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Published byRonald Parrish Modified over 9 years ago
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WELCOME BACK TEAM ROCHESTER!
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Why Performance Assessments Why Writing Parent Communication
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We want to increase student achievement so that our students are ready for their paths in future learning and workplace opportunities.
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To increase student achievement by having students write every day in every classroom.
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Every performance assessment will focus on content specific competencies/performance indicators plus argument/opinion writing.
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Teachers will use the district adopted K – 12 writing rubric for argument/opinion writing.
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Teachers will participate in professional learning in the area of writing.
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Reeves on Writing
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SMARTER Balance NECAP Science We want that to be our accountability System
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Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” 2011 – 20122012 – 2013 Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” Unit Planning – Understanding by Design Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” Unit Planning – Understanding by Design 2013 – 2014 Competency-Based Learning SHS/BCA – Year 1 Competency-Based Learning SHS/BCA – Year 2 K – 8 – Year 1 Competency-Based Learning SHS/BCA – Year 2 Develop Competencies K - 8 Common Summative Assessments Tuned to Competencies Our Continuous Steps Toward Improvement
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Why take the next step?
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Team Rochester is committed to continuous improvement!
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Develop engaged and passionate learners K – 12. When all students are engaged, all students are learning! RSD Opening Address August 27, 2012
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Even clearer… Engaged and Passionate Learners greater academic and social achievement which means they are: prepared for future work and learning
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Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” 2011 – 20122012 – 2013 Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” Unit Planning – Understanding by Design Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” Unit Planning – Understanding by Design 2013 – 2014 Competency-Based Learning SHS/BCA – Year 1 Competency-Based Learning SHS/BCA – Year 3 K – 8 – Year 1 Competency-Based Learning SHS/BCA – Year 2 Develop Competencies K - 8 Common Summative Assessments Tuned to Competencies 2014 – 2015 Student Engagement& Learning Plan Differentiation “Teach to the top and differentiate for the rest of the class.” Unit Planning – Understanding by Design Competency-Based Learning SHS/BCA – Year 4 K – 8 – Year 2 Improved Common Summative Assessments Tuned to Competencies Argument/Opinion Writing Our Continuous Steps Toward Improvement
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Argument/Opinion Writing Participate in professional learning on argument/opinion writing Use the adopted K – 12 writing rubrics Engage students in argument/opinion writing Incorporate argument/opinion writing into a performance assessment
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Writing Competency Students will demonstrate the ability to write effectively for a variety of purposes and audiences. Performance Indicator: Construct arguments and develop informative/explanatory texts using evidence to support claims and ideas, and create narratives using structure and specific detail.
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Parent Communication
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Formative Assessments Do Count Formatives are important We need to emphasize that every day We need to stop saying they don’t count How do they count
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How Formatives “count” You need to do formative work so the teacher is certain you understand the work Formatives increase your knowledge and understanding If a student can complete the summative without doing the formative, “rethink” the expectations for that student You must do 75% of the formatives to be able to reassess
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Everyday, remind students and parents Formatives are important and we must let parents know when students are not doing their formatives
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Key Requirements Each week, parents should clearly understand if there are any outstanding, incomplete or late assignments If an assignment is due on a Friday, it should be graded by the following Friday, and entered into IC Teachers should communicate with parents on a weekly basis, if a student is not yet competent based on formative or summative assignments
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Some Methods to Communicate At RMS the To Do List should work on the parent portal At SHS, grades must be entered in the gradebook on a weekly basis, plus the missing assignment report At all schools the missing assignment report, emails or phone calls
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If this does not happen Contact the teacher If that does not resolve the issue, contact the Principal If that does not resolve the issue, contact the Superintendent
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READ THINK WRITE “…writing is thinking on paper…” -- Doug Reeves RSD Opening Address August 27, 2012
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Improved Common Summative Assessments Continue to improve summative assessments Participate in professional learning on performance assessments Take a current assessment and shift it to a performance assessment which includes content competencies/performance indicators plus argument/opinion writing
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What makes an assessment a performance assessment?
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Performance assessment video
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Making the Case for PAs Source: Linda Darling-Hammond, SCOPE, Stanford We want all students to get here!
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Some people say “mother knows best”, that may be true, but when it comes to knowing where a student is in his/her learning, we say “teachers know best”.
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Let’s be clear about the goal Good teaching in every classroom every day every year RSD Opening Address August 27, 2012
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