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2008_LES_School_Improvement_Plan_Component_3.3.a_Assessment_Practices Template 3.3.a: Assessment Practices
Current Assessment
Practices
Student Assessments are Aligned with State Standards
Evidence of Practice (State in
definitive/tangible terms)
TCAP, State Writing Assessment, ThinkLink, Benchmark, Unit and Chapter Tests
Is the current practice research-
based?
Yes; Benchmarking with DuFour & Eaker
Is it a principle & practice of high-
performing schools?
Yes; Benchmarking with DuFour & Eaker
Has the current practice been
effective or ineffective?
Effective
What data source(s) do you have
that support your answer? (identify
all applicable sources)
ThinkLink results, Benchmark results, TCAP results
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
LES is in NCLB Good Standing status and shows growth from 2005 to 2006 based on the Student Academic
Achievement Testing (TCAP). On the Report Card 2006, LES earned an A in Math, Reading/Language Arts, and Science.
LES obtained a B in Social Studies. In 2005, LES earned an A in Math, and a B in Reading/Language Arts, Social Studies,
and Science. ThinkLink is an assessment tool used throughout LES. This tool does not determine growth but provides
teachers with data to show students academic strengths and weaknesses. Teachers use this data to provide remediation and
enrichment for academic instruction.
Evidence of equitable school
support for this practice
All grade levels with exception of Kindergarten take TCAP and ThinkLink. They are available and utilized by all teachers.
All grade levels give Benchmark assessments.
Next Step (changes or
continuations)
Continued utilization of all current assessments. Template 3.3.a: Assessment Practices
Current Assessment Practices
Assessments are used to Guide Student Achievement Decisions
Evidence of Practice (State in definitive/tangible terms)
Professional Learning Communities make decisions based on assessments from ThinkLink and Benchmark.
Is the current practice research-based?
Yes; Professional Learning Communities DuFour & Eaker; RTI
Is it a principle & practice of high-performing schools?
Yes; ERIC Clearinghouse
Has the current practice been effective or ineffective?
Effective
What data source(s) do you have that support your
answer? (identify all applicable sources)
ThinkLink, Benchmark and placement test results.
Evidence of effectiveness or ineffectiveness (State in
terms of quantifiable improvement)
PLC grade level summaries are created during PLC meetings and turned into the Principal. All teacher data
is collected and compiled by the Principal. For example, during the week of October 8
th
- October 12
th
, the
First Grade PLC team analyzed their Benchmark data in Math. A snapshot of a Calendar Skill shows that in
one class 26% of students demonstrated Mastery, 20% showed Partial Mastery, and 53% showed Non
Mastery. Students who did not master this skill received remediation through small groups. Students that
did master this skill received enrichment in this area. The same skill was retested in March with the
following results: 75% of students had Mastery, 6% had Partial Mastery, and 18% had Non Mastery.
ThinkLink is an assessment tool used thoughout LES. This tool does not determine growth but provides
teachers with data to show students academic strengths and weaknesses. Teachers use this data to provide
remediation and enrichment for academic instruction.
Evidence of equitable school support for this practice
Yes, all grade levels use Benchmark and placement tests. All grade levels except Kindergarten give
ThinkLink.
Next Step (changes or continuations)
Continue with PLCs to analyze and track students based on these assessments. Teachers would benefit from
training on consistent ways to track student achievement.
Template 3.3.a: Assessment Practices
Current Assessment
Practices
Data Points are used for Decision Making Pertaining to Student Achievement
Evidence of Practice (State in
definitive/tangible terms)
Benchmark assessments are given four times per year. ThinkLink is given 3 times a year with
exception of 1
st
grade, which gives it 2 times a year. Kindergarten does not give ThinkLink.
Professional Learning Communities meet at least once monthly to evaluate data and create
implementation plans.
Is the current practice
research-based?
Yes; Professional Learning Communities DuFour & Eaker
Is it a principle & practice of
high-performing schools?
Yes; Professional Learning Communities DuFour & Eaker
Has the current practice been
effective or ineffective?
Effective
What data source(s) do you
have that support your answer?
(identify all applicable
sources)
We compare Benchmark and ThinkLink results throughout the year in our PLCs but our yearly
progress is yet to be determined because this is our first year to use Benchmarks and ThinkLink. We
are also in our first year implementing PLCs.
Evidence of effectiveness or
ineffectiveness (State in terms
of quantifiable improvement)
PLC groups have met during the following dates: August 6, August 7, September 21, October 30,
November 13, December 4, January 15, February 15, February 26, March 11, and April 25. At this
time PLC groups looked at assessments/data to determine academic needs of individual students.
Benchmarks were given 4 times per year in October, December, February, and April. ThinkLink
Assessment is given 3 times per year. This year they were given in September, December, and
February. This data is analyzed by the PLC groups.
Evidence of equitable school
support for this practice
PLCs consist of all stakeholders in the school that are involved in instruction. The stakeholders
consist of regular education teachers, special education teachers, related arts teachers and Educational
Assistants. All of these stakeholders are involved in instructional decision-making based on
assessments.
Next Step (changes or
continuations)
Continue to analyze assessments and develop intervention and implementation plans in our PLCs. Template 3.3.a: Assessment Practices
Current Assessment
Practices
Wide Range of Assessments
Evidence of Practice (State in
definitive/tangible terms)
ThinkLink, Benchmarks, Orchard, SkillsBank, STAR Reading, Accelerated Reading and
Vocabulary, Lexia, Academy of Math and Reading Individualized Learning Programs, Practice
Writing Assessments and Portfolio Assessments in Special Education
Is the current practice research-
based?
Yes; All tests are researched based. ERIC Clearinghouse
Is it a principle & practice of
high-performing schools?
Yes
Has the current practice been
effective or ineffective?
Effective
What data source(s) do you have
that support your answer?
(identify all applicable sources)
LES is continuously searching for best practices in assessment. For example we adopted the
ThinkLink program this year.
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Prior to the 2007-2008 school year, teachers were only able to look at TCAP data which provided
teachers with limited feedback. With the addition of ThinkLink and Benchmark assessments,
teachers are now able to look at each child individually by subskill. Teachers know exactly what
skills need remediation and enrichment. For example, TCAP may show a child is weak in the area
of computation. ThinkLink and Benchmarks tell what exact area of computation a child may be
weak with(ex: subtraction with regrouping with three digit numbers).
Evidence of equitable school
support for this practice
All teachers have access and can utilize grade appropriate assessments.
Next Step (changes or
continuations)
LES will continuously analyze test results to determine if the assessments are adequate. We will
continue to research effective testing strategies.
Template 3.3.a: Assessment Practices
Current Assessment
Practices
Communication of Assessment Information
Evidence of Practice (State in
definitive/tangible terms)
TCAP scores are sent home yearly, 5
th
and 8
th
grade State Writing Assessment results are sent to parents, report cards
and mid six-week progress reports, STAR reports, Accelerated Reader Reports, as well as chapter and unit test results.
Is the current practice research-
based?
Yes; DuFour & Eaker
Is it a principle & practice of
high-performing schools?
Yes; DuFour & Eaker
Has the current practice been
effective or ineffective?
Effective although Component 1 non-academic needs suggests a need for improvement in this area.
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