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.

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7. 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.

11. Highlighted competencies are our essential standards.

13. 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.

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.

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.

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.