Understanding the Lindsay Unified School District Performance Based System

1. Presented to Jefferson Elementary School Kennedy Elementary School Lincoln Elementary School Reagan Elementary School Roosevelt Elementary School Washington Elementary School Lindsay High School JJ Cairns School Understanding theLindsay Unified School District Performance Based System

2. Today’s Learning Goals: Parents will gain a greater understanding of the Performance Based System: • Understanding the Change • Curriculum and Assessment • Progress reports • Levels and progress

3. Why a Performance Based System? • Development of Lindsay Unified School District’s Strategic Design. • We want all learners to reach high levels of academic and personal excellence. • Fulfilling our obligation to carry out the LUSD Strategic Design. • Old system was not working for many learners.

4. What are the Benefits of the Performance Based System? • Provides a standard way of scoring and assessing student progress. • Curriculum and scoring is the same between learning environments. • Grades are no longer averaged, so students aren’t penalized for not doing well at the beginning of their learning or for not doing well on an individual assessment. We look at multiple forms of evidence to determine each learner’s final score. • Learners can go back or move forward in any measurement topic at any time to demonstrate their knowledge. • Learners can develop their own assessment tasks to demonstrate their own learning. If they have an idea for how to demonstrate their knowledge, they can propose different ways to the learning facilitator. • Learners are provided with specific feedback along the way. Learning Facilitators are showing students how they can improve. • Learners are tracking their learning along the way so that are consistently informed about their progress.

5. Traditional vs Performance Based

6. America's Participation in World War II • U.S. History • Score 4.0 • In addition to score 3.0 performances, the learner demonstrates an in-depth understanding through inferences and applications that go beyond what was taught, such as: • · current U.S. foreign policy shaped by the events of World War II • · long-term effects of dropping the atomic bomb (positive and negative) • Score 3.5 • In addition to score 3.0 performance, in-depth inferences and applications with partial success. • Score 3.0 • While engaged in tasks regarding America’s participation in World War II, the learner will demonstrate an understanding of: • · U.S. and Allied wartime strategies, including the major battles of the war in the Pacific and European Theaters, the decision to drop atomic bombs, and the consequences of the decision (11.7.2 and 11.7.7) • · the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl harbor (11.7.1) • · the constitutional and cultural issues on the home front (i.e., Japanese Relocation, the changing roles of women and African Americans) (11.7.5) • · Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech) (11.7.4) • The learner exhibits no major errors or omissions. • Score 2.5 • No major errors or omissions regarding the score 2.0 elements and partial knowledge of the score 3.0 elements. • Score 2.0 • No major errors or omissions regarding the simpler details and processes as the learner: • · recognizes or recalls specific terminology, people, or events, such as: • o atrocity, genocide, internment, neutrality, appeasement, Tuskegee Airman, and Navaho Code Talkers, 442nd all Japanese Unit, “island hopping” • o Ethiopia, China, Austria, Poland, Southeast Asia, Pearl Harbor, Midway, Normandy, Iwo Jima, Okinawa Battle of the Bulge, Hiroshima, Nagasaki • o Lend Lease, “Cash and Carry,” German-USSR Non-Aggression Pact, Rape of Nanjing, Battle of the Bulge, Battle of Stalingrad, Normandy Invasion, Atlantic Charter, Four Freedoms of Speech, Holocaust, Japanese Relocation, Manhattan Project • · knows basic details, such as: • o the events that precipitated the attack on Pearl Harbor. • o American involvement in the Pacific and European Theater from 1941-1945 • o major developments in aviation, weaponry, communication, and medicine during World War II • However the learner exhibits major errors or omissions with score 3.0 elements. • Score 1.5 • Partial knowledge of the score 2.0 elements but major errors or omissions regarding the score 3.0 elements. • Score 1.0 • With help, a partial understanding of some of the score 2.0 elements and some of the score 3.0 elements. • Score 0.5 • With help, a partial understanding of some of the score 2.0 but not the score 3.0 elements. • Score 0.0 • Even with help, no understanding or skill demonstrated. What is a MeasurementTopic? • All Content Areas • Measurement Topic • Learning Target • Each Learning Target is scored on a 0 – 4 scale. 4.0 = learners have gone above and beyond what was taught. 3.0 = learners have mastered all of the simple and complex knowledge(minimum proficiency score) 2.0 = learners know all of the simple terms and details. 1.0 = with help, learners understand some of the level 2. 0 = even with help, the student does not know any of the simple or complex knowledge and skills.

