KEYS 2.0 Online Action Guide




		Welcome \| Introduction \| About the KEYS Action Guide
		KEY 1 \| KEY 2 \| KEY 3 \| KEY 4 \| KEY 5 \| KEY 6 \| NEXT STEPS \| APPENDIX
	INTRODUCTION \| SUCCESS STORIES
1 \| 2 \| 3 \| 4 \| 5

KEY 3- INDICATOR 2
ACADEMIC PROGRAMS ARE ASSESSED REGULARLY.

Continuous assessment at both the classroom and school levels includes the use of everyday activities as sources of information about students, teachers, and the school. Take, for example, student writing across content areas at specific grade levels. Using writing samples, the staff can identify areas that the current curriculum does not address, plan how to address instruction, and determine how to monitor the effectiveness of instruction.

DISCUSSION QUESTIONS

To what extent does the school staff go beyond overall assessment results to look at the performance of every group, including cultural minorities and specific socioeconomic groups?
Is there evidence that the school staff tends to mask the lack of achievement of some students by considering only the overall assessment results?

ACTIVITY

As a school staff, review the types of data gathered on the effectiveness of academic programs. Exchange information on how members of the staff analyze the data and use the information for instructional planning. Critique current programs to determine their effectiveness and consider what would help make the programs more successful.
Choose a skill area that cuts across the curriculum — writing, reading, or problem solving. Examine samples of student work that demonstrate proficiency with the chosen skill. Talk about how each teacher can use the samples to assess students’ proficiency in the skill.
This activity is a good way for a school staff to begin to integrate efforts of school specialists — the librarian or special education teacher, for example — with those of classroom teachers.

Welcome | Introduction | About the KEYS Action Guide
KEY 1 | KEY 2 | KEY 3 | KEY 4 | KEY 5 | KEY 6 | NEXT STEPS | APPENDIX