Student Growth Assessing Mastery of Enduring Skills - PowerPoint PPT Presentation

Student Growth Series: Building the Foundation

• You worked through a process for identifying enduring skills in your content area.
• You learned how to differentiate between enduring skills and other skills needed for learning your content.

• You used a definition of enduring skill and the Rigor/Relevance Framework to identify enduring skills in your content area.

• Guide teachers to articulate what proficiency in an enduring skill looks like at a given grade level.
• Identify appropriate assessments available or that need to be developed.
• Support a meaningful student growth goal-setting process and development of quality student growth goals.

Review grade level cluster headings.

Identify the grade-level standards that align with the enduring skills you identified.

For the enduring skill, after identifying the standards that align, DISCUSS:

What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards?

• Is there a rubric that describes proficiency?
• Are there assessments available that allow students to demonstrate proficiency?
• Do assessment items need revision to improve congruency?
• Do appropriate and congruent assessment items need to be developed?

• Guide teachers to articulate what proficiency in an enduring skill looks like at a given grade level.
• Identify appropriate assessments available or that need to be developed.
• Support a meaningful student growth goal-setting process and development of quality student growth goals.

• How will this process work in your district?
• What is your role?

• The SGG is congruent with KCAS for the grade level and content.
• The SGG represents an enduring skill, process, understanding, or concept that students are expected to master.
• Comparable criteria is used across similar classrooms to determine progress toward mastery