Student Learning and Assessment Student Learning 1 2 Level 3 4 5 Maintenance of a non Awareness and Transition to a CCSS led Emerging New Predominance of a and Assessment CCSS led System Exploration of a CCSS System Infrastructure to CCSS led System (continued) led System Support a CCSS led System Achievement Achievement expectations Emerging awareness that CCSS Develop some achievement Develop achievement Use CCSS to define on teacher expectations define achievement expectations expectations from the CCSS expectations across grade level achievement expectations Expectations learning areas based on CCSS system-wide Classroom Use primarily one assessment that a CCSS-led system Begin to incorporate multiple Incorporate multiple and various Use multiple appropriate method that may or may not be require multiple and various and various assessment methods assessment methods across methods as valid measures of Assessment aligned to the CCSS-led system assessment methods that align to a CCSS-led system learning areas student achievement that frequent and various to provide students Begin to make adaptations for opportunities are needed for frequent and varied students to have an opportunity Provide all students frequent students to demonstrate opportunities to demonstrate to demonstrate their best work and varied opportunities to knowledge and skills knowledge and skills demonstrate knowledge and The majority of classroom skills Aware that bias and distortion Analyze assessments to identify assessments are embedded into exist in assessment instruments bias and distortion instruction Classroom assessments are embedded into instruction Begin to select assessments that minimize bias and distortion Consistently select, design, or adapt assessments that minimize bias and distortion Student Involvement Students’ is not solicited or Explore ways that students can Develop and introduce a plan to Engage each student actively and Engage each student actively considered become actively involved in their actively and constructively constructively in learning and and constructively in learning learning engage students in learning assessment activities and assessment planning activities activities Certified sets CCSS-based Students actively involved in expectations with little Certified communicates achievement progress Students collaborate to communication to student CCSS-based expectations to establish CCSS-based personal students learning and performance expectations and accepts responsibility for achieving them
Student Learning and Assessment (continued) 1 Maintenance of a non CCSS led System 2 Awareness and Exploration of a CCSS led System Level 3 Transition to a CCSS led System 4 Emerging New Infrastructure to Support a CCSS led System 5 Predominance of a CCSS led System Achievement Expectations Achievement expectations on teacher expectations Emerging awareness that CCSS define achievement expectations Develop some achievement expectations from the CCSS Develop achievement expectations across grade level learning areas based on CCSS Use CCSS to define achievement expectations system-wide Classroom Assessment Use primarily one assessment method that may or may not be aligned to the CCSS-led system that a CCSS-led system require multiple and various assessment methods that frequent and various opportunities are needed for students to demonstrate knowledge and skills Aware that bias and distortion exist in assessment instruments Begin to incorporate multiple and various assessment methods that align to a CCSS-led system to provide students frequent and varied opportunities to demonstrate knowledge and skills Analyze assessments to identify bias and distortion Incorporate multiple and various assessment methods across learning areas Begin to make adaptations for students to have an opportunity to demonstrate their best work The majority of classroom assessments are embedded into instruction Begin to select assessments that minimize bias and distortion Use multiple appropriate methods as valid measures of student achievement Provide all students frequent and varied opportunities to demonstrate knowledge and skills Classroom assessments are embedded into instruction Consistently select, design, or adapt assessments that minimize bias and distortion Student Involvement Students’ is not solicited or considered Explore ways that students can become actively involved in their learning Certified sets CCSS-based expectations with little communication to student Develop and introduce a plan to actively and constructively engage students in learning activities Certified communicates CCSS-based expectations to students Engage each student actively and constructively in learning and assessment activities Students actively involved in achievement progress Engage each student actively and constructively in learning and assessment planning activities Students collaborate to establish CCSS-based personal learning and performance expectations and accepts responsibility for achieving them Student Learning and Assessment
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