Empowering Student Success through Common Formative Assessments: A Cycle of Inquiry
This document outlines the Professional Learning Community Cycle of Inquiry at NMUSD Adult School, aimed at improving educational outcomes for all students. It focuses on essential standards, outcome determination, and the application of research-based instructional strategies tailored to student needs. It highlights collaboration among educators, reflective practices in response to student learning difficulties, and differentiation of instruction. Formative assessments are utilized to monitor progress and inform instructional practices, ensuring that all students achieve their potential.
Empowering Student Success through Common Formative Assessments: A Cycle of Inquiry
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Presentation Transcript
Getting to CommonFormative Assessments NMUSD Adult School We share to impart, impact, improve and empower.
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.
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.
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.
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.
Highlighted competencies are our essential standards.
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.
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.
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.
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.
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.
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.
