you shift the structure of school.

Change the structure of the school

From evaluation used to sort

From Isolated Objectives

Change the assessment and . . .

to Common Standards

to evaluation used to support

Constant Variable Measured by

Judged by

Credits

Standards

Seat Time

Content focal points

Average Performance

Teacher

Content Standards and thinking process / Focal Points

The time it takes

Improvement based on fixed increments of growth and the anchors

Individual against a pre-set Exemplar / Anchors articulated by rubrics

Aligned Valid Reliable

Credits

Standards

Teacher Determined

Does it sort rank levels?

Does it provide the same result if done again?

National, State and Local panels set the rigor

Does it articulate levels of development over time?

Does it inform next steps for growth based on rigor?

Opportunity

Access Evidence

Credits

Standards

Tracking Groupings Weights

TeacherGuidanceClout

Teacher Assignments

Individual interests Learning styles

OpenTransparent

Pre-set performance tasks, process, products, applications communication

Content by course design and electives

Effort Conduct

Tests Mid-Terms

Finals

Seat Time

Attendance

Average Scores Weighted Average

Scores based on numerical right or

wrong performance

Number of credits

Diploma Class

Standing

TechnologyCareer

Preparation

Use technology to demonstrate how thought processes and career paths are applied along with . . Content Standards

Improvement over time

SAT / MEA

How much is good enough

Performance Level Benchmarks

Performance Levels as compared to National, State, and Local ResultsExhibit a portfolio project showcasing the above requirements and

demonstrates your use of the Guiding Principles to earn a diploma

Exhibit a portfolio project showcasing the above requirements and demonstrates your use of the Guiding Principles to earn a diploma

already contains the information needed to keep track of the students digital portfolio.

The planning process

Unit

Rubric

Essential Question

Performance Task(s)

Standard(s)

Thinking Standard(s)

Guiding Principles

K 1 2 3 4 5 6 7 8 9 10 11 12

Language ArtsProcess of Writing

ConventionsProcess of ReadingResponse to LiteraturePublic SpeakingReport WritingNarrative WritingPersuasive WritingProcedural WritingReading AloudPoetry

MathNumbers and Number SenseComputationData Analysis and StatisticsPatterns Relations FunctionsMathematical ReasoningMeasurementDiscrete Mathematics

MP ED

Language ArtsProcess of Writing

MP ED MP ED MP EDMP EDM E

Rubrics based on anchor samples of student work

Educational Continuum

Unit

District Rubric

Book Report

Indicators: Statements that help clarify what a given standard is about.

Qualifiers:

Non-Scorable Does Not Meet Partially Meets Meets Exceeds

Writing Unit

Performance Task

Rubric

D+N D P M EP+

I am beginning to. . . I consistently demonstrate . . .