dumontet philosophy of assessment

The Fluidity of Student GrowthWe have the ability to guide the pathways of student growth.

Let’s start with our inventory? ( Danielson 3d- Using assessment in instruction )

1. Collect and interpret student data to identify benchmarks that will provide a baseline for instruction

2. Use data to problem find and develop a plan to implement X, Y, and Z for remediation and improvement

3. Use summative (assessment OF learning) and formative (assessments FOR learning) assessments to evaluate progress and practices

Let’s get out the Map…we are here…

3rd grade 4th grade 5th grade 6th grade

4.3

2.5

3.5

4.5

2.4

4.4

1.8

2.8

2 2

3

5

Student Growth in Reading

2012 2013 2014

Grade level

Stu

dent

gro

wth

perc

entile

s

So, what does this mean for our course ? (the Plan)( Danielson 3c- Engaging students in Learning )

• 3rd grade team will implement __CCSS__

• 4th grade to implement _CCSS____________

• 5th grade team will use _CCSS____________

Below median

Above median

3rd grade 15 10

4th grade 18 9

5th grade 20 9

Now let’s put some wind in the sails…progress monitoring

1. Implement the plans

2. Team time is vital …looking at the results and feedback ( Danielson 4d- Professional Community)

3. Are we still on course? Do any corrections need to be made? ( Danielson 3e- lesson adjustments ) ( Danielson 4a- reflections on a lesson )

Reflection

Feedback

Growth

What happens when we take on water?Students are not responding well to current instruction.

Students need something else.

All hands on deck

It’s time to collaborate with the

intervention team to do some problem finding.

Planning Time for RTI is a priority.

Your grade level team will receive release time to meet with the intervention team on a monthly basis to review data and collaborate about next steps. ( Danielson 4a- reflections on a lesson ) ( Danielson 4d- Participating in a professional community )

What can you depend on from me ? 

I will have an open door. Please bring your concerns, requests, questions, and comments/reflections to discuss with me.

I believe Summative data is for the purpose of developing benchmarks and growth goals. Formative assessment is used for informing instruction continually, thereby aiding in developing interventions.

Teams will be provided with and expected to use collaboration time to have the valuable conversations about instructional outcomes. Resources for RTI will be provided as necessary :

TimeMaterialsELO supportSpace as neededProfessional Development opportunities

Click icon to add pictureStudent learning is dependent upon our ability to be literate with data and efficient and creative in corrective planning.

We’ll continue to refine our work by monitoring student learning through assessment, both formative and summative, working collaboratively to problem find, and making instructional corrections fluidly.