Developing Local Assessments for Your Math Problem Solving Goal
By Mary Jo Rasmussen

Mary Jo Rasmussen is the Associate State Director for NCA CASI in Michigan. She also supports the work of NCA CASI's Assessment Service Center. Over the years, she has helped many schools tackle math problem solving goals. She shares with us tips for assessing math problem solving goals.

Mathematical Problem Solving is a very popular NCA CASI goal. It is becoming even more popular as schools strive to achieve NCLB's adequate yearly progress requirements in students' math performance. For that reason, we are reprising this topic area with the objective of providing additional ideas and assistance to schools that have selected this goal. The companion article, published in the January 2003 issue of e-News www.ncacasi.org/enews/enewsjan03 , generated many phone calls asking for more clarity on developing local assessments to gauge student progress.

Let's start with a definition of locally developed assessment, then put locally developed assessment in the context of "green light conditions," and finally examine what locally developed assessments could look like in a classroom and a school.

What are locally developed assessments?
NCA CASI defines locally developed assessment as:

A measure of student performance developed within a school or district or county that cannot be used to compare student performance to other schools or districts. Locally developed assessments are often thought of as "classroom-based" assessments.

Examples of locally developed assessments include but are not limited to writing prompts, oral presentations, project-based tasks, role plays, end-of-unit textbook tests, district common assessments, and the like.

Where can you find local assessments?
NCA CASI does not expect or recommend that your math problem solving goal committee sit around a table and develop your own local assessments from scratch. Most educators do not have a background in test development. Most of us know little about writing test questions or performance tasks. Fortunately, there are many assessment resources that are readily available to you. We have included a list of websites in this issue that will help you begin your search for local assessments (and interventions). Your school district assessment or subject area specialist should also be able to share resources with you. In addition, your local college of education should have assessment specialists eager to share information with you. Professional books and journal articles can also provide examples of good local assessments.

Regardless of the local assessment you choose, the most important aspect of locally developed assessments is to align them with the essence of your goal (example provided in later section).

Under what conditions should you use local assessments?
Green light conditions refer to the set of conditions under which your assessments should be given. These conditions apply to both locally developed and standardized assessments. Green light conditions include:

• A comparison of assessment results from multiple years of a single grade
• An assessment instrument that stays the same or about the same over multiple years
• An assessment that is given at about the same time every year
• Baseline assessment that is given close to the time that the implementation of the interventions will begin

What is an example of an assessment package for a math problem solving goal?
A summative assessment package for a high school math problem solving goal might look like this:

In this scenario, the school has chosen four assessments (one standardized, three locally developed), two of which are already given at the school-the state assessment and Algebra I. They will give all of the assessments for at least three years in a row. In this case, the school will give the assessments in 2004, 2005, and 2006. This assessment package meets all of the green light conditions.

The school decided to use two locally developed assessments that focus on the essence of their math problem solving goal. The goal statement is:

All students will improve their mathematical problem solving skills across the curriculum.
Essence: 1) Organize information in the problem 2) Use a step-by-step process

The faculty members are using graphic organizers as one of their interventions in classroom instruction to help students organize their thinking when attempting to solve problems. The problem solving goal committee also decided that teachers would check student progress periodically throughout the year (every 6 weeks) to determine whether students were increasing their understanding of how to use graphic organizers. The check in March is being collected as a summative locally developed assessment, as you can see in the chart above. The school is using the math problem solving task with a scoring rubric in the same way to determine if students are using a process to attempt to solve problems.

This school is using a variety of assessments to determine what students know and can do. The faculty will also be able to ascertain whether their interventions are having a positive impact on student learning.

What are some sample locally developed assessments for math problem solving?
The following links contain assessments that have been used as locally developed instruments for a math problem solving goal. The first two links contain items for students to use and may not be applicable as summative assessments, but they are helpful nonetheless.

