable information about student learning day to day and week to week and knows how to use it to benefit students. This action must be central to all future school improvement efforts, because, if assessment is not working effectively in our classrooms every day, then assessment at all other levels (district, state, national, or international) represents a complete waste of time and money” (Stiggins, Assessment, Student Confidence, and School Success, 1999).
This change in focus from what is taught to what is learned must be nurtured by the principal. We all know that it is hard to nurture something we don’t understand. That means that the principal as well as the staff must become assessment literate (DuFour, 1999; Stiggins, 1999; Schmoker,2000; Wiggins, 2004)Common Formative Assessments Impact on Student Achievement
“Achievement gains associated with formative assessment have been described as ‘among the largest ever reported for educational interventions’…(and) formative assessment also improves equity of student outcomes. Schools which use formative assessment show not only general gains in academic achievement, but also particularly high gains for previously underachieving students. Attendance and retention of learning are also improved, as well as the quality of students’ work” (Organization for Economic Co-operation and Development, 2005). In fact, “studies have demonstrated that assessment for learning rivals some one-on-one tutoring in its effectiveness and that the use of that assessment particularly benefits the achievement of low performing students. The latter finding has direct implications for districts seeking to reduce achievement gaps between minorities and other students” (Stiggins, 2004).
(Excerpt from: Jessup, Sally. (2007). Overview of Common Summative and Formative Assessments. © 2007 The Educational Partners LLC: Online Reference Page )
© 2007 The Educational Partners LLC