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Joshua E. Powell Patricia Sheffer. Formative Assessment and Student Achievement: Partnering with KASC. Rationale for Improvement. Individual Rankings. Rankings unite community Understand data: rankings vs. generational improvement (NCLB) District ranked 161 out of 175

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Joshua e powell patricia sheffer l.jpg

Joshua E. Powell

Patricia Sheffer

Formative Assessment and Student Achievement: Partnering with KASC

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Individual Rankings

  • Rankings unite community

  • Understand data: rankings vs. generational improvement (NCLB)

  • District ranked 161 out of 175

  • High School ranked 185 out of 201

  • Middle School ranked 166 out of 216

  • Morganfield Elem. ranked 671 out of 713

  • Sturgis Elem. ranked 373 out of 713

  • Uniontown Elem. ranked 247 out of 713

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The Blessing of Deprivation

  • The ability to build a strong foundation

  • Do not have to negotiate with terrorists

  • Everybody has to drink the COOL-AID

  • Sense of urgency

  • Viewing proficiency as a minimum requirement

  • Brief window of opportunity to do what is right

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  • Creation of Department of Student Achievement

  • Passing of Formative Assessment Initiative

  • Paradigm shift

    • Student-centered vs. adult centered

  • Empowerment of the best and brightest

  • Accountability: data drives decisions

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Establishing a Foundation

  • Promotion: talent/ability vs. experience

    • Right people in key spots

  • Take advantage of the honeymoon—Board and community relations

  • Winning the first battle will lead to winning the war

  • Establish relationships with best and brightest organizations with proven success

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  • Proven track record

  • 100% student achievement driven

  • Not politically motivated

  • Personal characteristics of individual members

  • Mindset—high expectations

  • Ownership of Kentucky and each individual district

  • Belief that Kentucky should be the best

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Partnering with KASC

  • Established foundation--trained key players

  • Existing respect and rapport with teachers

  • Thoroughbred philosophy

  • Avoidance of groupthink

  • Assertive confrontational model

    • Brutal honesty

    • Constructive feedback

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Formative Assessment

  • Weekly ongoing formative assessment model

  • Linking performance to evaluation

  • Data makes decisions

  • Lead to growth and improvement but accept no excuses

  • Urgency

    • Critical developmental periods for children

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Formative Assessment

  • Protocol

    • Weekly KCCT-like assessments

    • Immediate analysis of data

    • Plan for improvement (teacher and student)

    • District Benchmark assessments

  • Principal walkthroughs

  • Instructional walkthroughs

  • Data presented to Civic Organizations


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Formative Assessment

  • Formative Assessments “for” learning

  • Summative Assessments “of” learning

  • People don’t perform because of what’s expected, they perform because of what’s inspected

  • The importance of follow-through

  • Curriculum specialists: critical component

    • High expectations

    • The Navy SEALS of curriculum and instruction

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What does Formative Assessment look like?

  • Curriculum specialists and teachers model structure of KCCT-like assessment

  • Analyze student responses/conference with individual student

    • Builds student confidence and motivation

    • Guides future instruction

    • Monitor progress toward academic goals

  • Assessment is instruction

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Success? Distinguished

  • Anticipate that we will make extraordinary gains at every level

  • Anticipate that the accuracy of our Formative Assessment will be great

  • Anticipate that rankings will dramatically improve at every level

    *The aforementioned anticipations are based on Formative Assessment analysis

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Why all the fuss? Distinguished

  • Kentucky is 34th

  • Accountability system is at a standstill

  • Opportunity

    • New commissioner

    • Partnership of KASC, Prichard Committee, and Council for Better Education

  • Our children