How+will+we+know+that+ALL+students+have+learned?

=How will we know that ALL students have learned?=

A Assessments to measure proficient student performance are tightly aligned with standards and benchmarks, curricula and instruction. ((Does this include the current Thompson language-kb))

B All educators understand the multiple purposes of assessment, particularly the difference between summative assessment (assessment of learning) and formative assessment (assess- ment for learning). ​ ​ Data Dialogue classes, capacity building PLLs and TLTs, Data dialogues at Grade and Bldg Level, Data Coaching,

C A variety of methods and strategies are available and used to continuously measure student learning. ​ Acuity, CSAP, Classroom Assessments, End of Semester & QTR tests, DIBELS, DRA2, AIMSweb, Kathy Richardson

D Common assessments are developed and administered for similar courses or grade levels.

E Common scoring guides or rubrics are used to consistently and reliably measure proficient performance on essential benchmarks. Tableau, Acuity web data

F Students receive guidance and feedback in order to develop understanding of their own performance on assessments, monitor their own progress and identify individual goals for learning. Acuity Resources on CTB website, Student conferencing with CSAP, Classroom work, other evidence of progress G Districts and schools use reporting systems that identify student proficiency levels in essen- tial benchmarks and the progress students are making in reaching proficiency over time. ((Does this include the current Thompson language-kb))

H Districts and schools continually collect and analyze student learning results in multiple fashions (with skill or content “snapshots;” in student sub-groups; longitudinally; against comparable districts and state-level performance, etc.) Acuity Resources, BAD secondary data sheets, RTI tracking ((Does this include the current Thompson language-kb))

I Multiple sources of assessment data are used to guide district, school, grade-level, depart- ment and individual classroom decisions.