The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work.
Performance Expectations:
The school leader creates both a focused mission to improve student achievement and a vision of the elements of school, curriculum, and instructional practices that make higher achievement possible.
The school leader uses data to initiate and continue improvement in school and classroom practices as well as student achievement.
Indicators for this Standard:
2.1a - Classroom assessments are frequent, rigorous, aligned
Classroom assessments of student learning are frequent, rigorous, and aligned with Kentucky's core content.
2.1b - Teachers collaborate in design of assessment
Teachers collaborate in the design of authentic assessment tasks aligned with core content subject matter.
2.1c - Students can articulate the expectations, know requirements
Students can articulate the academic expectations in each class and know what is required to be proficient.
2.1d - Test scores used to identify gaps
Test scores are used to identify curriculum gaps.
2.1e - Multiple assessments provide feedback on learning
Multiple assessments are specifically designed to provide meaningful feedback on student learning for instructional purposes.
2.1f - Perfornance standards communicated and observable
Performance standards are clearly communicated, evident in classrooms and observable in student work.
2.1g - CATS coordination - building and district
Implementation of the state-required Assessment and Accountability Program is coordinated by school and district leadership.
2.1h - Student work analyzed
Samples of student work are analyzed to inform instruction, revise curriculum and pedagogy, and obtain information on student progress.
Key Relationships With Other State and National Standards:
Kentucky's Standards and Indicators for School Improvement
Standard 7: Leadership - School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity.
Interstate School Leaders Licensure Consortium (ISLLC)
Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
North Central Regional Technology in Education Consortium
National Technology Standard for School Administrators:
Standard V: Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.
Resources and Activities for this Standard:
Although there are many resources available for the individual school leader, the partners of this leadership initiative recommend that the following resources be explored:
Books:
Assessing Student Perfornance, by Judith Arter
Best Practice, by Steven Zemelman, Arthur A. Hyde and Harvey Daniels
Blowing Away the State Writing Assessment, by Jane Bell Kiester
Dimensions of Learning,
Series by Robert J. Marzano and Debra J. Pickering
Each and Every Child, by Susan Weston
Shaking Up the Schoolhouse, by Phillip Schlechty
So Each May Learn: Integrating Learning Styles and Multiple Intelligences,
by Harvey F. Silver, Richard W. Strong, and Matthew J. Perini
Transforming Classroom Grading, by Robert J. Marzano
KDE Resources:
KDE eSource
Examples of topics in this collection include: African American, Asian, Native American, and Latino History & Culture; Civil and Human Rights Materials; Gender and Cultural Sensitivity Information; Violence Prevention Information; Lesson Planning and Curriculum Tools, Implementation Strategies, and Techniques and Disability Information.
Student Performance Standards
In June, 2001, the Kentucky Board of Education accepted new performance standards that resulted from a comprehensive process involving more than 1,600 Kentucky teachers, various advisory groups, and which provided for public input. These new standards set the stage for the work that lies ahead of Kentucky's educators: To improve the academic achievement of all our students.
Kentucky Performance Report
The Kentucky Performance Report (KPR) gives detailed information on the results provided by the Kentucky Core Content Test (KCCT), Writing Portfolio, Norm-Referenced Test and other components of the Commonwealth Accountability Testing System (CATS).
The Standards & Indicators for School Improvement (SISI)
The Standards and Indicators for School Improvement define the elements of whole school improvement that schools can put into effect at the elementary, middle and high school levels in order to produce desired learning results.
Contacts:
Kentucky Association for Assessment Coordinators (KAAC),
Data Disaggregation Resource
Kentucky Association of School Councils (KASC),
Data Disaggregation Resource
The Association for Supervision and Curriculum Development (ASCD)
ASCD Home Page