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Getting to Common Formative Assessments

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Getting to Common Formative Assessments NMUSD Adult School We share to impart, impact, improve and empower. http://adultedmatters.wordpress.com/ Getting to Common ... – PowerPoint PPT presentation

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Title: Getting to Common Formative Assessments


1
Getting to CommonFormative Assessments
  • NMUSD Adult School
  • We share to impart, impact, improve and empower.

2
The 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.

3
http//adultedmatters.wordpress.com/
4
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The 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.

8
The 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.

9
The 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
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11
Highlighted competencies are our essential
standards.
12
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The 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
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16
The 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
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18
The 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.

19
The 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
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24
The 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.

25
The 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.

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