B3

=Category B: Curriculum and Instruction= toc

B3

 * Is teacher and student use of assessment frequent and integrated into the teaching/learning process?
 * Are the assessment results the basis for measurement of each student’s progress toward the expected schoolwide learning results?
 * Are the assessment results the basis for regular evaluation and improvement of curriculum and instruction?
 * Are the assessment results the basis for the allocation of resources?

Suggested Areas to Analyze:

 * the nature and types of assessment that teachers regularly use to measure student progress towards acquiring a specific body of knowledge or skills such as portfolios, oral or group projects, etc.
 * the correlation of assessment to expected school wide learning results, curricular objectives, course competencies and instructional approaches used
 * student work that demonstrates understanding and application of knowledge and skills
 * student portfolios, projects/performances/discussions/interviews
 * student assessment of the learning
 * the monitoring of student progress over time
 * the degree of effective use of student and employer feedback as appropriate to determine whether course objectives have been met
 * the modifications and revisions in the curriculum and instruction as a result of student assessment, both collectively and individually
 * the degree to which parents and community are active in the learning assessment process
 * the allocation of resources, including the provision for professional development opportunities, based upon assessment of the expected school wide learning results
 * the degree to which the professional staff utilizes standardized test results
 * student interviews
 * additional evidence

Guiding Questions

Grid of Areas of Strength and for Growth and Evidence

 * Areas of Strength || Evidence ||  || Areas for Growth || Evidence ||
 * Development/enhancement of STEM program - expand school programs to better prepare students for 21st century life/learning. (allocation of resources) ||  ||   || Focus of summative assessments on higher order thinking. (progress toward ESLRs) || Survey data ||
 * Development/expansion of Mandarin Language program - expand school programs to better prepare students for 21st century life/learning. (allocation of resources) ||  ||   || Development of professional resources for instructional diversity/flexibility. (allocation of resources) ||   ||
 * MCTV Studio/curriculum development (allocation of resources) ||  ||   || More rigorous investigation of the connection between homework and student achievement.(progress toward ESLRs) ||   ||
 * Science Lab Renovation (allocation of resources) ||  ||   || (integrated into teaching/learning, progress toward ESLRs) || Classroom walk-through data (snapshot data)

Classroom Observation data (improvement of instruction) || that the results shape the instructional process.
 * Physical Education/Athletic facility plan. (allocation of resources) ||  ||   ||   ||   ||
 * Development of engineering curriculum (robotics/game design) - expand school programs to better prepare students for 21st century life/learning. (allocation of resources) ||  ||   ||   ||   ||
 * Adoption of Curriculum Mapping program, and in particular the addition of the reflection column which functions as a professional portfolio, prompting professional reflection. (regular evaluation) (basis for improvement, allocation of resources) ||  ||   ||   ||   ||
 * All departments examine school wide testing data (SAT PSAT ACT) in order to determine the efficacy of their programs - English, Math, Science, Social Studies. In response to those results departments determine strategic plans goals. (i.e. to improves students achievement in reading comprehension) (basis for improvement) || Department Minutes ||  ||   ||   ||
 * Dedicated department meetings designated to investigate the grade distribution data. (basis for improvement) || Academic Council Minutes, Grade Distribution Data ||  ||   ||   ||
 * (integrated into teaching/learning, progress toward ESLRs) || Physical (Student) Portfolio ||  || (integrated into teaching/learning, progress toward ESLRs, basis for improvement, allocation of resources) || Digital (Student) Portfolios ||
 * (integrated into teaching/learning, progress toward ESLRs) || Curriculum Mapper data ||  ||   || Curriculum Mapper ||
 * Appropriate placement of students in a program of study optimally matched to their interest, ability, and needs. (assessment process) || Entry level placement, Honors Programs, AP placement, English Elective Placement, SAS Placement ||  || Greater integration of the (language) ESLRs into assessment of student learning, Making more transparent to students that the ESLRs are being taught and assessed. (progress toward ESLRs) || Curriculum Mapper, Observation data, Anecdotal evidence, Course Evaluations ||
 * (integrated into teaching/learning, progress toward ESLRs) || PowerGrade data ||  || While teachers seem to be using a variety of assessment strategies regularly throughout the instructional process,the focus of these tends to favor the lower levels of the Blooms scale, and there is little evidence

To what extent are teachers modifying instructional content and delivery strategies based on student achievement data? (integrated in teaching/learning, progress toward ESLRs) || B3 Survey results || (progress towatd ESLRs, allocation of resources) ||  ||   || Expand authentic performance based assessments. (progress toward ESLRs) || 2008/2010 HSSSE Survey data ||
 * Targeted Curriculum Development:
 * 1) Science: Engineering Courses, Freshman Science
 * 2) TAMA: Robotics, Gaming Analysis & Design
 * 3) Modern Language: Chinese I, II, III, IV, Spanish for Native Speakers
 * 4) Physical Education: Movement for Athletes
 * 5) VAPA: Theater Production
 * 6) Math: Calculus BC
 * Development and refinement of intervention programs like Academic Jeopardy, designed to intervene with students prior to their reaching the probationary level. (basis for improvement) ||  ||   || Development and refinement of intervention programs like Academic Jeopardy, designed to intervene with students prior to their reaching the probationary level. (basis for improvement) ||   ||

