Constructing Curriculum and

Assessments

October, 2014

Goals:

• To inform parents about how curriculum is currently being designed.

• To create an understanding about the purpose and use of assessments.

.Math

Science

English

Social Studies

.Content Mastery

Critical Thinker

Creative Thinker

Communicator/Collaborator

Self Directed Learner

Student A Student B

Which student is best prepared for the 21st Century?

Global Citizen

Madison Public Schools Vision for 21st Century Education

The Madison Public Schools: “Every child, every day, leading the way”

The Madison Public Schools are driven by a mission to prepare all learners to make a unique, positive contribution in a complex, global society. We are committed to fostering the diverse talents and abilities of each and every child in an emotionally and physically safe environment. We envision learning as joyful and learners as passionate. We support our educators as innovators in a dynamic pursuit of continuous improvement.

We are committed to the work that will lead to the development of all learners’ capacities to:

• put ideas into action by thinking critically and creatively to identify and solve authentic, complex problems;

• communicate and collaborate purposefully and effectively using a variety of media; • approach learning with effort and persistence while responding to success and

failure with resiliency, reflection, and adaptability in an ever-changing world; • make ethical and responsible decisions.

Adopted by the Madison Board of Education September 3, 2013.

Madison Public Schools 10 Campus Drive

Madison, Connecticut 06443

Transfer is the Goal

“Students will be able to independently use their learning to…”

Understanding by Design (UbD)

Desired Results- what students will know and be able to do as the result of participation in this unit.

Evidence of Learning- valid, varied and reliable assessments that include formative and summative measures

The Learning Plan- a range of learning experiences that prepares students to demonstrate the desired results.

Driving Questions:

• How do we reconcile what we value and what we measure?

• Do we have the courage and the will to measure what we value?

Traditional Assessments; e.g.,

Tests, Quizzes, Skill Checks, Observations

Transfer Tasks

Performance Based

Assessments

Can I apply it to something new?

•What knowledge and skills do I own?

Am I Getting it?

Balance

Glimpse into Balanced

Assessment

• Developmental Reading Assessment

• Write a letter to a fictional character recommending a non-fiction book- cite evidence.

• Primary Spelling Inventory

• PBS needs new shows. They want to know which characters kids love to read about and why the character is lovable.

These are

Madison

Assessments

Traditional Assessments; e.g.,

Tests, Quizzes, Skill Checks, Observations

Transfer Tasks

Performance Based

Assessments

•PBS new show

• DRA• Spelling

Inventory

•letter to a fictional character

Our SBAC Preparation Goals

• To provide students with the ability to demonstrate content knowledge and understanding with the appropriate amount of exposure to the instrument and vocabulary.

• To establish preparation that minimizes the impact on instructional time, and maximizes opportunities for exposure.

Next Steps:• Review and refine units

• Examine student work and set goals

• Further differentiate lessons/activities and tasks

• Continue to build vertical alignment

• Create a dashboard approach to measuring what we value.