Curriculum, Instruction & Assessment Newsletter

Dear Staff,

Welcome to part two of our 2011-2012 school year. It is hard to be-lieve that the school year is half over and it is even harder to believe that it is February. I am not at all complaining. I will take spring weather in the middle of winter any day.

Please be sure to fully read the Curriculum Update. There is a lot of information and many things continuing to happen.

I also want to say “thank you” to all of the teachers in our District that are working on special projects and are committed to their growth along with promoting the growth of their colleagues. I con-tinue to be amazed by our great staff. I am so grateful for all you do for our students, staff and com-munity.

Sincerely,

Heidi Kast

Assistant Superintendent of Curriculum, Instruction and As-sessment

A M e s s a g e f r o m H e i d i . . .

Mastery of keyboarding skills has been in the 6th grade for LO students. With all of the latest technology and students having access at a much younger age, keyboard-ing skills need to be taught earlier. Our se-cond grade teachers have received training for a program called

Type to Learn. This program will be used to teach students key-boarding skills. Media specialists will also sup-port teachers and stu-dents with this program throughout elementary.

Curriculum, Assessment and Instruction

K e y b o a r d i n g M o r e o f a F o c u s i n S e c o n d G r a d e

S o m e a r t i c l e s i n s i d e :

K-12 Math Pilot 2

AMAO Stats 3

Flipped Classroom 3

RTI 4

Community Enrich-ment

4

Common Core 5

6

Novels for Instruction 7

F e b r u a r y 8 , 2 0 1 2 Curriculum, Instruction and Assessment

NEWSLETTER

K - 1 2 M a t h P i l o t

4. Houghton Mifflin (Saxon, Big Ideas, Holt)

5. Carnegie (eliminated due to cost)

The pilot teachers met on Janu‐ary 16 to hear presenta ons from Connected Math and Glen‐coe’s Impact. A er the presenta‐ons, teachers decided to pilot

Connected Math in the fall and con nue searching for another poten al program to pilot. The teachers involved at the middle level include:

6th: Jackie Moses (Oakview), Cathy VanCuren (Scripps)

Due to the movement toward common core standards and the ming of the district to review

our math programming and ma‐terials, a group of teachers from the elementary, middle and high school have been mee ng to begin a K‐12 math pilot.

At the elementary level, a group of teachers will be pilo ng two math programs. Half of the group will be pilo ng a program called Inves ga ons this winter while the other half will pilot Everyday Math. The groups will switch in the fall to pilot the program they did not pilot in the winter so that all teachers, by the end of fall 2012, will have

piloted both Inves ga ons and Everyday Math.

Teachers were trained on Janu‐

ary 16 in the program they will

be pilo ng soon. Please see the

chart below for elementary pilot

teachers.

Middle school has reviewed the following:

1. Pearson (Pren ce Hall, Con‐nected Math, Digits)

2. McGraw‐Hill (Glencoe, Chica‐go Math)

3. Kendall Hunt (Math Innova‐ons ‐ formerly Key Press)

between the District chairs at each level has been absolutely amazing. Jane Cowan, Laura Mar n, Ma Moede, and Tracy Burlak have made it a priority to ensure that each level is aware of what is happening at the other levels. The other significant difference in this pilot is that not only are we looking at new instruc onal resources, but these resources need to foster a different style

7th: Sarah Roberts (Oakview), Nick Coccia (Waldon)

8th: Ma Moede (Scripps), Chris e Smith (Oakview)

The high school is currently in the reviewing process to determine the programs they will pilot. They met with a few vendors on January 16. The high school is expec ng to begin their pilot in the fall. The teachers that have been organizing the pilot thus far include: Jennifer Ries, Re‐nae Simpson and Tracy Burlak.

I want to sincerely thank all of the teachers that have volunteered to pilot. Par cipa ng in a pilot study requires addi onal me and dedica‐

on. It is very important that we have teachers pilo ng different programs to be able to make a recommenda on for this signifi‐cant decision to be made.

