Hello to ACSU users and beyond!
Click on image for NECAP information
Next week, Vermont schools’ NECAP scores will be released. These scores summarize how students performed statewide on the New England Consortium Common Assessment Program’s yearly tests in Reading, Writing and Math. Each supervisory union and school will be able to see their results and how they compare. I write this in anticipation of these scores and their impact on professional discourse in the weeks and months to come.
Four months ago, student data was “caught” by way of these assessments. It is not the only way we evaluate our programs, but it’s one way in which all state schools participate; it’s a fishing derby of sorts: There are a lot of factors that determine your success at the derby-but at day’s end you will have some “net” results (excuse the pun).
Well, the fish have long since been “released,” and teachers have continued to teach their current students and observe how to they respond to various learning conditions. It’s always the conundrum that it takes four months to see the results of this particular derby-making the results seemingly dated. Without analysis of and reflection on the results, teachers may simply be left with regrets, blaming the test “derby” itself; hoping that next year they have better luck-better fish.
It’s taken me awhile to fully recognize that this derby isn’t about the student “fish” at all, but the waters they swim in, and the four month lag time is actually a good thing. Of course, we should continue teaching these students to the best of our ability and gather classroom-, school-, and district-criterion data to document their growth and progress over the course of the year. The NECAP data will not discredit this local data about our current groups. Rather, the NECAP “catch and release” data lets the fish themselves tell us how they swim in bigger waters. The 2009 data is concerned with the many factors at play in our individual schools, and it, along with data from previous years, should fuel action research and reform at the school, SU, and state level.
With the year half over, I am already starting to think about the next academic year. I am looking forward to studying the 2009 data for this reason. Where have our students made improvements, and what programmatic changes may be responsible for these improvements? Where is there still work to do? What possible shifts in instructional design could further improve student access to learning opportunities? What professional development and resources are needed to support teaching and learning-so that we can better ensure students internalize concepts and skills and can successfully demonstrate this progress?
Fairness is getting what you need; if we accept that NECAP is a fair test, the results should provide us with what we need to shape excellence for all in 21st century Vermont schools. I believe Vermont educators strive to provide this. If we probe the results of the most recent NECAP “derby” with this in mind, discussions can propel us forward toward new teaching-learning constructs, versus backward in defense or condemnation of past ones. Like the students who took the NECAPS in the fall, it’s our turn to keep growing and progressing forward.
Looking forward to many NECAP-related conversations! Responses welcome.
Laura
ACSU Literacy Place 