Student Growth Assessing Mastery of Enduring Skills

Student Growth Assessing Mastery of Enduring Skills

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Student Growth Series: Building the Foundation

Assessing Mastery of Enduring Skills

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You worked through a process for identifying enduring skills in your content area.

You learned how to differentiate between enduring skills and other skills needed for learning your content.

Previously . . .

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You used a definition of enduring skill and the Rigor/Relevance Framework to identify enduring skills in your content area.

Previously . . .

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Guide teachers to articulate what proficiency in an enduring skill looks like at a given grade level.

Identify appropriate assessments available or that need to be developed.

Support a meaningful student growth goal-setting process and development of quality student growth goals.

The goals of this process . . .

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Enduring Skills to Grade Level Standards Review grade level cluster headings. Identify the grade-level standards

that align with the enduring skills you identified.

Enduring Skill-grade level standard-grade level standard-grade level standard

What’s proficiency look like?

For the enduring skill, after identifying the standards that align, DISCUSS:

What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards?

Demonstrating ProficiencyIs there a rubric that describes proficiency?

Are there assessments available that allow students to demonstrate proficiency?

Do assessment items need revision to improve congruency?

Do appropriate and congruent assessment items need to be developed?

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Guide teachers to articulate what proficiency in an enduring skill looks like at a given grade level.

Identify appropriate assessments available or that need to be developed.

Support a meaningful student growth goal-setting process and development of quality student growth goals.

The goals of this process . . .

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How will this process work in your district?

What is your role?

Reflect

• The SGG is congruent with KCAS for the grade level and content.

• The SGG represents an enduring skill, process, understanding, or concept that students are expected to master.

• Comparable criteria is used across similar classrooms to determine progress toward mastery

You are meeting expectations of the certified evaluation plan if: