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ASSESSMENT COMMITTEE HOME PAGE



==**The next meeting of the Assessment Committee is Tuesday afternoon, June 12, 2012 from 3:15-4:15 in the HMS Conference Room.** ==

= April and May 2012 Minutes (we met twice in the month of May to cover for April as well): =


 * Meeting 1:**


 * We revised the **Assessment Policy** which is going to the School Board.


 * We also discussed the status of the **Kid Grid** and specifically, the use of X2 to "mine" data. Matt presented some of the X2 potential. We hope to have some level of usability by the Fall and provide training to teachers.


 * Meeting 2:**

**DISCUSSION ON THE DRA**
Questions:
 * It began in with 1997-8 year. Phil Yeaton’s time at HMS
 * Used 3X/year K-6, only mid-year for those below level grades 4-6.
 * Perhaps some difference of opinion on whether the DRA is effective.
 * We have received updated versions of the DRA.
 * Q: Is it an effective tool for measuring long term growth?
 * There has been some research on other options.
 * Other options will likely still still be a 1:1 teacher/student assessment
 * There is a push to have a more efficient tool...is it time friendly?
 * Students need to write as part of the assessment at a particular level...at MSS they all have this component.
 * Previously, there was not a writing piece at HMS
 * Classroom management is an issue in how to facilitate the DRA.
 * Levels are done by numbers from Level A to numbered levels (e.g. 4, 6…)
 * End of first grade: read at 16
 * Second grade: 28
 * Third grade: 40s (usually out of the kit).
 * At MSS stories are longer and have a form to fill out with writing as a component.
 * Q: Should they be made to write now as part of the assessment?
 * DRA-one good component is that one can split up kiddos into sub skill areas. It also gives a specific level-not just grade level.
 * Truly Developmental Literacy Assessment
 * Problem: lots of teacher time; some believe that reading and writing should be separate; also some children can read off the charts but not write to the same level.
 * Many students are allowed to scribe. Instead perhaps use a recorder.
 * Do we have to be OK in putting in a zero on the reading part?
 * Concern that some students are being identified for writing and spelling
 * Scores would go down if we made kiddos write at 28.
 * Other options:
 * Fountas and Pinnell-more updated, goes by alphabet and more flexible/range
 * Still have to write as part of the assessment
 * Cost is a factor, e.g. $9600-do we do it in stages.
 * Perhaps implement in stages? Two per grade level?
 * We should research to see if F and P is in line with Common Core
 * Should we continue to only assess at mid-year if students are below grade level?
 * What do you get out of this assessment that you don’t get out of MAP?
 * Fluency, miscues, strategies.


 * Recommendations to the Reading Committee and the Leadership Team: **
 * We should continue with the DRA as an assessment K-6 with the writing component added at level 28. (Unless there is an appropriate accommodation made from a team decision, e.g. tape recorder).
 * We need to organize specific PD around the DRA for teachers K-6, especially in the areas of more accurate scoring and use of the results.
 * We should continue to research the Fountas and Pinnell Literacy Assessment (or another option) for potential inclusion into the 2013-14 budget.

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//**Meeting Schedule for the year:**//

 * Location**: Harold Martin School Conference Room
 * Time**: 3:15-4:15
 * Dates**:
 * 9-15-10
 * 10-20
 * 11-17
 * 12-15
 * 1-19-11
 * 2-16
 * 3-16
 * 4-20
 * 5-18
 * 6-15

**The Assessment Committee** is a district group that meets once a month to review our assessment policies and practices and help provide support and professional development.

//ASSESSMENT PHILOSOPHY //

 //The Hopkinton School District is committed to providing the students of our district the highest standard of education. Quality education and sound educational decision making is based on several principles, one of which is assessment. For the purpose of this document, the term assessment includes both the collection and analysis of data. //

 //In order to have effective assessment of our academic programs we believe: //

 //• Assessment values what is taught and what students learn. // // • Assessment drives instruction for every student. // // • Assessment addresses the process and the product. // //<span style="font-family: helvetica,arial,sans-serif;"> • Assessment is both formal (e.g. standardized or published tests) and on going (e.g. observation and anecdotal records). // <span style="font-family: Arial,Helvetica,sans-serif;">//<span style="font-family: helvetica,arial,sans-serif;"> • Assessment must be developmentally appropriate. // <span style="font-family: Arial,Helvetica,sans-serif;">//<span style="font-family: helvetica,arial,sans-serif;"> • Assessment exists in multiple forms. // <span style="font-family: Arial,Helvetica,sans-serif;">//<span style="font-family: helvetica,arial,sans-serif;"> • Assessment is used to evaluate programs and individual student progress. // <span style="font-family: Arial,Helvetica,sans-serif;">//<span style="font-family: helvetica,arial,sans-serif;"> • Assessment honors a “value-added” approach. // <span style="font-family: Arial,Helvetica,sans-serif;">//<span style="font-family: helvetica,arial,sans-serif;"> • Assessment enables student progress and program effectiveness to be shared with the educational community. //