The CLASSROOM ASSESSMENT NETWORKS (CAN) are professional learning communities of educators from each RESA who continuously improve and support the implementation of the West Virginia model of Classroom Assessment for Learning practices. Each year new networks engage in a yearlong professional development experience and join existing networks to guide counties and schools throughout West Virginia with developing professional learning community processes and formative classroom assessment practices.  These practices include student-involved classroom assessment. The initiative is a key component of West Virginia’s systemic approach to developing 21st century schools and school systems.



1. Engage in the professional learning community (PLC) process to develop a collaborative culture and productive environment as the members grow in assessment literacy.

2. Focus on building a foundation of assessment literacy at each level of West Virginia's school system as educators continue the journey of transforming teaching and learning in the 21st century.
3. Develop and support an intentional and systematic process to be used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning. The ultimate goal is improving
students’ achievement of intended instructional learning targets through student-involved formative classroom assessment.  
                                                                                                   Regional Education Service Agencies

October CAN2 Conference -- Stonewall
     During the October WV CAN2 Conference at Stonewall Jackson, Roanoke, WV, each CAN2 team:
  • Bonded during team-building activities
  • Developed  team norms and gathered for team pictures--populated individual RESA pages with contact information, team picture, and norms 
  • Engaged with the presenter to: 
    • synthesize the foundational concepts of balanced assessment and Assessment For Learning
    • build their assessment literacy into a deep understanding of formative classroom assessment
  • Collaborated during team meetings to:
    • debrief each general session and reflect upon research-based concepts of balanced assessment and formative classroom assessment practices
    • prepare for action research at their respective workplaces
    • choose artifacts for their WebTop e-Portfolio to begin the story of their learning
  • Discussed the purposes for the Classroom Assessment Network (CAN) Google Sites:  WV CLASSROOM ASSESSMENT      NETWORK (CAN) & Classroom Assessment Network e-Portfolio Showcase and WebTop's virtual classroom, Manhattan  
  • Posted team and individual discussion/debriefings on WebTop CAN2 RESA e-Portfolio sites 
  • Gathered their reflections and developed a collective vision for the challenges ahead as they lead this important work in the districts 

      December CAN2 Conference -- Embassy Suites

During the December CAN2 Conference at Embassy Suites in Charleston, WV, 
each CAN2  team: 
    1.  Shared action research, new learning, and PLC experiences
    2.  Collaborated regarding expertise among team members, artifacts to display on e-Portfolio site, & commitments to tasks
    3.  Sythesized new information presented by national trainer, Dr. Sharon Kramer --
  • First General Session:  "How Powerful Practices Work Together"
  • Second & Third General Sessions:  "The Three Big Ideas of Professional Learning Communities" --         
           Big Idea # 1:  "A Focus on Learning"
           Big Idea # 2:  "A Collaborative Culture"
           Big Idea # 3:  "A Focus on Results"
  • Fourth General Session:  "Building the Collaborative Culture of a Professional Learning Community :  The People" 
  • Fifth General Session:  "Building the Collaborative Culture of a Professional Learning Community:  The Process                                                                and the Tasks"
  • Sixth General Session:  "Keys to Effective Collaborative Teams"
4.  Participated in Tech Time Clinic Sessions
  • Managing Files on the WebTop
  • Creating Effective Videos
  • Photostory    
 5.  During team meetings, participants:
  • Shared action research: Completed graphic organizers depicting "Changing Roles Survey" (administrators) and "You Be George" (teachers) 
  • Discussed their "Points, Squares, Circles"  notes and completed a team graphic organizer as reflection upon conference presentation content 
  • Completed "Thumbs Up; Thumbs Down" for Ahead of the Curve, chapter 9, "Content then Process: Teacher Learning Communities in the Service fo Formative Assessment"
  • Discussed practices that would be in place to demonstrate a focus on learning
  • Discussed critical issues for team consideration in categories: Curriculum, Instruction, Assessment & Environment
  • Read the scenario on pages 89-91 in Learning by Doing and disucssed Principal McDonald's efforts to build a collaborative culture 
  • Made plans for upcoming Action Research:  Everyone reads Epilogue in Ahead of the Curve "Once Upon a Time: A Tale of Excellence in Assessment".  Teachers will continue action research with "You Be George" student-involved test plans.  Administrators will complete the "CAN2 Data Collection --  Professional Learning Communities" survey on Zoomerang.  Results will be discussed at the upcoming IVC in January.   

Dec 11, 2009, 5:59 AM
Oct 19, 2009, 5:33 PM
Dec 29, 2009, 11:43 AM
Monica Beane,
Oct 20, 2009, 7:00 AM