= //__Notes for November 30th__//: =
 * 1) Introductions
 * 2) Setting norms
 * 3) Establish group secretary/recorder rotation
 * 4) ESLR Ratification
 * 5) Review Area Criteria Question

** 3. Recorder Rotation / Bringer of Treats? **

 * || === Recorder Rotation === || === Bringer of Treats? === || === Time Keeper === ||
 * Nov 30: || AA || AA || AA ||
 * Jan 4: || Kerri Gibson || Kathy Kyle || Shawna Martin ||
 * Feb 4: || Dave Prisk || Yolanda Moran || Kathy Kyle ||
 * Mar 25: || Paul McKenna || Dave Prisk || Eric Kaufman ||
 * Apr 11: || Jo Couling || Luis Gonzales || Kerri Gibson ||

Nov 30, 2010 3:49 pm There is a feeling that ESLR 1.5, 1.6 and to some extent 1.4 may belong more appropriately in the Formation category. Specifically 1.5 speaks to a demonstration of personal and social responsibility more completely than it does to the acquisition of skills which seems to be the predominate theme of the Information category. There was also some discussion of the overwhelming nature of such a large number of sub points to the three main ESLRs re: ESLR 1.5 and 1.6 Nov 30, 2010 3:51 pm We ratify the ESLRs with the comments above and reflecting the subsequent changes.

Notes for February 4th: We ratify the ESLRs as they appear now.

5. Guide Questions: Beginning Discussion

 * To what extent are students and teachers really aware of the ESLRs as guidelines / outcomes in creating (teachers) and completing (students) assessments?
 * Perhaps teachers should begin to stress the broader ESLR categories more explicitly and frequently.

__**Notes for January 4th**: __

>> ** Placement in Honors Math: Successfully passing the supplemental Algebra I test ** >> ** Placement in Biology: HSPT score in Reading above the 65th percentile **
 * 1) ** Group approved ESLR ratification: **
 * 2) **B3 - Gathering evidence to answer questions:**
 * 3) Create teacher worksheet to collect data on type and frequency of assessment
 * 4) Work with Department Chairs to randomly choose department members (1) to complete worksheet
 * 5) Distribute faculty wide survey
 * 6) Create student survey via Moodle to gather evidence with regard to assessment. This would be done 3rd quarter spring 2011.
 * 7) Request evidence from teachers who conduct students reflections on previous learning. This request can be added to faculty survey.
 * 8) How do departments spend their time and money to improve student learning / outcomes?
 * 9) Department minutes (interview department chairs)
 * 10) Department budgets
 * 11) To what extent is the assignment of students to enrichment and or remedial programs (SAS, Study Skills, AP, Electives, NHS, Mandated Academic Intervention) the result of curricular assessment?
 * 12) Professional Development Monies
 * 13) To what extent is the development of new curricular programs based on curricular assessment?
 * 14) Science: Engineering Courses, Freshman Science
 * 15) TAMA: Robotics, Gaming Analysis & Design
 * 16) Modern Language: Chinese I, II, III, IV, Spanish for Native Speakers
 * 17) Physical Education: Movement for Athletes
 * 18) VAPA: Theater Production
 * 19) Math: Calculus BC
 * 20) How do teachers adjust the allocation of professional time on student learning based on curricular assessment?
 * 21) Evidence of Intervention of Students in Academic Distress
 * 22) Gather data from Mike A. (# of students, # of interventions)
 * 23) Academic Support Center
 * 24) How frequently and consciously are teacher creating opportunities for students to recognize their growth toward the achievement of the ESLR's.
 * 25) To what extent are portfolio assessments utilized as assessment tools across the departments?
 * 26) ** Task List for February 4th meeting **
 * 27) Amy and Shawna will create the first set of questions for the survey.
 * 28) Dave will collect data from Mike with regards to students involved in the Mandated Academic Intervention Program.
 * 29) Group members agree to visit and or edit "Google Assessment Form" (see email for details and directions to "the form")
 * 30) Kerrie will collect data from Tara on the placement of 9th grade students in courses based on placement test results. ** Placement in Honors English: HSPT scores above the 80th percentile in Reading and Language **
 * 1) Paul will contact Counseling / Andrea on the role of assessment in student placement.

Department selections for 1st survey:


 * English ||  ||   ||
 * Theology ||  ||   ||
 * Social Studies ||  ||   ||
 * Mathematics ||  ||   ||
 * Science (Life & Physical) ||  ||   ||
 * Physical Education ||  || Andrew Cotter ||
 * Modern Language ||  || Audrey Schroeder and Ana Patterson ||
 * Visual and Performing Arts ||  || Brooke Nelson and Scott Barton ||
 * Technology and Media Arts ||  || 5 units ||

__ **Notes for February 4th**: __
 * We ratify the ESLRs as they appear now.**

varied kind, frequency and rigor evidence
 * Review of B3 survey data:**

every teacher required to give semester exam. in most cases counts for 20% student

comprehensive exam on what has been previously taught and tested

some teachers design assessments based on content-based vs. skill-based

BINDER of CDG -- includes reference to assessments

Curriculum Maps provide data about type and frequency of assessments

areas for growth = articulation of rigor and more aligned assessments

NOTE from WASC Mtg, 1-24: Re: Allocation of resources -- can also consider facilities, furniture, etc. (Science Lab, MCTV, etc!)

