Lawton M Chiles School Improvement Plan

After a long year of teaching the core curriculum standards, every year in the spring, students are to take a progress test to determine if they have learned the minimum required, to determine if their teacher had taught effectively. When I think about assessments, I think about State assessments, standardized test, Maps, and AYP. However not all assessments are test. There are many different types of assessments, for example, there are comprehensive, formative, summative, and performance assessments. Different types of assessments help guide students to do the very best work they are capable of doing.

sure assessment activities are fit for purpose and that all aspects of the assessment process is

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Mrs. Rowe, the Assistant Principal, has “trained teachers and taught students in Benin, West Africa; taught in an integrated program for at-risk students in Los Alamos, New Mexico; started a program for at-risk students in Mahopac, New York; and taught AP, Honors, special ed., at-risk, and low-level readers in the Cherry Creek School District.” (Aurora Academy, 2013)

These tests will provide teachers and administrators a diagnosis of how the school is performing and in which areas the school needs to improve on. This will also inform policymakers which schools are doing well and why. Then that technique can be applied to schools in which the scores were not meeting standards. President Bush and the U.S. Congress have challenged educators to set high standards and hold students, schools and districts accountable for results. (Dept. of Ed, 2004)

Eastampton Community School is a kindergarten through eighth grade one building district that serves just over 600 students. ECS has a special education population of about 20 percent and approximately 25 percent of the students are on the free or reduced lunch and breakfast program. In such a small school, Mr. Duckett has to oversee all aspects of the curriculum across all grade levels. This was one of Mr. Duckett’s most challenging aspects of his job. He claims that honesty is not just telling the truth to people, but also being honest about yourself. When he held the position as curriculum coordinator, he would acknowledge that he was not the master of all content areas, but the teachers were. His role was to oversee the process and ensure that the curriculum was in line with the state standards.

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Nelson Elementary is considered an educational institution that serves over 570 students. It is one of eighteen elementary schools in Richland District Two and serves students in Pre-K through fifth grade. Instructional programs include: child development classes, self-contained classrooms, and the magnet department; all in addition to their regular education instructional programs. The school has one principal, two assistant principals, and an additional Lead Teacher for the magnet department. The staff consists of over seventy faculty members including homeroom teachers, academic assistants, specialist, related arts, special services, office support, custodians and cafeteria staff. The school mission statement is as follows: “Lonnie B. Nelson Elementary School, in cooperation with its families and the community, assures each student a quality education by providing a challenging and innovative curriculum in an environment that encourages each student to reach his or her maximum potential”. The school has also adapted the practice of using 7 Habits for Highly Effective People which fosters a community of creating lifelong learners. The school strives to meet the needs of the whole child and prepare students for academic and lifelong

Assessments provide clear measurements and recording of achievements gained during a course that provides identification of the persons achievements or learners needs.

Napavine’s goal is to engage and inspire critical thinking skills in every student through instruction that is individually relevant, motivating, aligned and diverse. Our action plan is for both the elementary and junior/senior high schools to utilize the Marzano Instructional Framework as a guide to student learning and professional growth. We have established that building administrators and teachers will utilize the Marzano Frameworks to guide professional growth discussions, goal setting meetings, and to identify future professional development opportunities. We have also established a Teacher/Principal Evaluation Program (TPEP) committee who will plan and guide professional development that includes a teacher leader to provide evaluation and framework training. Our School Improvement Plan (SIP) identifies Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvements. We also hold student growth meetings each fall between school administrators and teachers to revolve around students at risk of falling behind their peers and student sub-groups who may be collectively behind the total student population (closing the achievement gap). We plan to make time for instructional rounds during the school year to facilitate professional growth among teachers.

Assessments for the standards allows teachers to monitor their student 's progress throughout the year. Through theses tests teachers can find our what a student knows, where they are currently at, and how to

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.

The information presented within this session, as well as the handouts, are the foundation for the first assessment. The