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.
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’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 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 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!
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
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 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
re
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
re
Grade Group Spg 2000
Same Grade Group 1998
benchmark
benchmark 2 yrs earlier
Meet Building Codes
Correlates curriculum
Correlates curriculum
APPROVED!
Remodeling not required
Remodeling not required