Niskayuna is participating the Teaching is the Core (TiTC) grant through a
consortium of 12 districts, led by Capital Region BOCES and funded through a
$399,946 grant from the New York State Education Department. The initiative aims
to thoughtfully review and improve assessments in consortium districts to ensure
they inform instruction and support learning goals.
An assessment review team from Niskayuna consisting of classroom teachers and administrators has been participating in ongoing training and professional development with the 11 other consortium districts (Cohoes, Guilderland, Mohonasen, North Colonie, Schalmont, Schoharie, Scotia-Glenville, Shenendehowa, South Colonie, Voorheesville and Watervliet). The training is led by Learner-Centered Initiatives (LCI), an international education consulting firm devoted to helping schools achieve deep and lasting improvements in educational practices and student learning, and supported by data-driven instruction coaches at Capital Region BOCES.
Through this training, the assessment review team has gained knowledge about effective assessments, developed rating criteria to guide an audit of existing assessments, used those criteria to examine current practices and identified assessments to maintain, eliminate, modify or create based on those evaluations.
The results of the assessment review can be found here. While only a portion of the district's assessments were reviewed during the 10-month grant period, the establishment of a meaningful assessment review process will allow Niskayuna to review additional assessments in the future, and identify and implement improvements.
"The assessment review process has given participants an opportunity to take a close look at assessments in the district and consider how their current systems can be improved to better inform instruction and reflect student learning," said Kim Nugent, Capital Region BOCES data-driven instruction coach.
In the next phase of the grant program, the district team will collaborate with LCI and through peer networks with other district assessment review teams to develop and implement an action plan for strengthening assessment practices.
The team has received training in assessment design that examines alignment with learning standards, rigor and consistency - both within grade levels and vertically from grade to grade. By exploring diverse assessment techniques and best assessment practices, the consortium aims to foster educator networking and the establishment of a process that can be replicated with other assessments in future years.