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August 28, 2012 Seminar in Washington, D.C.
"Seminar on Non-Tested Grades and Subjects"


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During this one-day seminar in Washington, D.C., states learned about the important developments in measuring student growth in non-tested grades and subjects (NTGS) by looking at promising practices and lessons learned from the implementation of NTGS strategies in three leading states: Delaware, North Carolina and Tennessee. Fifteen states participated in discussions focusing on improving the design and implementation of NTGS, including the engagement of educators in the design process.

  • Convening Agenda download files PDF (123K)

  • Presentation Slide Deck download files PDF (2.7MK)

Lessons Learned from Delaware's Non-Tested Grades and Subject Strategy

Participants learned from Delaware's rigorous methods to assess student performance measures being used for teacher evaluation decisions and drew applicable lessons to systematically increase rigor of assessments in NTGS.

The following materials were used by presenters to support this session:

  • Delaware Department of Education DPAS II—Component 5-Part III: External Measures download files PDF (135K)
    Provides a list of external measures that have been approved for use in the Core Content Areas and includes a description about each measure.

  • Delaware Department of Education Measure B—Internal Assessments download files PDF (291K)
    Provides a list of internal assessments that are given in Delaware by Grade level or course.

  • Delaware Department of Education Algebra I Post-test download files PDF (422K)
    Provides a sample of Delaware's Algebra 1 Post-test.

  • Delaware Department of Education Measure C—Growth Goals download files PDF (188K)
    Provides a listing of subjects for the Delaware Measure C growth goals.

  • Delaware Department of Education Educator Growth Goals 2012: Adapted Physical Education download files PDF (606K)
    The Student Growth Goals modeled for Adapted Physical Education contained within this document provide specific indicators that can be applicable for Adapted Physical Education educators in Delaware.

Lessons Learned from North Carolina's Non-Tested Grades and Subjects Strategy

Participants learned how North Carolina has approached NTGS through designing statewide measures of student learning that LEAs can use to gather information about student growth, and drew applicable lessons from North Carolina's work to engage educators in that process.

The following materials were used by presenters to support this session:

  • North Carolina Design of the Measures of Student Learning: NC's Common Exams—Summer 2012 download files PDF (492K)
    Provides a PowerPoint to inform individuals throughout the state about the measures of student learning for non-tested subjects for districts to use to populate Standard 6.

  • Implementation Timeline—Measures of Student Learning NC's Common Exams download files PDF (57K)
    Provides a list of subjects that will be tested in each semester for the 2012-13 and 2013-14 school years.

Lessons Learned from Tennessee's Non-Tested Grades and Subjects Strategy

Participants learned and drew applicable lessons from Tennessee's portfolio-based assessment in fine arts, as well as from Tennessee's teacher involvement in assessment design and state and local role definition.

The following materials were used by presenters to support this session:

  • Teacher Evaluation in Tennessee: A Report on Year 1 Implementation download files PDF (958K)
    Summarizes the work Tennessee did during the first year of implementation of teacher evaluation.

  • Tennessee Arts Growth Measures System download files PDF (299K)
    Describes the portfolio system process that can be used by schools as an evaluation model for Fine Arts Teachers.

This information is provided as an example for the viewer's convenience at this convening and is not generated nor endorsed by the U.S. Department of Education. No endorsement by the U.S Department of Education of any product, commodity, service or enterprise mentioned in these presentations is intended nor should be inferred.

In addition, the instructional practices discussed or shown in the presentations are not intended to mandate, direct, or control a State's local educational agencies' or schools' specific instructional content, academic achievement system and assessments, curriculum or program of instruction.


 
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Last Modified: 10/26/2012