Getting to Common Formative Assessments

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Getting to CommonFormative Assessments

• NMUSD Adult School
• We share to impart, impact, improve and empower.

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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.

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http//adultedmatters.wordpress.com/
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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.

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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.

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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.

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Highlighted competencies are our essential
standards.
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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.

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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.

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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.

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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.

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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.

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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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