ASSESSMENT

Objective	Indicators	2003-2004	2004-2005	Progress To-Date (11/2004)
Clear under-standing of current assessment practices	Completed analysis of current assessment practice	Baseline survey of assessment practice, analysis and discussion with faculty		Survey and Discussion held with Faculty; Topics of rubric design & use, student-led conferencing, and student portfolios identified for further staff development; Rubric design and use offered in Professional Development Program.
Assessment clearly related to curriculum outcomes – fully implement “understanding by design” and follow through on graduate profile	Curriculum maps and 9-week plans show assessment related to clear outcomes and essential questions – more variety in assessment Increased percentage of grades from authentic assessment Seniors demonstrate how they meet the graduate profile	Critical mass of staff trained in “understanding by design concepts during summer break Seniors write essay on how they meet the graduate profile	Faculty who receive training share with others in one faculty work day before school starts Follow-through on training during the school year – including some early release days Expanded essay for seniors Senior show-case idea introduced for 9-12, development of senior seminar	Understanding by Design focus group formed of interested faculty members to ‘walk through’ understanding and use of UbD unit planning (includes Stage 2 Assessment with focus on Performance Assessment). Understanding by Design workshops offered during Professional Development Program. The senior essay has been expanded to include more reflection on various aspects of the graduate profile. Senior Seminar class implemented.
Greater student involvement and choice in assessment	Degree of student choice in determining assessment Level of student involvement in developing rubrics		Student-led conference idea promoted, studied, and developed – pilot plan developed, possibly some initial implementation in 2^nd conference	5^th grade teachers initiate beginnings of using student-led conferencing.
Communicate assessment more clearly and fully	Amount of information provided to parents beyond grades		Develop more narrative models for report cards	In early elementary, the report for learners of English as a Second Language has been revised for improvement. The comments options used for secondary report cards have been reviewed and revised by the faculty. Initial discussions at some levels regarding development and use of student profiles.