Unit+3-Standards+Based+Instructional+Systems-Day+1

Strategic thinking begins with the "end" in mind. Trying to put that process in context, I see summative assessment(s) as the culminating activity(-ies) of a unit of study. Formative assessment is the dipsticking for understanding of what is being taught and learned along the course of a unit of study. The performance standards frame the activities within the unit, thus laddering or scaffolding the skills to ultimately achieve proficiency of the standard (which could be multi-faceted as we saw today with the snow example). I have always felt that the biggest challenge is for teachers to know how to use formative assessment data to inform instruction effectively. At this point, I am asking myself, are teachers creating their lessons/units with the end in mind (backwards mapping)? Mary S

I thought I knew what performance standards were and I had the essence but never incorporated the use and analysis of student work. Right now I am thinking that setting these standards and using them in the classroom would require a large amount of work. I need to think this through some more. Andrea

I think today’s discussion about SBIS and the difference between content and performance was valuable for a couple of reasons. It really made me stop to consider for a moment what the difference really was between them, and I did come away with a clearer understanding. But it also made me wonder about my teachers and exactly how clear or unclear they themselves might be. Cheryl

When I think about SBIS, I view it through a more systemic lens. How do we hold accountable all teachers in all schools to implement a system that could potentially be a significant paradigm shift for many teachers. To Cheryl's point, I think one of the biggest challenges will be ensuring that all teachers in our district are speaking the same language with the SAME definitions! Amy G

Speaking of definitions, could the definitions from today’s class (slides from Chris and Eric) be posted on the Wiki? It would be beneficial to have the definitions to review or share with our teachers. Sorry, but I couldn’t copy fast enough. I’m starting to understand the concepts of SBIS, but need to strengthen my knowledge of performance standards. I’m looking forward to tomorrow’s class, because while I was studying Unit 3 – SBIS, I kept saying it would be great to take a standard and work backwards through the whole process, it would really clarify and strengthen my learning of SBIS. See you all tomorrow. Thanks, Mike

 I thought the overview video regarding KLT was quite valuable. It clearly defined the purpose and need for teachers to conduct formative assesments. I think teachers get so wrapped up, as well as overwhelmed with formal testing data (such as MCAS) that they blind themselves from the idea that valid proficiency data can be done quickly and repeatedly. Kerry C.

I think I left today realizing I have more control over the pieces we discussed - standards and formative assessment. It's so easy to focus on everything that is outside your control as an educator due to the often political nature of our business. We've had a lot of exposure to KLT at the high school, and I've already been convinced of its value, but reading reactions to it here has been a refreshing reminder of its genius through its simplicity. Our focus on formative assessment through KLT has had an immediate impact on student learning, and I'm curious to see if it is the perfect fit it seems to be as a learning tool within a standards-based system. - Ted