Redefining District Assessments
CMCS_2016?
Audrey Mendivil
[email protected]
@Audrey_Mendivil
• Examine the process for changing a system and how
this relates to what we know about district
assessments.
• Design or modify a plan for redefining district
assessments in your district.
Note: Quote not verified, but widely attributed to Eisenhower
My philosophy about District Assessments
“It’s important on
a bike, and it’s
important in life.”
~My mom
Formative
Summativ
e
“You know you’re
a leader when you
turn around and
find people
following you.”
~My mom
“A good potluck
always has a
sign-up.”
~My mom
http://www.bonappetit.com/entertaining-style/parties/article/potluck-rules-etiquette
District
FA
District
SA
Teacher
FA
PLC
FA
PLC
SA
Teacher
SA
Do you have
balance?
How do you lead by
example?
How do you assign
the responsibility to
others?
District
FA
District
SA
Be clear
Be concise
Be compelling
Teacher
FA
PLC
FA
PLC
SA
Teacher
SA
Ideal State
Current
Reality
Continuous Improvement Cycle
Ideal
When: 1-2 times per year
Why:
 Inform district-level instructional
decisions
 Increase use of “our students” across
PLCs and between schools
 By-product: to inform teachers’
instructional decisions
How:
 short in length,
 open-ended questions,
 based on areas of focus,
 scored by hand by everyone,
 personal reflection,
 access to everyone’s reflection.
Reality
When: 8-11 times throughout the year
Why:
 Teacher accountability,
 Summative assessments,
 “To get students ready for the state
assessment”
 By-product: Competition
How:
 Medium – long: take 1-2 class periods,
 multiple-choice questions,
 based on CST released questions,
 graded on Edusoft (by a computer),
 results used in student grade,
 teachers can only access their own
class results.
Note: All three men have claimed this quotation.
Gap Analysis
Ideal State
Current
Reality
Continuous Improvement Cycle
Cultural
Systems
Economic
Systems
Learning
Systems
Timperley, H. (2011). Realizing the power of professional learning. New York, NY: Open University Press.
Gap Analysis
Ideal State
Current
Reality
Cultural
Systems
Economic
Systems
Learning
Systems
Continuous Improvement Cycle
Next Level of
Work
High Leverage
Actions
Theory of Action
Purpose  Everyone (Players, Coaches, Fans) knows it,
Soccer
simple enough to understand and follow
Scoreboard Important enough to keep track of in a public way
(the rest is available to look up if you’re
interested)
Uniforms  To identify team and individuality (Yankee
philosophy), to improve performance
Equipment  Based on the purpose and the rules, can’t play
Baseball
without it
Playing Field  The larger scope of the game, the boundaries,
provides the possibility that the purpose will be
served
Refs/Umps  Who provides the support for the purpose/rules
to be be realized (Can their calls be overturned?)
Game footage  Reflect and grow, and prepare for next time
Old
Assessment
System
Purpose  Why? How will you everyone know why?
Scoreboard  What’s important enough to keep track of in a
public way, and what’s available to look up if
you’re interested?
Uniforms  Identifying features: Names and/or numbers?
How will you identify the players? (Do you want
to?)
New
Assessment
System
Equipment  Test items, length of test, structure of test
Playing Field  Testing window/date, test setting, test security
Refs/Umps  Who determines the questions, the scoring, the
dissemination of results? Can these be changed?
Game footage  How will you reflect on what you’ve learned, and
grow? How will this affect what you do next time?
Purpose  Formative, will guide district decisions with PD,
Old
Assessment
System
calendars, etc., Improve belief of “our student”
Scoreboard  No scores recorded or turned in. Scored tests
available for teachers/students if desired
Uniforms  No student, teacher or school identifying features;
identified by course level only.
Equipment  Test items based on critical areas, length of test
between 30-45 minute, one ‘scenario’ with
multiple parts.
Playing Field  Testing window of 1.5 weeks, within normal class
New
Assessment
System
period, test “security” prior to test (but not after)
Refs/Umps  Teacher leaders determined questions & scoring,
possibility that teachers could revise rubric
Game footage  Reflection turned in (no name/site attached),
results of all reflections returned to all teachers,
survey
Gap Analysis
Ideal State
Current
Reality
Cultural
Systems
Economic
Systems
Learning
Systems
Continuous Improvement Cycle
Leadership Voice
Next Level of
Work
High Leverage
Actions
Monitoring &
Feedback
Theory of Action
How will you continue to
communicate the purpose and
vision?
“The single biggest
problem in communication
is the illusion that it has
taken place.”
~George Bernard Shaw
What support do you have in
place for implementation?
“Every organization – indeed
every person – suffers to some
degree from a gap between
intention and action.
Leadership can make the
difference.”
~Douglas Reeves
Switch
How to change
things when change
is hard.
Heath, C. & Heath. D. (2010) Switch:
How to change things when change is
hard. New York: Broadway Books.
Clear, small moves:
Give, score, reflect, change
Professional Learning:
Formative Assessment
Throw out the old:
Make room for the new
On-site Support:
roving TOSA
Gap Analysis
Ideal State
Current
Reality
Cultural
Systems
Economic
Systems
Learning
Systems
Continuous Improvement Cycle
Leadership Voice
Next Level of
Work
High Leverage
Actions
Change
Monitoring &
Feedback
Theory of Action
Note: All three men have claimed this quotation.
1) Provide feedback: Quick survey to help me grow
2) Learn More: Take a look at one or more of the following
resources:
Reeves, D. (2007, March). Leading to Change/ Closing the
Implementation Gap. Educational Leadership, 64(6), 85-86.
(Available at: http://www.ascd.org/publications/educationalleadership/mar07/vol64/num06/Closing-the-ImplementationGap.aspx )
Changing the Game:
Redefining District
Assessments
Kotter, J.P. (1995, March-April). Leading Change: Why
transformation efforts fail. Harvard Business Review.
(Available at:
https://cb.hbsp.harvard.edu/resources/marketing/docs/95204f2.
pdf )
Heath, C. & Heath. D. (2010) Switch: How to change things
when change is hard. New York: Broadway Books.
(Some information available at http://heathbrothers.com )
Audrey Mendivil
[email protected]
@Audrey_Mendivil
#cmcmath
1) Provide feedback: Quick survey to help me
grow
2) Learn More: Take a look at one or more of the
resources.
Call to action
3) Build Balance: Decide what balance looks like
and make a move to bring assessments into
balance.
Changing the Game:
Redefining District
Assessments
4) Lead by Example: Be a lead learner. Be the
first one willing to change.
5) Change the Game: No more playing soccer on
a baseball field, and no more potlucks full of
potatoes! Make a commitment to change one
element of the game this year.
6) Choose Collaboration: Talk with a colleague
about what you learned, share on Twitter #MTBoS
Audrey Mendivil
[email protected]
@Audrey_Mendivil
#cmcmath
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1) Provide feedback: Quick survey to help me
grow
2) Learn More: Take a look at one or more of the
resources.
Call to action
3) Build Balance: Decide what balance looks like
and make a move to bring assessments into
balance.
Changing the Game:
Redefining District
Assessments
4) Lead by Example: Be a lead learner. Be the
first one willing to change.
5) Change the Game: No more playing soccer on
a baseball field, and no more potlucks full of
potatoes! Make a commitment to change one
element of the game this year.
6) Choose Collaboration: Talk with a colleague
about what you learned, share on Twitter #MTBoS
Audrey Mendivil
[email protected]
@Audrey_Mendivil
#cmcmath