2. Write a short sentence that describes each aspect of this year’s motto: Teaching Evaluating Assessing Motivating As a teacher, what do you need to do to ensure the success of each item?

3. What do we want each student to learn? What strategies will we use to facilitate learning? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning?

4. Teaching Educating Assessing Motivating

5. 2012

6. FMHS – 96.8 NFHS – 89.5 SPHS – 62.8 NWHS – 83.1 RHHS – 74.4 Clover – 88.4 York – 87.6 ILHS – 88.2 BHS – 67.9 AJHS – 77.1 LHS – 64.2

7. TITLE ELA Proficiency Met/Improved Math Proficiency Met/Improved Science Proficiency Met/Improved Social Studies Proficiency Met/Improved ELA Percent Tested AMO=95 Math Percent Tested AMO=95 Graduation Rate ALL STUDENTS 110.21111 Male 1101111 Female 110.41111 White 1111111 African-American 0.60.11 Asian / Pacific Islander Hispanic 1 American Indian / Alaskan Disabled 0.6 LEP 0 Subsidized Meals 110.30110.2

8. Total Number of Points 552.54.1556.8 Total Number of Objectives 5566559 Percent of Objectives Met 100 41.668.4100 75.6 Weight 0.225 0.05 0.075 0.3 Weighted Points Subtotal 22.5 2.13.47.5 22.7 Points Total 88.2 TITLE ELA Proficiency Met/Improved Math Proficiency Met/Improved Science Proficiency Met/Improved Social Studies Proficiency Met/Improved ELA Percent Tested AMO=95 Math Percent Tested AMO=95 Graduation Rate

23. (noun) – the act of assessing; appraisal; evaluation. The evaluation of a student’s achievement in a course.

25. A Common Assessment (CA) is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.

26. Analyze to identify: where students’ learning lagged areas of shortcomings areas of strengths what to reteach which students require additional support/enrichment/intervention short-term/long-term systemic solutions

27. Diagnostic Formative Summative

28. Identify Desired Results What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?

29. Determine Acceptable Evidence How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency

30. Plan Learning Experiences and Instruction What skills will students need to perform effectively and achieve desired results? What activities will be used? What will need to be taught and coached? What materials and resources will be needed to accomplish our goals? Is the overall design coherent and effective?

31. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that steps you take are always in the right direction.

32. Reflection is an important part of designing CA’s … Consider the following questions when meeting with your group: How well did the assessment meet the desired purpose and provide a valid measure of the targeted standard? How did the assessment encourage communication with students about learning? What changes might be made before the next administration regarding purpose, targets, design to make the assessment more meaningful?

33. 2012 Common Assessments: EOC courses End of quarterly grading periods (3 tests) Designed by department PLCs Summative CA’s are EOC’s