This is a presentation about the models of practice of competency education at Spaulding High School.

1. Model of Practice
French I : Tout pour la Rentree
May 11 & 25, 2011
Erica Stofanak

3. Competency/Standards Based Learning Environment

4. Unit Design - Stage 1

5. Stage 1 - Guiding Questions
1. What will students understand (about what big
ideas) as a result of the unit? “Students will
understand that… [competency/learning goal]
2. What arguable, recurring, and thought-provoking
questions will guide inquiry and point toward the
big ideas of the unit? [Essential Question]

6. Stage 1 (cont’d)
3. What are the performance indicators at the
course level that should be incorporated into the
unit design?
(i.e. What should students know and be able to
do?)

7. Stage 2: Assessment

8. Assessment Plan
•Summative assessment
represent application of
content and skills: relearn
and redo to meet mastery
[Engaging Scenarios,
Project-Based, Problem
Based Learning]
•Formative
Learning along the way-
assessment of the building
blocks: relearn and redo to
master

9. Summative Assessment
 For summative assessment to be valid it must be aligned to
competencies and performance indicators. The measure of proficiency
should be determined through use of rubrics for the performance
indicators.
 For an assessment to be authentic, it must be relevant to the student’s
interests, engaging through creation of products of learning where the
student has the opportunity to use his/her voice/choice.
 Summative assessments should be designed to Webb’s Depth of
Knowledge at Levels 3 and/or 4. These summative assessments are
only valid if students have had learning tasks at Levels 3 and 4 leading
up to the summative assessment.

10. Formative Assessment
 Formative assessment INFORMS both the teacher and student
relative to the building of content and skill on a day to day basis.
Student progress can be tracked informally through the use of
checklists of skills and content associated with a competency.
This informs the teacher’s response to the learning needs of the
students on a day to day basis and GUIDES INSTRUCTION.
 Students should be able to see their progress leading to mastery
along the way.
 Formative tasks and assessments should be used flexibly to
develop skills and content mastery. Students who have
demonstrated skill and content mastery may not be required to
do additional formative tasks. Students who have
demonstrated competency on these tasks are then presented
with more complex activities.

11.  Formative assessment is informing teachers and students
of progress. Not all formative assessments require a grade
in Infinite Campus.
 Students should be provided with opportunities to self-
assess their learning progress. When student learning is
supported through effective formative assessment,
relearning opportunities naturally occur as part of this
process.
 Students receive timely, frequent, and descriptive
feedback based on daily learning.

12. Stage 3: Instruction
 Elements of Differentiation Every
Unit should have:
 Opportunities to learn in whole
class, group, and independently
 Flexible grouping using readiness,
student interest, and student
learning profiles throughout unit
 Respects entry point into the
learning by using pre-assessment
information
 Student choice and voice guide
learning and engagement

13. Stage 4: Grading
1. Rubrics for Performance Indicators (PI) are
designed to A,B,C,NYC.
2. Project based learning is guided by rubrics.
3. Grades are recorded by competency and
weighted either formative or summative.
4. Grading Philosophy statement should guide
all grading practices.
SPAULDING HIGH SCHOOLInternational Langu

14. What we have already…
• Defined Competencies & Performance Indicators
• Course Materials
• Teacher Resources
• Test Generators
• Personal library of materials & experience
• Colleagues
• Online resources
• Textbooks

15. Where we should be heading…
• Develop or modify Formative and
Summative Tests, Projects, &
Performance Assessments
• Teaching Strategies
• Collaboration is key!
• Student Self-Assessment

16. Where we should be heading…
Re-learning Requirements, Procedures
& Plans
Designing Re-Assessments

17. Model of Practice
STEP 1 : Define competencies,
performance indicators, & topics

18. Model of Practice
French I : Course Syllabus
SPAULDING HIGH
SCHOOLFRENCHFrancais
ISyllabus_FrenchI_10-11.doc

19. International Language
Communication is the basis of
standards for all levels of modern and
classical languages. Every level,
enriched with cultural awareness, will
stress the development of oral and
written communication as well as
listening and reading comprehension.

20. Competencies
C1 - Oral Communication: On a regular basis students are
expected to apply knowledge of grammar, recycle
vocabulary, and employ current material in order to
express themselves.
 C1PI1. Students will respond orally on a variety of topics.

