West Virginia Achieves Professional Development

Series

Volume IVVolume IV

System-Wide Performance Benchmarks

West Virginia Department of Education Mission

 The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

Robert HutchinsThe Conflict in Education in a Democratic Society

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

What We Know…

An emerging body of research identifies characteristics of high performing school systems.

These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.

These systems share characteristics described in The West Virginia Framework for High Performing Schools.

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CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMING SCHOOL SYSTEM

SYSTEMIC CONTINUOUS

IMPROVEMENT PROCESS

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Development

of System-Wide Performance Benchmarks

Curriculum High Yield Strategies Implementation of a rigorous standards-based

curriculum for all students that aligns with the WV Content Standards and Objectives

Prioritization and mapping of curriculum objectives (See Prioritization and Mapping Learning Packet)

K-12 to assure articulation and alignment

Development of system-wide grade level performance benchmarks for student achievement

Development of formative assessments that align with district benchmarks and curriculum maps (See Formative Assessment Learning Packet)

Important DefinitionsAnchor Tests – A common set of items administered

with each of two or more different forms of a test for the purpose of equating the scores obtained on these forms for comparisons of school performance to the district/state level expectations.

Benchmarking – Comparing the performance of people on the same task/s using rubrics and anchor tests.

Benchmarks – Also called achievement benchmarks or performance benchmarks. Benchmarks are targets for instruction. In West Virginia, benchmarks are the “objectives” component of the CSOs.

Important Definitions

Benchmark Intervals – The pre-determined points during the instructional term when student mastery of specific instructional objectives is assessed.

Benchmark Tasks – Pieces of student work selected by a group of teachers as exemplifying a certain score level, often called “anchor” of performance.

Benchmark Assessments – A type of formative assessment. Benchmark assessments are aligned to a state’s benchmarks (the West Virginia Benchmarks are the CSOs) and provide data that allows comparisons of school performance to the district/state level expectations. This type of assessment is usually not part of student grades.

Important Definitions

 Curriculum Management System – A series of on-going interrelated activities designed to implement, support, monitor and evaluate the system curriculum to assure that all students have access to an aligned, high quality, prioritized and sequenced curriculum.

 Curriculum Map – A graphic representation of the recommended sequence for curriculum objectives during the instructional year and across the grades from Pre K to 12 which is used as a management tool for enhancing curriculum continuity, communication and coordination.

Important Definitions Curriculum Prioritization – The local consensus

process of assigning relative value to curriculum objectives in order to make informed instructional decisions about the amount of time allocated to an objective and the degree to which there is an instructional focus (It is recommended that no objective be completely eliminated during the prioritization process.)

Formative Assessment – Periodic evaluation of the student’s achievement level of the Content Standards and Objectives used to adjust instructional time and strategies so all students will achieve proficiency. Formative assessment may include benchmark assessment as well as other types that 1) do not provide comparisons to district/state level expectations and 2) may or may not be part of a student’s grade.

 

Important Definitions 

 

Learning Community – A group of educators within a school or school system that work to create a climate that focuses on relative practice, collegiality and ongoing professional development targeted toward improvement of student learning.

 

Pacing Guide – A graphic representation or “timeline” illustrating the sequence and amount of time allocated to instructional objectives during the school term.

Performance Assessment – An evaluative method usually judged with a pre-determined rubric that requires students to demonstrate a level of proficiency of content standards and objectives by applying knowledge to authentic tasks such as projects, presentations, activities, exercises or problem solving.

 

 

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Important DefinitionsSummative Assessment – A culminating

assessment (like the WESTEST) which provides a snapshot of students’ mastery of content, knowledge or skills for the grade level assessed upon completion (or close to completion) of the school year.

High-Yield Instructional Strategies – Categories of instructional activities that have been verified through research to correlate with high student achievement.

Activity 1: Important DefinitionsTime: 15 -20 minutesDirections: Discuss 1) all of the important definitions with a partner and 2)

answer the following questions with the same partner.

What components of this “curriculum management system” are in place in your school/district?

Discuss the components of this system that you wish to see implemented in your school/district.

To achieve this type of system, what “changes” would need to take place in your school/district?

 

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Benchmarks: Background 

Benchmarking is a concept derived from the business model of Total Quality Management (TQM). Total Quality Management drives processes and performance in organizations. Improving processes, optimizing performance, and maximizing outputs are the goals of Total Quality Management (TQM).

High performing school organizations are establishing district-wide student performance targets during the instructional term.

Benchmarks: Background 

It is less likely that some students will fall behind if school systems

• determine school/district benchmarks,

• assess the benchmarks at pre-determined points throughout the year,

• use the results to determine student strengths and

weaknesses , and

• modify/re-direct instruction according to student need/s.

This system allows for the appropriate interventions to be enacted immediately for students not mastering the benchmarks.

