1. AS YOU COME IN… Find Common Ground
In a group of 3, find as many things as you can that all three of you have in common (you can think personally, professionally,…)
Decide on one commonality to share back to the whole group.
Ellen

2. District Assessment Review Committee
February 2, 2017

3. Agenda for Tonight Finalize Guiding Principles Research in Assessment
Vignette: ELL
Vignette: Highly Capable Program
Exit ticket
Ellen

4. Guiding principles
Three options to consider… (see handout)
Ellen

5. Beginning Our Research: 1-Read
Many articles and studies on assessment, generally and in reading and math, have been loaded on the district website. You may find others. Feel free.
Keep our guiding principles in mind as you review. Feel free to discuss your learning with your colleagues.

6. Beginning Our Research: 2-React
Review the studies and for each of them:
On an index card write a word or words that stand out for you in relation to our work
On another card, write a phrase from the article
On another card, write a sentence. (If you have trouble distinguishing phrases from sentences, ask an English teacher.)

7. Beginning Our Research: 3-Discuss
In groups of three or four, group your cards in to words, phrases, and sentences.
Discuss the reactions of the group members to the articles.
What are some key things that pop out for you?
How might you compare and contrast your thoughts?
What do you have in common?
On what do you differ?
What connections are you making to
the articles and our work on district
assessment in Shoreline?

9. Program Assessment vignette #2: ELL

10. Shoreline’s ELL Mission Statement
English language learners (ELLs) in Shoreline are full participants in all aspects of our school community. Staff members are well prepared to meet the academic and linguistic needs of ELLs, and provide language development and rigorous academic experiences to ensure that all students will be college and career ready.

11. Shoreline’s ELL Mission Statement
Academic language proficiency needs to be developed all day long, during classroom instruction in the content areas. English learners may also need additional intervention to support their English language development in order to access this instruction and become proficient in listening, speaking, reading, and writing in English.

12. Home Language Survey
Students are assessed for ELL eligibility if either of these responses is a language other than English:
What language did your child first learn to speak?
What language does your child use the most at home?
Assessment – WELPA/ELPA 21 Placement Test

13. ELL Service
Current ELL Students Elementary Collaborative, co-teaching model Middle School ELL class and/or content support High School ELL class and/or content support Recently Exited Students K-12 Monitor progress, provide academic support as needed

14. English Learners in Shoreline
Title I Services
English Learners in Shoreline
School
# of ELLs BC 77
BKS 17 EL 98 HT
LFP 59 MP 81 PW 86 RC 48 SY 38
CK8 2

15. English Learners in Shoreline
School
# of ELLs
EIN 38
KEL 19 SC 44 SW 63

16. English Learners in Shoreline
Total ELLs in program K-12 – 687
Recent exits (2015, 2016) K-12 – 278
Top languages in Shoreline
Spanish, Amharic, Korean, Tigrinya, Vietnamese

17. ELL Assessment Needs District/Classroom Assessment
Listening, Speaking, Vocabulary
Reading, Writing
State Assessment
SBA, and all other state assessments
WELPA/ELPA 21 Placement test (upon entry)
ELPA 21/Alternate ACCESS (annually Feb-March)

18. Shoreline’s Highly Capable Program

19. Highly Capable Program Mission Statement
Shoreline’s Elementary Highly Capable (HiCap) Program provides an enriched educational experience designed to meet the needs of gifted and talented students.
The HiCap Program is a challenging self-contained academic setting, where students learn with depth and increased levels of complexity, in an environment with intellectual and interest group peers. The advanced pace of the curriculum allows for students to spend more time on projects and in-depth assignments, both as individuals and as members of cooperative learning groups.

20. What is giftedness?
The quick response is that there is, as yet, no universally agreed upon answer to this question. Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures…
Early 1900s identification through IQ testing has shifted… A VERY fluid and debated concept today.
Traditionally, students who scored at 130 or above on an IQ test were considered gifted
Over time, the idea of cognitive potential and talent development in specific domains became more accepted than general intellectual ability.
While there is no one accepted definition of gifted, the current descriptions from the National Association for Gifted and the Federal government guide our work, as noted here. Key ideas -
Supporting the needs of high-ability learners.
Supporting the needs of high-potential learners.

21. Washington State’s Definition of Highly Capable Students
Students who perform or show potential for performing at significantly advanced academic levels compared with others of their age, experiences, or environments
Outstanding abilities are seen within students' general intellectual aptitudes, specific academic abilities, and/or creative productivities within a specific domain
(WA Administrative Code)
Kathleen

22. Shoreline’s Highly Capable Program Model: A K-12 Continuum
KINDERGARTEN
The program begins in the second semester at one or two schools.
One day per week
Transportation provided
GRADES 1-6
Instruction offered at all schools, possibly an option for service at a central location
MIDDLE SCHOOL
Honors classes and accelerated math
Counselors monitor progress and advise on selection of courses
HIGH SCHOOL
AP, Honors, UW Classes

23. Middle and High School: Honors & Advanced Placement
Middle School Honors
English Language Arts
Math Acceleration
Science
Social Studies
High School Foreign Language
High School Honors & Advanced Placement
Mathematics
Foreign Languages
Honors classes in Shoreline are open-enrollment.
In addition, students have the opportunity to take high school level foreign language classes in middle school (Spanish, French, Japanese)

24. How Does a Child Qualify for the Highly Capable Program?
Who is Eligible to Join the Program?
All Shoreline residents in kindergarten through grade 12 and
residents of other districts who attend Shoreline public schools
Nomination
Anyone - parent, teacher, friend, the student her/himself – can nominate any child for placement in the Highly Capable program. The child’s parent or guardian must consent to the testing.
Registration for HiCap Testing for Kindergarteners
November of every year
Check our website for exact date
• Register online at:
• Click onto Programs, then Highly Capable

25. Our Current Selection Model
Eligibility for Highly Capable Program service will be determined based on preponderance of evidence as demonstrated on standardized assessments given in the winter and other state, district, and classroom achievement and aptitude data as available. The District uses the following multiple objective criteria (WAC ) to identify students as highly capable:
Cognitive Abilities Test (CogAT) Verbal Quantitative, and Non-verbal Batteries,
Iowa Tests Reading and Mathematics subtests,
Other state, district, and classroom assessments, and
Teacher input via a nationally recognized inventory of the characteristics of gifted students.
District testing is currently done on Saturday mornings mid year.
Students can qualify in reading, math, or both.

26. What tests do we use for HiCap?
Aptitude
Achievement
Reading
Math
Quantitative
Verbal
What score is needed?
There is no minimum score. We look at all of the evidence we have on each student.

27. Number of Identified Highly Capable Students as of January 2017
Magnet Schools
MP 189, RC 157, Total 346
Elementary Staying at Home School 84
Secondary Schools
226
TOTAL
656

29. Exit ticket – Please reflect
Considering the work we have done so far, do you feel that we need to schedule a 6th meeting or do you think we could finish our work in two more meetings?
Please record your thoughts on a notecard and turn it in as you leave. You may include your name if you wish.