I also want to point out that this pilot is very different than any other done in the past. First, it is K‐12. While this is a large under‐taking, it allows us to ensure alignment in our programming at each level. The communica on


P a g e 2

Kinder First Second Third Fourth Fi h

Carpenter Stacey Nye Gretchen Hynes

Karen Okonowski

O.O. Janet Thorpe Jane Cowan

Teresa West

Norman Wright/

Andrea

Paint Creek

Krista Adragna

Pine Tree Cami Giberson

Gina Guccini/Stacy Giles

Joanne Purdon

Francie Robertson

Stadium Sarah Dabrowski

Carrie Price/Kris Lavin

Theresa Ratkowiak

Sims Tracey Well‐man/Lisa Nordin

Andrea Wayne

Kristen Elsey/Allison Webb

Linda Gobart

Webber Jennifer Di‐Maggio

Brandy Lucia Renee Mucci

Leisa Pulliam

of teaching. When you review the Common Core Standards for mathema cal prac ce and the assessment that is being developed by the SMARTER Balanced Consor um, our teaching will need to be differ‐ent in order to prepare our students accordingly.

Please feel free to contact a

pilot teacher or myself regard‐

ing any ques ons, comments,

and/or concerns. It is an cipated

that at the conclusion of the 2012‐

2013 school year, we will be recom‐

mending new math programming K‐

12 to the Board with hopes of begin‐

ning in fall 2013‐2014.

Red=Inves ga ons this winter/EDM in the

Blue=EDM this winter/Inves ga ons in the

District AMAO Status for 2010 - 2011 School Year gress (AYP) for Limited English

Proficient subgroup. The district

must demonstrate that it

achieved AYP for the LEP sub‐

group on the MEAP and MME.

We have too few LEP students in

each building, each grade level

to form a subgroup.

CONGRATULATIONS!!!!

For another year in a row, we

have made our 2010‐2011

A.M.A.O.’s with flying colors!

(Annual Measurable Achieve‐

ment Objec ves)

AMAO 1: 85% of our ELLs

(English Language Learners)

have shown progress on the

English Language Proficiency

Assessment (ELPA). This is a

statewide standardized test

given each Spring.

AMAO 2: 60% of our ELLs

achieved English language profi‐

ciency based on the student

scores on ELPA.

This year cut scores were in‐

creased and will be successively

higher each year. The cut scores

for this year were:

AMAO 1: progress 77%

AMAO 2: achievement 13%

So for AMAO 1 we surpassed the

cut score by 8% and AMAO 2 we

overachieved by 47%.

AMAO 3: Adequate yearly pro‐

T h e F l i p p e d C l a s s r o o m

things that puzzle them.

Teachers are spread thin,

and Koller suggests that

taping other students may

be the answer—including

online forums and real‐ me

discussion groups.

Online forums can allow

researchers to look at large

numbers of student respons‐

es. “This mass of data is an

invaluable resource for un‐

derstanding the learning

process and figuring out

which strategies really serve

students best,” says Koller.

It’s been argued that online

lessons can’t teach crea ve

problem solving and cri cal

thinking. Koller doesn’t disa‐

gree, but she says that when

students do online lessons

outside the classroom, the

basics are taught quickly and

efficiently, which frees up

classroom me for interac‐

ve instruc onal formats—

fostering deeper under‐

standing and crea vity. This

is the so called “flipped:

Stanford professor Daphne

Koller has these observa ons

on the success of Khan Acade‐

my and similar ventures in per‐

sonalized online video instruc‐

on combined with in‐class

ac vi es:

Video content engages

students, many of whom

grew up with YouTube,

and the content is easy for

instructors to produce.

Short, bite‐sized chunks of

material are easier for

students to digest then

long lectures—especially

for student with short

a en on spans.

A bank of short video les‐

sons can be more easily

tailored to individual stu‐

dents; students who are

behind can work at their

level without feeling em‐

barrassed, and more ad‐

vance students can forge

ahead or go deeper in the

curriculum, avoiding bore‐

dom and disengagement.

Exercises and assessments

are a vital part of online

lessons; they keep stu‐

dents ac vely engaged,

check for mastery, and

enhance understanding by

promp ng recall and

pu ng ideas in context.

Assessments give students

instant feedback that is

similar to the feedback

they get in individual tu‐

toring—at much less cost.

Assessment allow students

to move ahead when they

have demonstrated profi‐

ciency with a skill or con‐

cept, says Koller, “rather

than when they have

spent a s pulated amount

of me staring at the

teacher who is explaining

it.”