 

Benchmarks: Rationale 

 High performing school systems give priority to

• establishing and communicating high academic standards (CSOS) and

• monitoring those standards (CSOs) to determine if all students are achieving.

One way of implementing and monitoring academic standards (CSOs) is by setting instructional targets “benchmarks” at certain checkpoints called “benchmark intervals” throughout the year to determine student progress.

 

Benchmarks: The ProcessUsing curriculum maps allows systems to determine the appropriate time/s in the school year when specific achievement objectives are to be mastered by students.

The benchmark assessments confirm student mastery or alert the teacher as to the lack of student mastery.

This process of using benchmarks as instructional targets allows schools to pre-determine instructional targets

monitor their progress in a steady and gradual manner at different times throughout the school year.  

Benchmarks: The Process

High performing schools/districts use a variety of assessments to determine student progress toward their benchmarks or instructional targets.

Benchmark assessments, as well as other formative assessments, are powerful tools to assure that no child is left behind.

How Do Benchmarks Work? It’s a Process!!!!!

First, a school district conducts a consensus process of assigning relative value to curriculum objectives in order to make informed instructional decisions about the amount of time allocated to an objective and the degree to which it is an instructional focus. This step is the local prioritization of the curriculum.

How Do Benchmarks Work? It’s a Process!!!!!

Secondly, a school district develops curriculum maps which are graphic representations of the recommended instructional sequence for curriculum objectives (benchmarks) during the instructional year and across the grades Pre K to 12. These maps are used as a management tool for enhancing curriculum continuity, communication and coordination.

How Do Benchmarks Work? It’s a Process!!!!!Next, based on the curriculum prioritization and

curriculum maps, benchmarks are used by the school system as instructional targets at pre-determined checkpoints throughout the year.

Benchmarks or instructional targets must answer the direct questions about “what a student is expected to learn.” Then the benchmark intervals are set for the district. These are pre-determined points during the instructional term when student mastery of specific instructional objectives is assessed.

How Do Benchmarks Work? It’s a Process!!!!!

The benchmark criteria is usually represented to students as instructional targets in a given time frame. Then, benchmark assessments may occur before, during and at the conclusion of instruction.

The students’ performance is readily available for determining student strengths/weaknesses and

modifying/re-directing instruction accordingly.

How Do Benchmarks Work? It’s a Process!!!!!

At this point, the school district is ready to develop other types of formative assessment which again is based on the curriculum prioritization, curriculum maps and benchmark criteria. Subsequently, this type of criterion-referenced/formative assessment must always align to what is being taught.

Formative assessment is the periodic evaluation of students’ achievement levels of the CSOs. Formative assessment is used to adjust instructional time and strategies for students.

How Do Benchmarks Work? It’s a Process!!!!!

Formative assessment is the leading indicator of student performance throughout the school year. It provides immediate feedback of what the student is mastering or not mastering in that grading period/in that year for re-teaching.

Benchmark assessment is considered a type of formative assessment. Benchmark assessment is not generally used as a grading tool but as an informational tool for teachers which guides / re-directs instruction.

What are the Benefits of Benchmarking?

School districts can benefit from benchmark system because it

requires looking at all components of a curriculum management system. Districts can create prioritized curriculum, determine mapped curriculum, or set benchmark intervals using the CSOs.

provides a clear understanding of the need for a curriculum management system.

offers new ideas for ways to improve a school’s instructional organization by looking at comparisons to the local school district instructional organization based on performance benchmarks.

Activity 2: What You See as the Advantages/Challenges of Implementing a Benchmark Process

TIME: 15 Minutes

Directions: List Advantages/Challenges individually. Then, pair/share your comments with two other people.

Advantages Challenges

Preparation for Creating Performance Benchmarks

Review the CSOs

Develop or study the prioritized curriculum

Develop or study the curriculum maps

Use CSO objectives as benchmarks (or further define CSOs with local criteria)

Create a district level plan for the implementation of creating a benchmark system

Activity 3: Ritchie County Model

TIME: 45 Minutes

Directions: The facilitator will present the Ritchie County Model. Participants will be divided into Learning Teams of three people to take notes on the presentation.

The Ritchie County Model provides a focus calendar of curriculum and assessments which includes Focused CSOs (benchmarks) Benchmark Intervals/Benchmark assessments/Formative Assessment

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Curriculum and Assessment Focus Calendar: 2004-2005

Activity 4: Ritchie County Model

Time: 15 – 20 Minutes Directions: Each Learning Team will report out on the team’s thinking on the following three questions. Each group will assign a reporter ; the reporter will address the large group answering the following questions:

1) What you like about the Ritchie County Model? 2) What you might change about the Ritchie County Model?

3) How this model could be useful in your school district?

How to build i-know Benchmark Assessments aligned to the West Virginia Benchmarks

(CSOs)

ENDURING QUESTION?

How can we better help our students to

want to learn?