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Charting STARS: Sustainability As Challenge and Opportunity Charting STARS: Sustainability as Challenge and Opportunity Year Two Report Research Study and Comprehensive Evaluation of Nebraska’s School-based, Teacher-led Assessment and Reporting System Written by Chris Gallagher, Ph.D. Coordinator and Principal Investigator, STARS Comprehensive Evaluation Associate Professor of English 202 Andrews Hall University of Nebraska-Lincoln Lincoln, NE 68588-0333 402.472.1835 [email protected] Study Contracted by Nebraska Department of Education Also Supported by: Teachers College, University of Nebraska-Lincoln College of Arts and Sciences, University of Nebraska-Lincoln Submitted to Douglas Christensen, Commissioner of Education August 2003 Abbreviations CRT (CRA): Criterion-Referenced Test (Criterion-Referenced Assessment) ELL: English Language Learners ESU: Educational Service Unit NDE: Nebraska Department of Education NRT (NRA): Norm-Referenced Test (Norm-Referenced Assessment) QC: Quality Criteria SAA: Standards, Assessment, and Accountability SPED: Special Education STARS: School-based, Teacher-led Assessment and Reporting System SWA: Statewide Writing Assessment TCI: Teachers College Institute (University of Nebraska-Lincoln) UNL: University of Nebraska-Lincoln Table of Contents Executive Summary Introduction Chapter 1 Standards, Assessment, and Accountability Processes in Schools An Emerging Portrait Charting Progress Gauging Attitudes Identifying Benefits Continuing Challenges Hallmarks of Effective SAA Processes Chapter 2 Curriculum and Instruction Under STARS An Emerging Portrait Curriculum Instruction Continuing Challenges: Curriculum and Instruction Curriculum and Instruction in Context Chapter 3 School Leadership Under STARS An Emerging Portrait General trends in school leadership Roles and models Necessary qualities, capacities, and principles Continuing Challenges Hallmarks of Effective School Leadership Chapter 4 Professional Development Under STARS An Emerging Portrait Continuing Challenges Hallmarks of Effective Professional Development Chapter 5 Recommendations Participants’ Recommendations Our Recommendations Appendices A) IRB Approval B) The Researchers C) The Advisory Committee D) Methodology E) The Research Instruments F) Analyses of Statewide Writing Assessment Survey G) Analyses of Mathematics Assessment Survey H) Buros Proposal for Assessment Study I) Year One Executive Summary J) Language Arts Interview Report, Year One (Dr. Deborah Bandalos) K) NDE Strategic Action Plan Charting STARS: Sustainability as Opportunity and Challenge Year Two Report STARS Comprehensive Evaluation Project Executive Summary This second annual report of the Comprehensive Evaluation Project (CEP) provides analyses of four crucial areas of Nebraska’s School-based, Teacher-led Assessment and Reporting System (STARS): • The standards, assessment, and accountability (SAA) process in schools • curriculum and instruction under STARS • School leadership under STARS • Professional development under STARS Our data are drawn from sets of interviews with teachers, assessment coordinators, and administrators in 23 schools located in 15 districts, as well as two large mail surveys. In all, we conducted 73 interviews and sent over 1200 questionnaires for this year’s study. The subtitle of last year’s report was “the state of assessment in the state of Nebraska.” In that document, as our terminology suggested, we attempted to create a snapshot of STARS in that moment in time. This year’s subtitle – “sustainability as opportunity and challenge” – is similarly indicative of our overarching aim: we wish to identify the opportunities and challenges facing Nebraska educators as they work toward creating sustainable state and local SAA processes. If last year’s report was a snapshot, this year’s is a moving picture. As one would expect, this moving picture is complex. Indeed, the news about STARS is mixed. There are, first of all, unmistakable signs of progress, such as movement toward more integrative (cross-curricular and cross-grade) SAA processes more focused, data-informed, and better articulated curriculum and instruction more teacher “buy-in” and leadership than ever before a strong focus on assessment literacy in widely-available professional development But there are also serious challenges and obstacles, including insufficient time for educators to meet the myriad demands placed on them continuing, sometimes intensifying, frustration and resentment among some educators political pressure resulting from district and school comparisons, which are perceived by educators to be unfair and inaccurate growing concerns about the reliability and validity of the state’s accountability system It is thus too early to say whether or not STARS and the local SAA