Of course these student‐

computer transac ons

leave plenty of gaps, and

it’s essen al for students

to be able to ask a human

being ques ons about

F e b r u a r y 8 , 2 0 1 2

P a g e 3

classroom model, which she’s

using in some of her classes at

Stanford. Although class

a endance is voluntary in

these courses, a higher per‐

centage of students show up

than in conven onal classes.

“Online educa on, then, can serve

two goals,” Koller concludes. “for

students lucky enough to have

access to a great teacher, blended

learning can mean even be er

outcomes at the same or lower

cost. And for the millions here and

abroad who lack access to good, in

person educa on, online learning

can open doors that would other‐

wise remain closed. By using tech‐

nology in the service of educa on,

we can change the world in our

life me.”

Check out the website below, it has flipped lessons created for some of the textbooks we use for our math classes.

http://www.brightstorm.com

SEE ATTACHMENT #1 FOR THE FLIPPED CLASSROOM MODEL

Pearls of RTI Wisdom from: Dr. George M. Batsche….

What do we know about School Reform and RTI?

Dr. George M. Batsche is Professor and Co‐Director of the Ins tute for School Reform at the University of South Florida. He is Co‐Director of the Florida Statewide Problem‐Solving/Response to Interven on Project for the Florida Department of Educa on. In addi‐on, Dr. Batsche co‐directs the Student Sup‐

port Services, Shared Services Network and Coordinated Student Health Projects for the Florida Department of Educa on.

Words of Wisdom from Dr. Batsche:

Reading Problems and Dropout: A student who can’t read on grade level by 3rd grade is 4 mes less likely to graduate by age 19 than a child who reads proficiently by that me. Add poverty to the mix, and a student is 13 mes less likely to graduate on me.

Instructors should adjust the focus of the day to center around Reading.

To accelerate student performance, we must provide students with:

1. Addi onal me to accelerate perfor‐mance (assuming high quality instruc on)

2. More intense instruc on

At‐risks students benefit from : Pre‐teach/Review/Re‐teach (collaborate with core instruc on)

Key: Don’t let kids get behind (two years behind is the kiss of death)

Data‐Based Decision Making (when dis‐cussing student achievement) “In God we Trust…everyone else brings data”

Number one way to ensure student achievement: Academic Engagement (the amount of me students are engaged in quality instruc on)

Dr. Batsche Message: Integrate Tiers

COLLABORATE


P a g e 4

The LOCS Community Enrichment Department

has been extremely busy crea ng many new

programs and classes for the upcoming New

Year. Accordingly, the majority of new programs

being offered will be educa onally based. There

are s ll the regular staple courses like pain ng,

dance, sports, exercise, etc. offered in the de‐

partment’s bi‐annual brochures. However, the

newest enrichment offerings focus some of the

key LOCS curricular areas for elementary stu‐

dents such as: Writer’s Workshop, Summer

Math Boost, Summer Reading Boost, and Sum‐

mer Wri ng Boost. Likewise, other new courses

that will complement the curricular based cours‐

es include: A er School Spanish, Kids With Cam‐

eras, LEGO engineering, and Drawing/art classes.

In terms of secondary and adult educa on, Ger‐

Community Enrichment Expands Academic Offerings

man and Spanish classes along with MS Office

Computer Classes make up some of the newest

programs being offered to the public.

All in all, the benefits of Community Enrich‐

ment are endless. You can have fun while

staying healthy, keeping ac ve, learning new

skills, playing, socializing, and mee ng any of

your other physical and intellectual needs.

To learn more about your LOCS Community

Enrichment offerings visit the department’s

website at h p://rp.lakeorion.k12.mi.us/ or

contact Ben Gerdeman, Enrichment Supervisor,

at [email protected]

http://rp.lakeorion.k12.mi.us/�

mailto:[email protected]�

F e b r u a r y 8 , 2 0 1 2

P a g e 5

DOMINO EFFECT Year 3

Full K‐12 curriculum for both ELA and Math aligned to CCSS

Year 1

One unit of study per grade (K‐12) for both ELA and Math

Year 2

Four additional units of study per grade (K‐12) for both ELA and Math

Proposed process for development of K‐12 curriculum aligned to Common Core State Standards for both ELA and Mathematics

Common Core State Standards Update

We have teams of teachers from each level for ELA and Math that have been working with the dis‐tricts throughout the county regarding Common Core. Below is a meline for unit development for Math and ELA.

