Valley View School District in Illinois unpacks data and evidence to achieve teacher clarity and improve student outcomes. While the use of data in schools has changed over the decades, today’s districts face a widening gap between data derived from external assessments and data generated within
Merriam Webster defines a system as “….an organization forming a network especially for distributing something or serving a common purpose.” School systems exist for the “common purpose” of educating students, but what happens when the common purpose is not common? Simply put…the system crashes! I had the
Writing a Common Formative Assessment (CFA) is a worthwhile process—but it is also hard work and time intensive. At the end of the design process, your team may ask themselves, “Now what?” Teams want more use out of an assessment, not just the typical “template-driven” PLC
Part 1: Developing Learning Progressions There are many differences between elementary and secondary teachers in terms of the challenges they face in supporting their students to learn at the highest levels. Elementary Teachers Diagnose—Secondary Teachers Prescribe Elementary teachers face different challenges than their secondary counterparts. For example, they
This post was originally published on Finding Common Ground. So many standards, so little time… How can classroom teachers be expected to teach, assess, re-teach, and reassess student understanding of each and every standard in a grade level or course within a limited number of school days
With new and more rigorous standards, school systems must build or buy new assessments to provide teachers with tools to assess student learning. In the best of systems, the assessments are aligned to Priority Standards and a vertical articulation of assessments is determined K-12. Such