7. America's Participation in World War II • U.S. History • Score 4.0 • In addition to score 3.0 performances, the learner demonstrates an in-depth understanding through inferences and applications that go beyond what was taught, such as: • · current U.S. foreign policy shaped by the events of World War II • · long-term effects of dropping the atomic bomb (positive and negative) • Score 3.5 • In addition to score 3.0 performance, in-depth inferences and applications with partial success. • Score 3.0 • While engaged in tasks regarding America’s participation in World War II, the learner will demonstrate an understanding of: • · U.S. and Allied wartime strategies, including the major battles of the war in the Pacific and European Theaters, the decision to drop atomic bombs, and the consequences of the decision (11.7.2 and 11.7.7) • · the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl harbor (11.7.1) • · the constitutional and cultural issues on the home front (i.e., Japanese Relocation, the changing roles of women and African Americans) (11.7.5) • · Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech) (11.7.4) • The learner exhibits no major errors or omissions. • Score 2.5 • No major errors or omissions regarding the score 2.0 elements and partial knowledge of the score 3.0 elements. • Score 2.0 • No major errors or omissions regarding the simpler details and processes as the learner: • · recognizes or recalls specific terminology, people, or events, such as: • o atrocity, genocide, internment, neutrality, appeasement, Tuskegee Airman, and Navaho Code Talkers, 442nd all Japanese Unit, “island hopping” • o Ethiopia, China, Austria, Poland, Southeast Asia, Pearl Harbor, Midway, Normandy, Iwo Jima, Okinawa Battle of the Bulge, Hiroshima, Nagasaki • o Lend Lease, “Cash and Carry,” German-USSR Non-Aggression Pact, Rape of Nanjing, Battle of the Bulge, Battle of Stalingrad, Normandy Invasion, Atlantic Charter, Four Freedoms of Speech, Holocaust, Japanese Relocation, Manhattan Project • · knows basic details, such as: • o the events that precipitated the attack on Pearl Harbor. • o American involvement in the Pacific and European Theater from 1941-1945 • o major developments in aviation, weaponry, communication, and medicine during World War II • However the learner exhibits major errors or omissions with score 3.0 elements. • Score 1.5 • Partial knowledge of the score 2.0 elements but major errors or omissions regarding the score 3.0 elements. • Score 1.0 • With help, a partial understanding of some of the score 2.0 elements and some of the score 3.0 elements. • Score 0.5 • With help, a partial understanding of some of the score 2.0 but not the score 3.0 elements. • Score 0.0 • Even with help, no understanding or skill demonstrated. What is a MeasurementTopic?

8. Split MT into 2 parts

9. How are the Measurement Topics Sequenced?

10. Comprehensive Assessment System

11. Tracking, Reflection, & Goal-Setting • Track Current Score based on a Formal Assessment • Reflect on What They Know and Need to Work On • Set a Goal for the Next Formal Assessment

12. Multiple Pieces of Evidence • As a learner progresses through a Measurement Topic they are given multiple opportunities to demonstrate proficiency • Projects, written & oral assignments/tasks, quizzes, formal tests, and various other assessment activities • The results are combined with other forms of evidence gathered throughout the unit to determine if the learner has learned the required knowledge or skill • Before completion of an MT, learners are required to take a summative district assessment to verify proficiency

13. Measurement Topics & Progress Report Scoring All learners are scored on a 0 – 4 scale.         4 = learners have gone above and beyond what was taught.         3 = learners have mastered all of the simple and complex knowledge.        2 = learners know all of the simple terms and details.       1 = with help, learners understand some of the level 2. 0 = even with help, the student does not know any of the simple or complex knowledge and skills. This scale will replace all letter grades and all previously used scoring methods. It is not to be confused with the traditional A, B, C, D, F grades or other rubric scores that you may be familiar with. The new scoring system does not have the same meaning as other scoring systems and should be viewed only as defined above. Colleges and Universities accept this method of reporting student performance.

14. Elementary Progress Report

15. High School ProgressReport

16. How does this system ensure learners stay on pace? • www.tularecountylibrary.org = free online tutoring every day from 1 PM to 10 PM. Math, Science, English, and Social Studies help provided grades 4 – College Intro classes. • Additional resources provided by each site.

17. Tracking, Reflection, & Goal-Setting • Track Current Score based on a Formal Assessment • Reflect on What They Know and Need to Work On • Set a Goal for the Next Formal Assessment

18. Tips for Support at Home • Stay informed – What is your child supposed to master? Ask them questions about what they are learning in school and what their current scores are on specific measurement topics. • Constant Communication with advisor and/or learning facilitator. • Learning Environments at Home – Provide space & time for your child to focus on school work. • Time Management – Set a time for your child to work on homework, study, and make flashcards to review. Preferably not too late into the evening.

19. Where can you call for more information? Jefferson Elementary (559)562-6303 Kennedy Elementary Lincoln Elementary (559)562-2571 Reagan Elementary (559)562-1311 Roosevelt Elementary Washington Elementary (559)562-5916 Lindsay High School (559)562-5911 JJ Cairns High School

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