• Student Problem Solving Rubric: Positive Attitude
• Problem Solving Strategies for Kids
• Math/Social Studies Project: Division of Labor: A Simulation
• 42 Ways to Start A Math Journal Entry
• Constructed Response Rubric
• Cooperative Group Problems

Assisting you in answering important questions like the ones raised in this article is a priority for NCA CASI. Contact your state office for assistance in developing local assessments, visit our website at www.ncacasi.org, attend our 109th Annual Meeting, or attend any one of the numerous workshops held across the region. And, be sure to look for more information about assessments for math problem solving to be released in the spring from the NCA CASI Assessment Service Center.

Promising Practices
The "4D's" of Problem Solving at Plymouth High School, Plymouth, Indiana
By Don Gandy, Assistant Principal, Plymouth High School

Plymouth High School (enrollment of 1000) in Plymouth, Indiana has researched, developed, and implemented a problem solving process that all teachers and students have been trained to use in the classroom. The teachers have also been trained to assess the work that is completed each trimester.

The Problem Solving Process that Plymouth High School administers to all students is broken down into several parts:

1. The 4 D's Template (Define, Develop, Do, Defend)
2. The Rubric
3. The Data Collection Process
   a. Trimester Problem Solving Activity
   b. All School Problem Solving Pre- and Post- Test
4. The Teacher Training Process
5. The Student Training Process
6. SPD - School Priority Day (Monday, Wednesday, Friday), SRT - Student Resource Time (Tuesday, Thursday)…35 minute periods dedicated to the school improvement plan (SPD), and for meetings and tutoring (SRT).

Click here to read a detailed overview of each of these components of Plymouth High School's problem solving process. You can also learn more about their work by attending their presentation on Tuesday March 30th at the NCA CASI Annual Meeting in Chicago.

Resources

Useful Mathematics Problem Solving Websites

Click here for a list of mathematics problem solving websites aimed at helping you identify effective interventions and assessments.

Commission Corner
Changes to Dues for 2004-05 School Year
At the January 2004 meeting of the Board of Trustees, the board approved the following changes to the annual accreditation dues:

The board also approved a 10% dues reduction for districts that have all of their schools accredited and that pay their dues by September 30th. This 10% dues reduction will replace the current affiliate status dues structure.

If you have any questions about these changes, please contact your state office at 1-800-525-9517, option 2.

You might find it helpful to know that many schools and districts are using Title II Part A funds to pay for attending NCA CASI workshops and for their accreditation dues. The funds are designed for staff development, teacher preparation, and training - all key components of the accreditation process. Check with your district or state authorities to see how you can use these funds to support your accreditation/school improvement work.

Services Available to NCA CASI Accredited Schools

NCA CASI staff recently conducted a focus group and several surveys of our accredited schools and districts. A message that we heard often was the need to better inform schools and districts of the many services and resources available to them as part of the benefits of their accreditation. We will be making a concerted effort to do this throughout the rest of this year and next. We thought we would start by sharing a list of the various services and resources available to you.

• State Office - Your state office is available to help you use your NCA CASI accreditation as the vehicle to meet state and federal requirements. They can help you eliminate duplication of effort, align your school improvement efforts, and ultimately raise student performance. They have expertise in data analysis, goal development, identification of interventions, selection of appropriate assessments, and documentation, to name a few. Many schools use their state office as their school improvement service center. If you have not had a chance to check out the services available from your state office, we encourage you to do so. You can contact your state office at 800-525-9517, option 2.
• State and regional staff development opportunities - Offered throughout the year, these workshops and conferences focus on helping schools and districts improve student performance. Contact your state office at 800-525-9517, option 2 for the training nearest you.
• NCA CASI Annual Meeting - Held in the spring, the Annual Meeting brings together close to 2,000 educators for three days of professional interaction and sharing of best practices. To learn more about the Annual Meeting, visit www.ncacasi.org/event/meeting.
• School improvement software suite - This intuitive software helps schools with disaggregating and analyzing data, developing the school profile, and leading the school improvement process. The software can be downloaded for free by accredited schools from the website at www.ncacasi.org/software.
• School improvement handbooks - These clear, easy-to-use handbooks help schools develop their school profile, write student performance goals, and develop the school improvement plan. These can be downloaded for free by accredited schools from the website at www.ncacasi.org/sitools/handbooks.
• School improvement library - This electronic library serves as a repository of school improvement information. It can be accessed by accredited schools at www.ncacasi.org/library.
• e-News - This bi-monthly electronic newsletter is designed to provided all registered users of our website with up-to-date information to assist them in their efforts to raise student performance. Past issues cover such topics as reading, problem solving, science, data analysis, and leadership. Issues can be accessed at www.ncacasi.org/enews.
• Raising Student Achievement Success Story Series - This bi-monthly fax series shares success stories from schools across the NCA CASI region that have achieved statistically verifiable gains in student achievement. Issues can be accessed at www.ncacasi.org/publications/bfax. Issues are faxed to every accredited school and district.
• Ambassadors - Trained and certified in the NCA CASI school improvement process, Ambassadors are available to assist you with all aspects of school improvement. You can contact your state office at 800-525-9517, option 2, to find the ambassador nearest you.
• Website - The NCA CASI website, www.ncacasi.org, provides numerous resources. Take a minute to check out all that is available to you. You just might find a resource you were not aware was right at your fingertips.

