How JS Morton empowered teachers with authentic common assessments and real-time results
The Challenge
LOCATION: Cicero, IL
STUDENT POPULATION: 8,000
CLASSROOM USE CASE: Common Assessment
A suburban high school district aims to bring authentic, standards-aligned common assessments to students. The community of educators at JS Morton High School District 201 in Illinois is a highly engaged group. They offer a rich variety of classes to students, with an emphasis on opportunities for both college and career preparedness. And with a student population of over 70% current and former English learners (EL), inclusive and accessible teaching strategies play a significant role in daily instruction. Director of Innovation and Accountability, Samantha Skubal, focuses on helping teachers incorporate technology and data to drive positive learning outcomes. The district prioritizes common assessments to ensure all students are progressing throughout the year, and give teachers actionable data to make informed instructional decisions.
But the common assessment program the district had been using felt antiquated and unhelpful. Students were confined to rigid assessments with one-size-fits-all question types and feedback tools. Teachers were looking for a flexible, engaging platform that enabled them to assess students through more inclusive methods that would meet those students—who come with a variety of learning needs and preferences—where they are. When educators asked repeatedly for Formative as a replacement for their current assessment platform, Ms. Skubal couldn’t ignore their enthusiasm.
Hope leads ILTPP, a free, member-based program for negotiated educational technology contracts. She also manages vendor relationships, coordinates negotiated contracts, and leads cooperative membership services, including quote requests and group purchases.