processes we have examined are sustainable in the long run. However, in examining each area outlined above – the SAA process, curriculum and instruction, leadership, and professional development – we do offer 1) an emerging portrait, which identifies trends in that area 2) an examination of continuing challenges in that area 3) a discussion of hallmarks of effective work in that area We also offer a series of recommendations, addressed to the Nebraska Department of Education. However, this report should be of use to educators as well as policymakers; we urge NDE to distribute it widely and to use it as a discussion piece in its ongoing work with the state’s educators. Our findings and recommendations are as follows: Chapter 1: Standards, Assessment, and Accountability (SAA) Processes in Schools An Emerging Portrait Charting Progress In most schools, the SAA process is becoming more manageable. In most schools, the SAA process is becoming more data-informed. In more schools, the SAA process is becoming teacher-involved and teacher-led. In more schools, the SAA process is being viewed as ongoing. In more schools, the SAA process is integrating assessment, instruction, and curriculum. In more schools, the SAA process is becoming cross-grade and cross-curricular. Gauging Attitudes Many educators remain resentful and frustrated about several features of the state and local SAA processes. Educators are “buying in” to SAA where the benefits are becoming apparent. Many educators are fearful about the ramifications of federal legislation on state and local SAA efforts. Some educators question the validity of a system that allows different assessments in different districts. Positions in favor of and opposing Nebraska’s approach to SAA are intensifying. C) Identifying Benefits 1) Collegial dialogue and collaboration 2) Curriculum improvement 3) Student learning 4) Self-scrutiny and accountability 5) Flexibility and local discretion Continuing Challenges 1) Time 2) Paperwork 3) Comparisons and competition 4) Constant changes 5) Separation of assessment and instruction 6) Burden on reporting-grade teachers 7) Unhealthy partnerships 8) Noninvolvement of communities 9) Disproportionate impact on small, rural schools and communities 10) Alienation of teachers in larger schools/districts Hallmarks of Effective Standards, Assessment, and Accountability Processes 1) They are built for sustainability. 2) They are holistic, integrating assessment, instruction, and curriculum under the umbrella of school improvement. 3) They are facilitated by strong, focused, shared leadership. 4) They embed professional development and capacity-building into the everyday practices of the school. 5) They promote and sustain cross-grade and cross-curricular systems thinking. 6) They place local values and needs first in the hierarchy of responsibilities. 7) They promote and sustain significant teacher ownership. 8) They promote and sustain significant community engagement. 9) They promote and sustain a culture of learning. 10) They are informed by relevant, accurate data, but are not driven by them. Chapter 2: Curriculum and Instruction Under STARS An Emerging Portrait A. Curriculum 1) In most schools, the curriculum has been focused, but not drastically changed. 2) In more schools, the curriculum is becoming articulated k-12. 3) In more schools, the curriculum is becoming more integrative. 4) In more schools, literacy is becoming an area of intensified focus. 5) In some schools, teachers are “teaching to a test” that does not match their curriculum. 6) In some schools, unique and innovative curricula are being sacrificed for expediency. B. Instruction 1) In many schools, teachers are individualizing instruction, but not drastically changing it. 2) In more schools, instruction and assessment are being integrated. 3) In more schools, teachers are expecting more from their students. 4) In more schools, students are being involved in the assessment process. 5) In more schools, instruction is intensely task-oriented. 6) Teachers believe SAA, and particularly standards, give them focus and direction. 7) Teachers continue to express support for six-trait writing, but they voice a range of concerns about the statewide writing test. 8) Teachers are split on whether their SAA process will improve student achievement (scores), but many cite learning gains. 9) Teachers continue to feel that too much instructional time is being sacrificed to assessment. Continuing Challenges: Curriculum and Instruction 1) Time 2) Too much testing 3) Testing drives curriculum and instruction 4) Student motivation 5) Teacher motivation Chapter 3: School Leadership Under STARS An Emerging Portrait • General trends in school leadership in Nebraska 1) Teachers are becoming leaders in the SAA process. 2) Leaders
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