How would the survey data change if we looked at soph. responses separate from senior responses?
 * HSSE Survey data:**

Could we better measure students' experience if we could see the change in response patterns from soph to senior year.

89% of students surveyed (soph/senior 2010) report that they receive helpful feedback from teachers on their work.

Return to looking at survey data next time Compare to Diocesan Homework Survey


 * NEEDS: ** A close look at curriculum mapper data

Each member can take a Bloom's Taxonomy and examine, school wide, the extent to which certain types/levels of assessments occur as part of the instructional program of Moreau Catholic.

__** For March meeting **__ Knowledge: Paul Comprehension: Dave Application: Amy Analysis: Kathy Evaluation: Eric Synthesis: Yolanda (Screenshots as data)

Analysis: Kathy

Application: Amy

What evidence will clarify our picture of the programs and opportunities to promote the spiritual and social development of students.

March 25th Notes
ESLR Ratification: See Nov. 30th/Feb. 4th Notes/ APPROVED


 * ===**Is teacher and student use of assessment frequent and integrated into the teaching/learning process?**===
 * Assessment is frequent and integrated into the teaching process. It is unclear the extent to which assessment data is used to shape or change classroom instruction based on student need.
 * B3 Survey Data
 * PowerGrade Data
 * Classroom Walkthrough Data
 * Absence of Homework Survey Data
 * Opportunities for student self assessment exist and are varied in kind and frequency.
 * Student portfolios
 * Observational Data
 * The extent to which students use assessment as a meta-cognitive tool to understand and improve their own learning is unclear.
 * PowerGrade Data
 * Academic Jeopardy/Probation Intervention Data
 * Homework Survey Data


 * ===**Are the assessment results the basis for measurement of each student’s progress toward the expected school wide learning results?**===
 * The absence of the language of the ESLRs in assessment instruments indicates that this is an area for growth. The language used in assessment instruments trends toward measuring curricular standards, not ESLR achievement. The connection between student achievement in these two areas seems to be implicit.
 * Observational data
 * Reflections in Curriculum Mapper
 * Course Evaluations
 * ===**Are the assessment results the basis for regular evaluation and improvement of curriculum and instruction?**===
 * On the school wide level there is significant evidence that assessment results are used to improve curriculum and instruction.
 * Science: Engineering Courses, Freshman Science
 * TAMA: Robotics, Gaming Analysis & Design
 * Modern Language: Chinese I, II, III, IV, Spanish for Native Speakers
 * Physical Education: Movement for Athletes
 * VAPA: Theater Production
 * Math: Calculus BC
 * MCTV Studio/Curriculum development (allocation of resources)
 * Physical Education/Athletic facility plan. (allocation of resources)
 * Development of engineering curriculum (robotics/game design) - expand school programs to better prepare students for 21st century life/learning. (allocation of resources)
 * Curriculum Mapper
 * Naviance
 * On the level of individual instructors, there is evidence that diagnostic, formative, and summative assessments trend toward measuring lower order thinking skills on Bloom's Taxonomy.
 * Strategic Plan
 * B3 Survey Data
 * Curriculum Mapper Research
 * Observational/Anecdotal Data
 * // On the departmental and individual level there is an opportunity to measure the extent to which assessments are comparable in scope and rigor across grade level and courses. //
 * // Semester exams //
 * // Academic Council minutes //
 * On the level of individual instruction, evidence suggests a need for continued and more rigorous investigation of the connection between homework and student achievement.
 * Diocesan Survey of Parents, Teachers and Students on Homework
 * Academic Jeopardy Program Results
 * ===**Are the assessment results the basis for the allocation of resources?**===
 * Assessment results play a significant role in the allocation of resources on a schoolwide and departmental basis.
 * Professional Development time devoted to analyzing assessement results
 * Department Collaborative time for same
 * English Dept. Grade-wide Reading Comprehension Assessment as a direct product of Department time dedicated to evaluating curricular effectiveness.
 * New Teacher Support program promotes new teacher's ability to craft
 * Creation of a Interdisciplinary and Challenge-Based Learning Coordinator position
 * The is a need to explore the leverage that our commitment to electronic resources can provide us in the use of e-portfolios and other digital publishing tools in order to help students track and understand their growth as learners.
 * Strategic Plans
 * Library and IT Department Goal
 * Naviance as a personal and academic planning tool.
 * Insufficient resources have been allocated for hiring a Service Learning Coordinator, a position that has been identified as a school wide need, to integrate and assess the achievement of ESLRs with our community service program.
 * Observational Data
 * Student Reflection
 * Parent Survey Data