A Message From the Principal

As part of Sprayberry's Academic Strategic Action Plan the faculty will focus on a specific strategy each month and we will post the focus on this site.

Sprayberry’s Fall 2010 Semester Monthly Focus


Standards-based Assessment:

·         Commentary is in place that includes the three areas of feedback: strengths, areas of weakness, and next steps.

·         Teachers conference with students to monitor progress and provide feedback.

·         Teachers are assessing student work during collaboration (PLC).

·         Student work is analyzed according to the standards and is used to guide instructional decisions.

·         Rubrics are developed collaboratively by teachers based on standards and instruction.

·         On-going formative assessments are common practice (daily).



Formative Assessment-Assessment for Learning:


1.       Homework, Quizzes, and Tests.

·         The easiest form of information to collect concerning student learning.

·         This information would be richer if students were required to explain their thinking (Extended Response).

·         Frequent short tests are better than infrequent long ones.

·         New learning should be tested within about a week of first exposure.

2.       Daily Warm-up.


3.       3-2-1

·         Three things the student has learned, two questions the student has, one action the student will take.

4.        Ticket out the Door.

·         Students must give feedback, in written format, in order to leave class.

·         What did you learn today?

·         How is …. similar to/different from….?  (Marzano)

·         Tell me what you learned about today.


Common Formative/Summative Assessments:


·         Pre and post assessments designed to drive instructional decisions.

·         Similar in design and format to state assessments.

·         Assessment items should align with collaboratively “unwrapped” standards in order to pinpoint what the students need to know and be able to do.

·         Students’ results are analyzed in collaborative groups (PLC) to guide instructional decisions.



Ed Wagner