1. Salem School District What does proficient look like? Questions Salem High teachers were asking in the spring of 2002 regarding competency based assessment: Is this just the latest phase of ed reform and will it go away? How much documentation is necessary and will it bog us down? How can we place responsibility for meeting high levels of competence onto the students?

2. Salem School District Learning Expectations and Learning Standards Salem High School – 2003 - Learning Expectations Students are able to apply self-management skills. Students are able to use strategies for decision-making and problem solving. Students are able to read and comprehend. Students are able to understand and apply science concepts. Students are able to understand and apply mathematics concepts.

3. Salem School District Learning Expectations and Learning Standards Salem High School - 2003 Woodbury Middle School - 2004 Elementary Schools - 2005

4. Salem School District Students are able to work with others Learning Expectation Students are able to apply individual strengths and respect individual differences in order to improve group performance. Students are able to assume a variety of roles within a group. They are able to apply their knowledge of group skills to enhance and promote cohesiveness through listening, brainstorming, clarifying information, showing initiative, acknowledging contributions, defining group tasks, and responding positively to constructive feedback. Students are able to recognize conflict and apply conflict management skills to mediate disputes. Learning Standard – High School

5. Salem School District Students are able to contribute their abilities and talents to help a group achieve its goals. Students are able to show respect to each member of the group. They are able to apply a variety of skills including identifying group tasks, listening, taking turns, recognizing points of view, brainstorming, gathering information, and showing initiative. Students are able to give and receive constructive feedback. Students are able to assume a variety of roles within the group. Students are able to identify and resolve conflict in an appropriate manner. Students are able to work with others Learning Expectation Learning Standard – Elementary School

6. Salem School District 5.1 Students are able to apply individual strengths and respect individual differences in order to improve group performance. 5.2 Students are able to assume a variety of roles within a group. 5. Students are able to work with others Learning Expectation [high school] Competencies 5.3 They are able to apply their knowledge of group skills to enhance and promote cohesiveness through listening, brainstorming, clarifying information, showing initiative, acknowledging contributions, defining group tasks, and responding positively to constructive feedback.

7. Salem School District

9. Changes in Matter 5 days Bonding and Molecules Relate the chemical behavior of an element to its placement in the table PS1-11-2- 7 19.1 lab Chapter 19 Explain how elements create chemical bonds PS1-11-2- 7 Chemical Formulas and Electron Configuration Predict the chemical formula of a compound PS1-11-2- 4 19.2 lab Chemical Bonds#30 579 Calculate the formula mass of a compound 19.3 lab Mole#305 81 7 days Chemical Changes Distinguish between physical and chemical changes in matter 20.1 lab Chapter 20 Chemical Equations Write and balance chemical equations 20.2 lab

10. Salem School District Students are able to understand and apply science concepts. Student are able to demonstrate the knowledge and reasoning abilities required for understanding earth, physical, and life sciences. They have a knowledge of the systems of nature and their dynamics. They are able to analyze data in various forms, provide explanations, and draw reasonable conclusions. Students are also able to demonstrate their understanding of the scientific method by designing and conducting scientific investigations in individual and team settings. Finally, they are able to integrate these sciences to assess the impact of science and technology on daily life. Students are able to demonstrate the knowledge and reasoning abilities required for understanding earth, physical, and life sciences.

11. Salem School District 9.1 Students are able to demonstrate the knowledge and reasoning abilities required for understanding earth, physical, and life sciences. 9. Students are able to understand and apply science concepts. Describe and differentiate between covalent and ionic bonds using examples of each Draw or build models of each type of bond showing bond formations occurring. Correctly label each model and explain your reasoning.

12. Salem School District Step One Identify what we want kids to know and be able to do Step Two Write a narrative to clarify each Expectation Step Three Extract statements from those narratives that become core content area competencies Step Four Review and refine individual course curriculum maps to align skills and concepts with expectations and core competencies Step Five Develop course assessment strategies Step Six Determine level of sufficient evidence to meet core content competencies

13. Salem School District Learning Expectations Standards translated into Competencies Curriculum maps refined/revised Course concepts and skills aligned with competencies Assessments to measure course proficiency ProficiencyDefine sufficiency Learning Standards Students meet the Learning Expectations