Page 108 - Annual Report of Achievement & Growth

Conclusion and Next Steps
The 2016 Academic Achievement and Growth Report is good news! Members of the school community should
feel pride in the levels of growth and achievement. There are many strengths within this report across multiple
indicators. Importantly, the results of these standardized tests are valued as one measure of school effectiveness.
The district has consistently articulated the importance of a more holistic approach to determining success.

A balanced assessment of these results also illustrates many opportunities for improvement. It takes knowledge,
skill, and discipline to “jump the gap” from “knowing” about an area of concern to “doing” something about it.
Educators use assessment results to analyze and modify curriculum and instruction so the student achievement
and growth increase. The model shown below for teaching and learning at Pine-Richland is intended to
emphasize the intersection of curriculum, assessment, and instruction.

Model for Teaching and Learning

Via district- and building-level teams, administrators and teachers must work collaboratively to understand the
results and refine the educational program. These actions must recognize that students (and teachers) may feel a
level of stress associated with high stakes tests. In an ideal situation, the refinements occur at the level of
written curriculum with embedded practice in the normal day-to-day class schedule. When the three circles
above are more aligned, this level of improvement – without artificial test preparation – is possible.

Summative assessments give a snapshot of student learning at one point in time. The Academic Achievement
and Growth Report is itself a snapshot of achievement and growth in the 2015-2016 school year. Already this
year, teachers and students together are focusing on learning for every student every day through personal
journeys of resilience, innovation, diverse opportunities, and engagement. There is more important work than
ensuring the achievement and growth of all.

Pine-Richland School District Page 104 Conclusion