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Burnet Elementary 2013-2014

Intervention 1: Formative Assessments Plan

Summary
After performing a SWOT analysis the Campus Leadership Team perceived that there is not effective teacher accountability regarding the implementation of formative assessments at the campus level.
1. Developing a formative assessment testing calendar to be shared and approved by the faculty. 2. Reviewing all teacher-created formative assessments for rigor and curriculum alignment. 3. Providing teachers with formative assessment data and trend analysis to plan for instruction.

The plan was evaluated by analyzing student performance and academic


progress throughout the school year using campus assessments, district assessments, and iStation data.

Instruction & Planning

Assessment

Assessment

Accountability
Intervention Analysis

Burnet ES Formative Assessment Initiative at a Glance


Why? Immediate feedback as a tool to drive classroom instruction What? Short (3-5 questions) in Reading and Math Who? 2nd-5th Math, K-5th Reading Where? E-Learn Curriculum Department (Unit Planning Guide) When? Weekly Reading, End-of-Unit Math

Classroom Formative Assessment

Grade Level Formative Assessment

Why? The power of data analysis to address specific students needs (RTI) What? 10-12 questions Reading , Writing, and Math Who? K-5th Where? Campus/Teacher generated (EdPlan, STAAR Generator) When? Monthly Reading, two-three weeks Math (Appendix Calendar available)

District Level Assessment

Why? The power of data analysis to address specific students needs (RTI) What? Benchmark test in Reading 3rd-5th, Math 3rd-5th, Writing 3rd-4th, Science 5th Who? 3rd-5th Where? Curriculum Department (SharePoint) When:?November 4-15, 2013

Burnet ES , 2013

Sample Calendar

Teacher Data Tracking Chart

Index 1: 2014 5th Grade STAAR


percentage of students passing (Satisfactory Phase 1)
90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 62% 54% 77% 74%

2013
Reading

2014

2013
Math

2014

Index 2: Percentage of students Meet/Exceed progress expectations (1st Admin.)


5th Grade*
86% 76% 66% 61% 38% 22% 17%

13%

2013

2014

2013

2014

2013

2014

2013

2014

Meet Expectations

Exceed Expectations Reading

Meet Expectations Math

Exceed Expectations

* ELL Spanish to English Students Excluded * Sp. Ed Students Excluded

Kinder 2014 Stanford


(% Students above 50th percentile)
76%

64%

35%

14%

2013 Readiing

2014

2013 Math

2014

iStation Progress
1st Grade Teacher High Involvement
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Tier 3 Tier 2 Tier 1

BOY

Oct.

Nov.

Dec.

MOY

Feb.

March

EOY

2nd Grade Teacher Low Involvement


100% 90% 80%

70%
60% 50% 40% 30% 20% 10% 0% BOY Oct. Nov. Dec. MOY Feb. March EOY Tier 3 Tier 2 Tier 1

Instructional Leadership Adjustments


Continue to monitor teachers with: observations, lesson plan development and best practices to ensure proper pacing and alignment with the curriculum and the development of re-teaching plans. Teachers are continuing to re-teach students in small groups as necessary per data results while spiraling the curriculum in daily instruction.