K-12 Unit Development

• 2010-2011– One unit per grade level developed in Mathematics and ELA

• 2011-2012– Professional development to support district leadership

development and classroom implementation of one unit– Four units developed in both content areas


development and classroom implementation of four units– Three units developed in both content areas


development and classroom implementation of three units

Full Implementation in 2013-2014 !

WHAT CAN YOU DO TO PREPARE STUDENTS FOR

THE COMMON CORE STATE STANDARDS FOR

MATH?

SEE ATTACHMENT #2 FOR THE 8 STANDARDS OF MATHAMATICAL PRACTICE

THAT SHOULD BE INCORPORATED INTO YOUR INSTRUCTION.

We get lots of ques ons on what DRA levels kids in grades K‐5 should be at this

year, next, quarterly etc. We also get many ques ons regarding what needs to

be entered into Inform. The a ached document will provide clarifica on. A

reminder that this document is always posted on the website under ELA curricu‐

lum. ATTACHMENT #3

Looking for DRA Clarifictions?

Student Tracker

LOCS will be taking advantage of a 5 year graduate follow up survey called Student Tracker. The purpose of the survey is to understand how a student’s high school experience prepared him/her for their current posi on whether it be college, employed full or part me, military ser‐vice, etc. The survey contains ques ons about the student’s experiences with teachers and counselors, academic

achievement, personal development, and prepara on for what the student is doing currently. Ul mately, the survey will pro‐vide LOCS feedback to ensure we are

providing an exemplary educa on for our current and future students.

The following information was shared at a meeting at Oakland Schools regarding the new assessment for Math…..

What we think we know… What we don’t know yet…

The SMARTER Balanced will produce a constellation of assessments for grades 3-11 including:

a) Adaptive comprehensive summative assessment that includes:

• 22% selected-response• 41% technology-enhanced constructed-response• 14% traditional constructed response• 23% performance

b) Adaptive interim/benchmarks based on learning progressions and or CCSS content clusters that calls for performance event bank and non-secure pool of items

c) Formative assessment tools, processes and practices that call for a variety of lesson embedded tools for different purposes.

Distribution of item types may vary on the actual assessment. Still, the current draft specification document indicates a major shift toward constructed response and performance-based items.

Assessing the Common Core

8

What we think we know…

The SMARTER Balanced Content Specification drafts list four claims upon which students’ proficiency will be based:

1. Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” (Approx. 40% of the overall score)

2.Problem Solving “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” (Approx. 20% of the overall score)

3.Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”(Approx. 20% of the overall score)

4.Modeling and Data Analysis “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” (Approx. 20% of the overall score)

Assessing the Common Core

9


P a g e 6

Find more out about the

Assessment being devel‐

oped by Smarter Balance

Assessment Consor um

at….

h p://www.k12.wa.us/

smarter/

CURRICULUM, INSTRUCTION CURRICULUM, INSTRUCTION CURRICULUM, INSTRUCTION AND ASSESSMENT CONTACTSAND ASSESSMENT CONTACTSAND ASSESSMENT CONTACTS

Heidi Kast……...Asst. Superintendent of Curriculum, Instruction and Assessment

Marysue Schwartzmiller….Administrative Assistant 248-693-5409 or Ext. 3908

Linda Glowaz….Assessment Coordinator...Ext. 6410

District Department Chairs…………..Listed on LOnet

District School Improvement Chairs………..Listed on LOnet

Not all graphic novels will work for the

classroom, as with many genres there

are some really great books and some

ques onable choices. But . . .push

yourself to explore this new genre with

kids, even if you’re more of a digital

age immigrant than a na ve. The texts

we choose for our classrooms should

surround kids with a variety of perspec‐

ves, opinions, issues and concepts to

read, write and talk about. As we build

our libraries, it is important to consider

popular genres that emerge as changes

in literacy evolve. Our kids are growing

up in a visual world. They are used to

ge ng informa on fast and like to

parallel process and mul ‐task. Digital

na ves o en prefer graphics before

text and crave these engaging op ons.