We encourage you to take advantage of these services and resources and to look for the many new services and resources we add each year.

Annual Meeting Notes

NCA CASI 109th Annual Meeting
Improving Performance -- Student by Student, School by School
March 28-31, 2004 - Chicago, IL

Register Today!
There's still time to register for NCA CASI's 109th Annual Meeting. Come listen to Dr. Lorraine Monroe of the Lorraine Monroe Leadership Institute share "How to Create Effective Schools for All Children." Join Tom Guskey, university professor and assessment expert, as he shares tips for using research in efforts to close the achievement gap. Choose from more than 130 practitioner-led breakout sessions as well as several in-depth seminars designed to provide you with proven strategies for raising student achievement at the classroom, building, and system levels. Visit www.ncacasi.org/event/meeting to find out more.

Serve as a Central Reviewer at the Annual Meeting
A key function that occurs during the NCA CASI Annual Meeting is accreditation review (known as central reviewing) of schools. This process involves peer review of the accreditation recommendations for NCA CASI schools. Reviewers receive training and perform their reviews on Sunday afternoon. If you are interested in serving in this capacity, please send an e-mail to centralreview@ncacasi.org. This is a great way to learn more about the accreditation process and the schools throughout the NCA CASI region.

Upcoming Professional Development

NCA CASI Assessment Conference
March 4, 2004
Lansing, MI
This conference will demystify assessments. Keynote speaker Bob Marzano will set the stage for the concurrent sessions, which will focus on how to: 1) develop local and classroom-based assessments; 2) disaggregate and examine standardized assessments; and 3) select appropriate assessments for your school improvement plan. To find out more and to register on line, visit http://www.nca.umich.edu/assessment_conference.html.

School Improvement Specialist Program
NCA CASI and the University of Nebraska-Lincoln have developed a school improvement specialist program that is delivered completely online. This 12-credit-hour, graduate-level distance program is designed to prepare leaders in school improvement and fit into a busy educator's schedule. Stop by our Consulting Room at the 2004 Annual Conference in Chicago to find out more. Drop in, talk with program faculty and participants and follow a hands-on tour. The consulting room will be open throughout the conference. Or visit us online at http://extended.unl.edu/ncaimprove.

Request a Workshop in Your Area
Would you like a workshop in your area? Do you have a workshop topic you want addressed? Just visit our website at http://www.ncacasi.org/event/workshoprequest and submit your request. We'll do whatever we can to accommodate your specific request.

How to Reach Us

We are committed to providing you with the information you need to continually improve student learning. Please share with us your suggestions, advice, and ideas on how to make e-News and our other products and services best meet your needs. Send us feedback at enews@ncacasi.org.

Thank you for reading this issue of NCA CASI e-News. To see a copy of this newsletter on-line or to view past issues of e-News, go to http://www.ncacasi.org/enews/index. Please report problems to enews@ncacasi.org.

North Central Association
Commission on Accreditation and School Improvement
P.O. Box 874705
Tempe, AZ 85287-4705
800-525-9517
http://www.ncacasi.org

Thank you for reading this issue of NCA e-NEWS. Events and dates are subject to change.
Please report problems to enews@ncacasi.org. To see a copy of this newsletter on-line, click here.