21. Competencies
C2 – Written Communication: On a regular basis students are
expected to apply knowledge of grammar and mechanics,
recycle vocabulary, and employ current material in order
to express themselves.
 C2PI1. Students will create compositions according to
their level to communicate feelings, ideas, emotions and
opinions.

22. Competencies
C3- Listening Comprehension: Students will comprehend
oral communication of the target language.
 C3PI1. Students will comprehend and recognize phrases,
passages, and essential vocabulary and respond
appropriately.

23. Competencies
C4 - Reading Comprehension: Students will comprehend
reading passages in familiar context.
 C4PI1. Students will comprehend written passages from a
variety of sources according to their level and respond
appropriately.

24. Competencies
C5 – Comprehension of the Workings of Grammar: Students
will comprehend the underlying grammatical rules and
workings of the target language.
 C5PI1. Students will master identified verb
conjugations and tenses.
 C5PI2. Students will comprehend identified
grammatical structures.

25. Unit Planning Templates
 Define the Topics of the Course
 FR1 Unit Plan 5 9 2011.doc

26. Model of Practice
STEP 2 : Design assessments first – always
keep the end in mind, clearly define the
target to students.
By the end of the unit you will be able to …

27. Model of Practice
STEP 3 : Instruction – check in with
students along the way (formative
assessment)
Pause as needed – re-teaching may
come into play
Differentiation

28. WHEN DO YOU
ASSESS?
Traditionally, teachers have
assessed students at the end of an
instructional unit or sequence.
However, when assessment and
instruction are interwoven, both
the students and the teacher
benefit.

29. ASSESSMENT
PROCESS
Pre –
Summative
Assessment
Assessment
(Assessment OF
Learning)
Formative
Assessment
(Assessment FOR Learning)

30. PRE-ASSESSMENT
 The purpose of pre-assessment is to determine what students
know about a topic before it is taught.
 Pre-assessment will help the teacher determine flexible grouping
patterns and should be used regularly.

31. Pre-Assessment
Strategies
 Checklist  Student Products
 Pre-test  Student Work Samples
 KWL Charts  Show of hands/EPR (Every Pupil
 Graphic Organizers Response)
 Pre-test  Standardized Test Data
 Student Discussions  Teacher Observation
 Student Demonstrations  Writing Prompts
 Writing Samples

32. FORMATIVE
ASSESSMENT
Assessments FOR learning happens while learning is still
underway.
These are assessments that:
 are conducted throughout teaching and learning to diagnose
student needs
 plan the next steps in instruction
 provide students with feedback they can use to improve the
quality of their work
 help students see and feel how they are in control of their
journey to success

33. FORMATIVE
ASSESSMENT
This Type of Assessment
is NOT about
accountability…
it is about GETTING
BETTER!!

34. FORMATIVE
ASSESSMENT
Seven Strategies
Where am I going?
1. Provide a clear and understandable vision of
the learning target

35. What Can Be
Assessed?
ACHIEVEMENT TARGETS
Knowledge Reasoning
Mastery Proficiency
Performance Ability to
Skills Create Products

36. FORMATIVE
ASSESSMENT
Seven Strategies
Where am I going?
1. Provide a clear and understandable vision of
the learning target
2. Use examples and models of strong and weak
work

37. FORMATIVE
ASSESSMENT
Seven Strategies
Where am I now?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.

38. Formative Assessment
SPAULDING HIGH SCHOOLInternational Language
DeptCBADepartment RubricsOral Rubric.doc
SPAULDING HIGH SCHOOLInternational Language
DeptCBADepartment RubricsWriting Rubric.doc
SPAULDING HIGH SCHOOLInternational Language
DeptCBADepartment RubricsGrammar
Rubrics_Drafts.doc

39. FORMATIVE
ASSESSMENT
Seven Strategies
How can I close the gap??
5. Design lessons to focus on one aspect of quality
at a time.
6. Teach students focused revision.
7. Engage students in self-reflection,
and let them keep track of and
share their learning.

