Title: Getting to Common Formative Assessments
1Getting to CommonFormative Assessments
- NMUSD Adult School
- We share to impart, impact, improve and empower.
2The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional
strategies.
- Teach
- Apply research-based instructional
strategies to needs and abilities of students. - Use agreed upon strategies and approaches.
- Identify best practices.
- Collaborate in department teams.
- Share lesson plans and best practices across
units and courses.
- Reflect
- How will we respond when students experience
difficulty in learning? - How will we respond when students already know
it? - Differentiate and personalize classroom
instruction, using research-based instructional
strategies. - Systematic intervention
- Assess
- How will we know if students have learned it?
- Use formative classroom assessments to monitor
student learning results. - Use formative assessments to inform track
progress of students. - Analyze data to inform instruction.
3http//adultedmatters.wordpress.com/
4(No Transcript)
5(No Transcript)
6(No Transcript)
7The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional
strategies.
- Teach
- Apply research-based instructional
strategies to needs and abilities of students. - Use agreed upon strategies and approaches.
- Identify best practices.
- Collaborate in department teams.
- Share lesson plans and best practices across
units and courses.
- Reflect
- How will we respond when students experience
difficulty in learning? - How will we respond when students already know
it? - Differentiate and personalize classroom
instruction, using research-based instructional
strategies. - Systematic intervention
- Assess
- How will we know if students have learned it?
- Use formative classroom assessments to monitor
student learning results. - Use formative assessments to inform track
progress of students. - Analyze data to inform instruction.
8The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional strategies.
9The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional strategies.
10(No Transcript)
11Highlighted competencies are our essential
standards.
12(No Transcript)
13The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional strategies.
14(No Transcript)
15(No Transcript)
16The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional strategies.
17(No Transcript)
18The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional
strategies.
- Teach
- Apply research-based instructional
strategies to needs and abilities of students. - Use agreed upon strategies and approaches.
- Identify best practices.
- Collaborate in department teams.
- Share lesson plans and best practices across
units and courses.
- Reflect
- How will we respond when students experience
difficulty in learning? - How will we respond when students already know
it? - Differentiate and personalize classroom
instruction, using research-based instructional
strategies. - Systematic intervention
- Assess
- How will we know if students have learned it?
- Use formative classroom assessments to monitor
student learning results. - Use formative assessments to inform track
progress of students. - Analyze data to inform instruction.
19The Professional Learning Community Cycle of
Inquiry
- Teach
- Apply research-based instructional strategies to
needs and abilities of students. - Use agreed upon strategies and approaches.
- Identify best practices.
20(No Transcript)
21(No Transcript)
22(No Transcript)
23(No Transcript)
24The Professional Learning Community Cycle of
Inquiry
- Plan
- What is it we want ALL students to know?
- Select essential standards.
- Unwrap the standards.
- Decide on student learning outcomes.
- Select research-based instructional
strategies.
- Teach
- Apply research-based instructional
strategies to needs and abilities of students. - Use agreed upon strategies and approaches.
- Identify best practices.
- Collaborate in department teams.
- Share lesson plans and best practices across
units and courses.
- Reflect
- How will we respond when students experience
difficulty in learning? - How will we respond when students already know
it? - Differentiate and personalize classroom
instruction, using research-based instructional
strategies. - Systematic intervention
- Assess
- How will we know if students have learned it?
- Use formative classroom assessments to monitor
student learning results. - Use formative assessments to inform track
progress of students. - Analyze data to inform instruction.
25The Professional Learning Community Cycle of
Inquiry
- Assess
- How will we know if students have learned it?
- Use formative classroom assessments to monitor
student learning results. - Use formative assessments to inform track
progress of students. - Analyze data to inform instruction.
26(No Transcript)
27(No Transcript)
28(No Transcript)
29(No Transcript)
30(No Transcript)
31(No Transcript)
32(No Transcript)