H Mission Statement, H Strategic Plan, H Priorities, H Staff development, H Organization and H Focus aligns.

Mission Statement,Mission Statement,

Strategic Plan,Strategic Plan,

Priorities,Priorities,

Staff development, Staff development,

Organization and Organization and

Focus alignsFocus aligns

We want each student to We want each student to be successful --be successful --

in academics and in academics and

as an individual.as an individual.

We want each student to We want each student to be successful --be successful --

in academics and in academics and

as an individual.as an individual.

AssessmentCurriculum

InstructionGrants

FocusInst materials

Priorities

Staff development

AssessmentCurriculumInstruction

Grants

FocusInst materials

Priorities

Staff development

If focused, it pushes toward alignmentalignment,,

if not, fragmentationfragmentation.

Challenge students to grow and achieve academically

Ensure respectful educational environment

Provide facilities, tools and resources necessary to

support student success

Challenge students to grow and achieve academically

Ensure respectful educational environment

Provide facilities, tools and resources necessary to

support student success

Challenge students to grow Challenge students to grow and and achieve academicallyachieve academically

Ensure respectful Ensure respectful educational educational environmentenvironment

Provide facilities, tools and Provide facilities, tools and resources necessary to resources necessary to

support support student successstudent success

Challenge students to grow Challenge students to grow and and achieve academicallyachieve academically

Ensure respectful Ensure respectful educational educational environmentenvironment

Provide facilities, tools and Provide facilities, tools and resources necessary to resources necessary to

support support student successstudent success

Who is learning?Who is learning?

Who is not Who is not learning?learning?

Why?Why?

WHO’S LEARNINGWHO’S NOT

ByData Zeus

(The Dr.’s Statistical Brother)a.k.a. Ron Hoppes, Centennial District

Page 1At year’s end,

we know we have taught.The question is,

did they caught what they ought?What groups got,

and what groups not?

Page 2Test scores were brought,and meaning was sought.

Low scores caughtwhat wasn’t got.

Page 3What wasn’t caught,

are we sure it was taught?If not -

curriculum revision ought to be brought!

Page 4If we taught what we ought,

and it just wasn’t caught,was it badly taught?

Better give that some serious thought.

Page 5

Those who caught and those who not,

did the scores they got,match the ones that we thought?

Page 6We know with some thought,

that if they caught what we taught,and we taught what we ought,then benchmarks would be had

by the lot!

Blueprint for Student Learning

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Ass

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tsDistrict Mission and Policies

Research and Nat’l Standards

What We Build From

All students learn, succeed, and care about themselves, others, and the world.

Centennial Mission Statement:

What We Build From

District Policy IA - Instructional Goals

District Policy IAA - Instructional Climate

Our Foundation

Research Effective Schools Research Best practices National organizations

– Standards set by AAS, NCTE, NCTM, NCSS, etc.

What’s best for Centennial?

Student Outcomes12 year statement What they know How they show it How they will use it Creates the vision

Outcomes by Grade Level

Backward mapped “Blueprints”

– guides instruction– defines path for students– communicates expectations

to parents– material adoption– provides assessment for

growth/mastery

AssessmentAssessment is more than giving and

scoring a test and then telling a student, “Your grade is a ‘C’.”

The act of measuring, or giving value to, the growth in learning, exhibited by students on

specific tasks.

The Act of Measuring… Performance Assessments

– Scored against standard scoring guideExceed, Meet, Conditional, Not Yet

Knowledge and Skills Tests– Reported as a RIT score– Related to State-set Benchmark

LevelsExceed, Meet, Not Yet

And Giving Value to… Student

– Tracks success and identifies needs

Parent– Tracks student growth – Provides an

evaluation of the school

Teachers– Identify needs of the

individual students and class

– Evaluates the success of the teaching strategies used

Administration– Evaluates the

instructional program– Helps allocate

resources

Superintendent– Evaluates programs– Curriculum decisions– Resource decisions

Board– Evaluates programs– Resource decisions

State– Evaluates programs

Who is a WHO?By

Data Zeus(The Dr.’s Statistical Brother)

aka Ron Hoppes, Centennial School District

Page 1

“Who is learning and who is not?”the Superintendent questioned.

An answer must be sought!Tests were given and

results were got!

Page 2

We averaged, we measured,We announced our case,

That WHO’s were learningat an increasing pace!

Page 3

The Superintendent retorted and stood in his spot.

I said, “Which WHO is Learning and which

WHO is not!”

Page 4

What makes a WHO learn,What makes a WHO not?

Teachers? Curriculum? Books?What about the Cooks?

Page 5

If Low WHO’s were wrongOn 3 times 8,

Couldn’t they just practiceUntil their answers were great?

Page 6

For the WHO’s who doIs it a matter of luck?

Or do the WHO’s who don’t Just find themselves Stuck?

Page 7

WHO’s who do andWHO’s who don’t

Do they fly togetherLike birds in a flock?

Page 8

Ethnic-WHO’s, Gender-WHO’sMobile-WHO’s, Free-Lunch WHO’s

Are there any PatternsTo the WHO’S who do

and the WHO’s who don’t?

Page 9

Find the WHOs’ patternsThey will act as keys.

We can teach each WHOExactly what each WHO needs.

Assessment: Communicate Results/Analysis

(The second wall of the house)

Individual Data to:– Students– Teachers– Parents– Counselors

Assessment: Communicate Results/Analysis

(The second wall of the house)

Group data to:– Building Administrators– Department Chairs– Curriculum Department– Superintendent– School Board– ODE– Legislators

Grade Level RIT Growth

185

195

205

215

225

235

245

1 2 3 4 5 6 7 8 9 10Grade

RIT

Sco

re

Benchmark

Reading Gr 10

Reading Gr 8

Reading Gr 5

District Reading Results: 2 Years

180

190

200

210

220

230

240

250

2 3 4 5 6 7 8 9 10 11 12Grade Level (in spring 2000)

RIT

Sco

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Grade Group Spg 2000

Same Grade Group 1999

benchmark

math 2000Grade Level Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2

10 233.4 230.7 223.89 232.4 228.9 226.68 230.7 224.9 220.97 228 221.7 216.46 223.7 218.5 214.55 219.5 215 2004 214.1 205.53 208.3 195.82 197.3

reading 2000Grade Level Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2

10 236.6 232.9 228.99 233.4 229.5 226.68 232 228.1 222.87 227.9 222.8 213.16 224.1 219.2 214.35 221.1 214.7 201.44 214.3 208.13 213.8 195.22 196.4

District Reading Results: 3 Years

190

200

210

220

230

240

2 3 4 5 6 7 8 9 10 11 12Grade Level (in spring 2000)

RIT

Sco

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Grade Group Spg 2000

Same Grade Group 1998

benchmark

benchmark 2 yrs earlier

Student Learning

Foundation research Outcomes and assessment Supports roof of student

learning

Building Codes

CCG’S Content Standards Benchmark IV (CIM)

Meet Building Codes

Correlates curriculum

Correlates curriculum

APPROVED!

Remodeling not required

Remodeling not required

Decorating

Structure is sound Quality materials Decorating =

teacher creativity

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Research and Nat’l Standards

Dr. Keith Robinson Superintendent

Art Anderson Assistant Superintendent

Ron Hoppes Director of Instructional Technologies and Assessment

This entire presentation may be downloaded or viewed from our website:

www.centennial.k12.or.us/admin/curric