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Student Growth Assessing Mastery of Enduring Skills

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

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  1. Student Growth Assessing Mastery of Enduring Skills Student Growth Series: Building the Foundation

  2. Assessing Mastery of Enduring Skills

  3. 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.

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

  5. 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.

  6. Enduring Skills to Grade Level Standards Review grade level cluster headings. Identify the grade-level standards that align with the enduring skills you identified.

  7. Enduring Skill-grade level standard-grade level standard-grade level standard

  8. 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?

  9. 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?

  10. 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.

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

  12. 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

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