Using Graphic Novels for Instruction?

F e b r u a r y 8 , 2 0 1 2

P a g e 7

Graphic novels are also an important

tool for struggling readers. Some of

the benefits include:

Pictures provide support for compre‐

hension.

Popular series become accessible for

lower level readers (i.e. harder books

like Time Warp Trio and Goosebumps

are now being rewri en as graph‐

ical).

Graphic novels are o en wri en in a

series which allow students to stay

with familiar plot lines and charac‐

ters.

Check out these series as you explore:

Babymouse Series by Jennifer L. Holm

and Ma hew holm

Amelia Rules! Series by Jimmy Grown‐

ley

Knights of the Lunch Table Series by

CIA Prize!!!

Email Heidi Kast with the

definition of a “Flipped

Classroom” in your own

words. The 11th, 12th and

13th correct submissions

will receive a fantastic

prize!!!

Frank Cammusso

Secret Science Alliance Series by

ElenorDavis

Questions? Contact Kate DiMeo at [email protected] Szymusiak, Karen and Franki Sib-berson, Lisa Koch. 2008. Beyond Leveled Books. Portland, ME: Sten-house. Thompson, Terry, 2008. Adventures in Graphica: Using Comics and Graph-ic Novels to teach Comprehension, 2-6. Portland, ME , Stenhouse.

mailto:[email protected]�

mschwartzmiller

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ATTACHMENT 1

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ATTACHMENT 2

District DRA2 Expectations

Grade Beginning of 1st

Quarter

End of 1st

Quarter

End of 2nd Quarter

End of 3rd Quarter

End of 4th Quarter

Kindergarten TEST TEST TEST 1st & 2nd TEST * TEST TEST TEST TEST 3rd, 4th, 5th TEST * TEST TEST

*Beginning of 1st Quarter – ONLY TEST any students who are new the building, identified as at-risk, or previously received LSS services. All teachers will give the DRA2 to their students unless a student is in LSS. The LSS teacher may be responsible for giving DRA2 – this varies by building. Please check with your building administrator for clarification if necessary. These are district expectations which means they apply to all students/teachers in the district. However, individual buildings may expect DRA2’s to be done more frequently. Please see your building administrator if clarification is needed. When testing Fiction, students will only be given the DRA2 test for 1 grade level above the current grade the student is in (please note: for the 2011-2012 school year this is slightly off). Please see chart titled target independent reading levels for specific level ceilings. When testing Non-Fiction, beginning in the 2011-2012 school year, there are no restrictions on the levels tested. If a child reads a level independently (ORF and COMP), he/she may advance to the next level. Remember DO NOT skip non-fiction levels. For example, if a child passes level 14, he/she must pass the NF 16 before taking the level 18 test. In the future, when we are testing both F and NF this might be different but for now this is the case (this mostly affects kdg and 1st grade). All independent scores are entered into Pearson Inform. This means that the child scores in the independent range in both ORF (oral reading fluency) and Comp (comprehension). If a child does not pass a level, the score is not entered into Inform.

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ATTACHMENT 3 ~ page 1

When entering scores into Inform: Fiction tests and Non-fiction tests are NOT entered in the same place. They are two different tests one is called F – DRA2 and one is called NF – DRA2, there is one for each quarter. For the 2011-2012 school year, this means some students will have fiction tests and others will have non-fiction entered in the same quarter. Don’t panic, the reports will reflect both tests on the same sheet. When entering a test, you must enter the DRA2 level, the ORF and the COMP and then enter the DRA2 level again. For example, if a child takes a fiction level 16 and scores 17 for ORF and 23 for comp. You would go to the F - DRA2 and enter (see screen shot below):

DRA ORF COMP DRA - Grade __ 16 17 24 16

For those who have already put DRA2 scores into Pearson Inform for the 2011-12, your information transferred. However, you still have three columns that need data entered (ORF, Comp DRA test level).

Must enter DRA score again here!

