Presenting Leadership for Social Justice
Integrated Service Delivery
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What is ISD?

Franklin School

Why was ISD made?

How was ISD built?

What happened as a result of ISD?

How would it work in my school?

Home > What happened to Franklin? > Assessing student learning at Franklin

Assessing student learning at Franklin

Though many educators criticize the increased use of standardized assessments, Principal Hoffman consistently linked the use of assessments with instructional and curricular changes in her school. She explained, "We have gone from a random approach to reading to assessments, which then help us understand how to choose books at kids levels."

ISD goals stated that 95% of first and second graders will read and write at grade level. By 1999, all students were tested by established measures. 60% of first graders and 85% of second graders were able to read at grade level; and 66% of Kindergartners and 79% of first graders were able to write at grade level.

Because it is a K-2 school, Franklin students do not take state required exams until they reach 3rd grade at Randall school. In 1998, 65% of Randall 3rd graders rated advanced or proficient on the state exam; by 2004 83% of students rated advanced or proficient.

Prior to ISD, students with disabilities and LEP were not assessed with district exams. None of these students had baseline achievement data. ISD required all students to be tested, establishing baseline measures for all students. Franklin teachers take students' language needs into consideration with their assessments. For example, in math, the test is given in small groups, with bilingual resource specialists supporting students.

Cited from Capper, C.(forthcoming). Social justice through resource reallocation and academic assessment. In Capper and Young(Eds.) Educational Leaders for Social Justice. Teachers College Press.

What are the emergent challenges of ISD?