40. Formative Assessment
Moving Beyond Competency
SPAULDING HIGH
SCHOOLFRENCHFrancais I3. Tout
pour la RentreeOut of Competency
Activity.doc

41. Formative Assessment
Strategies
 Conference  Learning Logs
 Cooperative Learning Activities  Oral Attitude Surveys
 Demonstrations
 Exit Card
 Oral Presentations
 Graphic Organizers  Peer Evaluations
 “I Learned” Statements  Problem Solving Activities
 Interviews
 Journal Entry
 Products
 KWLs  Questioning
 Quiz
 Response Groups
 Self-Evaluations

42. Model of Practice
STEP 4 : Summative Assessment – may
be used during and/or at the end of a
lesson/unit
SPAULDING HIGH SCHOOLInternational
Language DeptCBADOK_Chart.pdf

43. SUMMATIVE
ASSESSMENT
This type of
assessment is a
successful
end product
and/or the
fulfilling of
the pre-stated
objective.

44. SUMMATIVE
ASSESSMENT
A summative assessment/evaluation is designed to:
 provide information
 make judgments about student achievement at the end of a
sequence of instruction, (e.g., final drafts/attempts, tests, exam,
assignments, projects, performances)
It is a means to determine a student’s mastery and understanding of
information, skills, concepts, or processes.

45. Summative
Assessment
Strategies
 Unit Test
 Performance Task
 Product/Exhibit
 Demonstration
 Portfolio Review

46. The Assessment–
Instruction Process
Pre –
Summative Assessment
“finding out”
Assessment
“making sure”
Formative
Assessment
“checking in” “feedback”
“student involvement”

47. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Selected Extended Written
Response Response
Performance Personal
Assessments Communication

48. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Selected
Response Students select
the correct/best
response from
a list provided
Multiple choice, true/false, matching,
short answer, fill-in questions

49. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Extended Written
Response
Students construct a written
answer in response
to a question or task
Compare …… Analyze…… Interpret….
Solve a problem and explain work… Describe in detail…

50. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Assessment is based on Performances:
*playing an instrument,
observing a performance/product
*carrying out steps in
and making a judgment an experiment
*speaking in a foreign language
*working productively
in a group
Performance Products:
*term paper
Assessments *lab report
*work of art

51. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Determine what a student
has learned through
*Responding to personal interaction with them
journals/logs
*Asking questions
during instruction
*Interviewing students
in conferences Personal
*Giving examinations Communication
orally

52. Matching Assessment
Targets and Methods
Targets Selected
Extended Performance Personal
Written Assessment
Response Communication
Response
Knowledge
Mastery
Match the assessments at
Reasoning your table with the target and
Proficiency method
Skills
Ability to
Create Products

53. Classroom Assessments
Some teachers Some teachers
talk about: talk about:
LEARNING GRADES
VERSUS
 Can these co-exist peacefully?
 Should one receive emphasis over the other?

54. SOME FINAL THOUGHTS
Formative Assessment:
 Refers to what happens on a daily basis in the classroom
 Provides teachers with information about specific next instructional steps for
students:
Assessment Drives Instruction.
 Students know where they are at instructionally and where they need to go
 On-going assessment provides continual feedback that helps students
progress over time

55. Model of Practice
STEP 4 : Summative Assessment
(no surprises)
Test Assessment Chart Activity Allen.doc

56. Model of Practice
STEP 5 : Include re-learning procedures
for students who choose to take
advantage of this opportunity
SPAULDING HIGH SCHOOLInternational Language
DeptCBARe-assessment contract.doc
SPAULDING HIGH SCHOOLInternational Language
DeptCBARe-assessment letter.doc

57. Model of Practice
STEP 6 : Record Keeping &
Infinite Campus

58. Infinite Campus
Department Heads will be asked for the following for each course (due
before we leave for break)
1. A list of all Course Competencies
2. The weight to be used for each Competency
(if one is weighted heavier than another)
3. The weight to be used for Formative and Summative
Assessment
All weights need to be consistent for the COURSE and may not
vary from instructor to instructor.
•Plan to review the competencies and weights annually to update.
Currently, we are not planning to update the weights midyear.
•Remember there are no quarters – grades will be rolling and reported
out on a biweekly basis.
•Final exams no longer exist – they become cumulative, summative
assignments.

59. What’s new for you in IC? (cont’d)
• We will be recording our grades by Competency
Each competency will be broken down into two scoring groups:
• Formative (not to exceed 25%)
• Summative (not to be less than 75%)
• Assignment Creation:
• Determine if the assignment is formative or summative
• Teachers will have the option to select which competencies apply to an
assignment by easily checking off a box.
• Entering Grades:
• We have a new option to enter grades by Assignment
Assignment - Project #1
Student
Competency 1 Competency 2 Competency 3
Name
Fred A C NYC
Ethel B C A