Assessment in Gorham Schools Chris Record Assistant Superintendent

Assessment in Gorham Schools Chris Record, Assistant Superintendent Gorham School Committee January 11 th, 2017

Why Assess? Ø To measure what students know and are able to do Ø To inform instruction Ø To identify students for intervention or enrichment Ø To monitor growth over time Ø To inform students’ post-secondary planning Ø To fulfill federal and state requirements

Two types of assessment Formative Classroom Assessments: Inform instruction with specific & timely feedback Ø Aligned to daily or weekly learning objectives Ø Many types: teacher observation (listening, body language), student selfassessment (vote with thumbs, traffic lights), student work (exit slips, graphic organizers), collaborative work (think, pair, share; jigsaw groups) Ø May be tracked in gradebook Ø Indicate need for reteaching and/or readiness for summative classroom assessments

Two Types of Assessment Summative Classroom Assessments: evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark Ø Aligned to course- or grade-level performance indicators Ø Many types: story, essay, test, project, poster, lab, debate, discussion, movie, speech, report, skit, etc. Ø Tracked in online gradebook and converted to 1 -4 or 0 -100 scale for reporting

To Identify Students for Intervention or Enrichment & To Monitor Growth Over Time We Use STAR Assessments: Why STAR? Ø 2 -3 times per year / nationally normed / computer adaptive Ø Consistent assessment tool K-10 Ø Aligned to curriculum standards Ø Provides immediate & specific information on each student (skills/standards) Ø Provides instructional resources to teachers based upon student need Ø Ability to progress monitor and build custom assessments

STAR Focus Areas Ø Early Literacy (K – 1): diagnostic assessment of early literacy skills Ø Reading (1 – 10): assessment of reading comprehension and skills for independent readers Ø Math (1 – 10): assessment of math development in four domains (numbers & operations, algebra, geometry & measurement, & data analysis/statistics/probability

To Inform Students’ Post-Secondary Planning Advanced Placement (AP) Exams at GHS ● AP 2016 ○ 171 students participated (158 in 2015; 148 in 2014; 138 in 20 ○ 18 different course exams were taken ○ 225 exams taken (213 in 2015; 185 in 2014; 175 in 2013) ○ 65 % of test results were a 3 or higher (60% in 2015; 62% in 2014; 60% in 2013) ■ national = 57. 9%

To Fulfill Federal and State Requirements ESSA Every Student Succeeds Act (No Child Left Behind Act of 2001) Ø Requires annual testing in ELA/Literacy and Mathematics in grades 3 -8 and 11 (Maine also tests in science) ELA/Literacy and Mathematics Over the Years: 2009 -2014: NECAP (Grades 3 -8), SAT (Grade 11) 2014 -2015: MEA/SBAC (Grades 3 -8 and 11) 2015 -2016: MEA (3 -8) and SAT (Grade 11) SAT Cut Scores: State expectations: 530 – 640 (Math) & 480 – 620 (ELA)

2016 ELA MEA Grades 3 -5 ELA Well Below State At State Grade 3 13% 33% Above State 22% State 24% 28% 27% 20% Grade 4 13% 28% 37% 22% State 25% 23% 32% 21% Grade 5 17% 24% 37% 22% State 23% 25% 35% 17%

2016 ELA MEA Grades 6 -8 & SAT Results Well Below State At State Grade 6 9% 36% 35% Above State 20% State 16% 37% 32% 15% Grade 7 15% 26% 38% 21% State 18% 34% 14% Grade 8 8% 38% 42% 13% State 15% 37% 12% Grade 11 14% 12% 61% 12% State 22% 19% 46% 13%

2016 Math MEA & SAT Results for Gorham Math Well Below State At State Grade 3 14% 26% 45% Above State 15% State 22% 29% 38% 10% Grade 4 11% 35% 38% 15% State 20% 40% 28% 11% Grade 5 12% 39% 16% State 21% 44% 26% 9%

2016 MEA Grades 6 -8 & SAT Results for Gorham Grade 6 18% 32% 12% State 31% 36% 23% 10% Grade 7 26% 39% 9% State 31% 29% 31% 9% Grade 8 19% 34% 36% 11% State 34% 31% 25% 10% GHS Grade 11 State 14% 31. 71% 39. 51% 14. 5% 26% 39% 27% 8%

2016 MEA Grades 5, 8, & 11 Results for Gorham Science Well Below State At State Grade 5 7% 20% 64% Above State 10% State 11% 26% 55% 8% Grade 8 3% 12% 62% 23% State 7% 20% 54% 19% Grade 11 15% 32% 47% 5% State 21% 33% 41% 6%

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