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Student Growth Assessing Mastery of Enduring Skills. Student Growth Series: Building the Foundation. Assessing Mastery of Enduring Skills. Previously . . . You worked through a process for identifying enduring skills in your content area.

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student growth assessing mastery of enduring skills
Student Growth Assessing Mastery of Enduring Skills

Student Growth Series: Building the Foundation

previously
Previously . . .
  • 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.
previously1
Previously . . .
  • You used a definition of enduring skill and the Rigor/Relevance Framework to identify enduring skills in your content area.
the goals of this process
The goals of this process . . .
  • 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.
enduring skills to grade level standards
Enduring Skills to Grade Level Standards

Review grade level cluster headings.

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

what s proficiency look like
What’s proficiency look like?

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?

demonstrating proficiency
Demonstrating Proficiency
  • 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?
the goals of this process1
The goals of this process . . .
  • 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.
reflect
Reflect
  • How will this process work in your district?
  • What is your role?
you are meeting expectations of the certified evaluation plan if
You are meeting expectations of the certified evaluation plan if:
  • 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