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End of the First Marking

Period

End of the Second Marking Period

End of the Third Marking

Period

End of the Fourth Marking Period

Do not test above this F level

(no ceiling on NF)

Kindergarten 0 2F 3F 4F 18 F

First Grade 6F 10F 14F 16 NF 30 F

Second Grade 18F 20F 24F 28 NF 40 F

Third Grade 30F 34F 38F 40 NF 50 F

Fourth Grade 40NF 50 NF 60 F

Fifth Grade 50NF 60 NF 70 F


Period

End of the Second

Marking Period


Period

End of the Fourth

Marking Period

Do not test above this F level (no ceiling on NF)


First Grade 6F 10F 14F 16NF and 18F

30 F

Second Grade 20F 24F 28F 28 NF and 30F

40 F

Third Grade 30F 34F 38F and

38NF

40NF and 40F

50 F

Fourth Grade 50F 50 NF and 50F

60 F

Fifth Grade 60F 60 NF and 60F

70 F

Lake Orion Community Schools DRA2 Expectations 2012-2013


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District DRA2 Expectations

Grade Beginning of 1st

Quarter

End of 1st

Quarter

End of 2nd Quarter

End of 3rd Quarter

End of 4th Quarter

Kindergarten TEST TEST TEST 1st & 2nd TEST * TEST TEST TEST TEST 3rd, 4th, 5th TEST * TEST TEST

*Beginning of 1st Quarter – ONLY TEST any students who are new the building, identified as at-risk, or previously received LSS services. All teachers will give the DRA2 to their students unless a student is in LSS. The LSS teacher may be responsible for giving DRA2 – this varies by building. Please check with your building administrator for clarification if necessary. These are district expectations which means they apply to all students/teachers in the district. However, individual buildings may expect DRA2’s to be done more frequently. Please see your building administrator if clarification is needed. When testing Fiction, students will only be given the DRA2 test for 1 grade level above the current grade the student is in (please note: for the 2011-2012 school year this is slightly off). Please see chart titled target independent reading levels for specific level ceilings. When testing Non-Fiction, beginning in the 2011-2012 school year, there are no restrictions on the levels tested. If a child reads a level independently (ORF and COMP), he/she may advance to the next level. Remember DO NOT skip non-fiction levels. For example, if a child passes level 14, he/she must pass the NF 16 before taking the level 18 test. In the future, when we are testing both F and NF this might be different but for now this is the case (this mostly affects kdg and 1st grade). All independent scores are entered into Pearson Inform. This means that the child scores in the independent range in both ORF (oral reading fluency) and Comp (comprehension). If a child does not pass a level, the score is not entered into Inform.

mschwartzmiller

Text Box


When entering scores into Inform: Fiction tests and Non-fiction tests are NOT entered in the same place. They are two different tests one is called F – DRA2 and one is called NF – DRA2, there is one for each quarter. For the 2011-2012 school year, this means some students will have fiction tests and others will have non-fiction entered in the same quarter. Don’t panic, the reports will reflect both tests on the same sheet. When entering a test, you must enter the DRA2 level, the ORF and the COMP and then enter the DRA2 level again. For example, if a child takes a fiction level 16 and scores 17 for ORF and 23 for comp. You would go to the F - DRA2 and enter (see screen shot below):

DRA ORF COMP DRA - Grade __ 16 17 24 16

For those who have already put DRA2 scores into Pearson Inform for the 2011-12, your information transferred. However, you still have three columns that need data entered (ORF, Comp DRA test level).

Must enter DRA score again here!

mschwartzmiller

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Period

End of the Second Marking Period


Period

End of the Fourth Marking Period

Do not test above this F level

(no ceiling on NF)


First Grade 6F 10F 14F 16 NF 30 F

Second Grade 18F 20F 24F 28 NF 40 F

Third Grade 30F 34F 38F 40 NF 50 F

Fourth Grade 40NF 50 NF 60 F

Fifth Grade 50NF 60 NF 70 F


Period

End of the Second

Marking Period


Period

End of the Fourth

Marking Period

Do not test above this F level (no ceiling on NF)


First Grade 6F 10F 14F 16NF and 18F

30 F

Second Grade 20F 24F 28F 28 NF and 30F

40 F

Third Grade 30F 34F 38F and

38NF

40NF and 40F

50 F

Fourth Grade 50F 50 NF and 50F

60 F

Fifth Grade 60F 60 NF and 60F

70 F



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ATTACHMENT 1

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ATTACHMENT 2

Documents

Curriculum, Instruction & Assessment Newsletter