During a discussion last week with several Greater Boston districts, I was excited to hear so many district and school leaders thinking about how to use their district common assessments to monitor progress of low performing students or subgroups. MCAS, ACCESS and other summative assessments provide us with important information about how our students performed at one point in time during the year. One of the best aspects of this test is that we can easily manipulate the data to identify how certain groups of students performed, measure student growth, and compare our students against students across the district, with other districts and across the state.
But how are our students performing prior to March and May? How will we know what to expect in the MCAS data? Schools and districts have a lot of additional data they can draw from to monitor progress throughout the year- and make adjustments to instruction and resources. DIBELS, DRA, district or external benchmark assessments, and school-developed writing rubrics and common assessments are all available and can provide the same type of comparable data to monitor student progress throughout the year.
One request to the assessment developers/publishers- help teachers and leaders monitor progress of subgroups by sharing data in more than just aggregate and student-level forms!
In case you missed the Edwin Roadshow, or were looking for more customized support, Thinkgate is offering a series of webinars on Edwin topics (see below). All webinars are offered Nov. 25-Dec. 10. Register and find out more here: http://www.thinkgate.com/upcoming-webinars
- Performance and Observational Assessments
- Sharing Classroom Assessments
- Assessment Results for Teachers
- Assessment Administration- Online
- Assessment Administration-Paper/Pencil
- Populating your Item Banks
- Model Curriculum Units and Digital Resources
- Curriculum Maps and Unit Plans
- How Grouping Can Assist you with Interventions