Teachers will:
be well-informed of the essential knowledge, skills, and dispositions students must acquire as a result of completing a specific class, course, or comprehensive grade level program of studies.
contribute, as a member of their grade level and/or subject-specific collaborative team, to the design of formative and summative common assessments.
create assessment items themselves, borrow items from approved commercially provided assessments, or use released items from state exams.
ensure assessment items, learning targets, and classroom instruction are aligned to state standards.
develop assessment items and learning targets prior to beginning a unit of instruction.
Collaborative Teams will analyze of data to:
identify students who need additional time and support to learn a skill or concept.
identify students who have mastered the skill or concept so that learning may be extended.
analyze collective student performance and identify the most impactful teaching strategies to inform and improve instructional practice and extend learning for adults and students.
If teachers develop assessments in advance of instruction that are connected to state standards, then alignment will exist between the written, taught, and tested curriculum, resulting in improved student achievement.
If teachers analyze and act on student data during and after a unit of study, then student learning and teacher practice will improve.