salem school district what does proficient look like? questions salem high teachers were asking in...

Salem School District

•What does proficient look like?

Questions Salem High teachers were asking in the spring of 2002 regarding competency based assessment:

•Is this just the latest phase of ed reform and will it go away?

• How much documentation is necessary and will it bog us down?

• How can we place responsibility for meeting high levels of competence onto the students?

Salem School DistrictLearning Expectations and Learning Standards

Salem High School – 2003 - Learning ExpectationsStudents are able to apply self-management skills.

Students are able to use strategies for decision-making and problem solving.Students are able to read and comprehend.Students are able to understand and apply science concepts.

Students are able to understand and apply mathematics concepts.

Salem School DistrictLearning Expectations and Learning Standards

Salem High School - 2003

Woodbury Middle School - 2004

Elementary Schools - 2005


Students are able to work with othersLearning Expectation

Students are able to apply individual strengths and respect individual differences in order to improve group performance. Students are able to assume a variety of roles within a group. They are able to apply their knowledge of group skills to enhance and promote cohesiveness through listening, brainstorming, clarifying information, showing initiative, acknowledging contributions, defining group tasks, and responding positively to constructive feedback. Students are able to recognize conflict and apply conflict management skills to mediate disputes.

Learning Standard – High School


Students are able to contribute their abilities and talents to help a group achieve its goals. Students are able to show respect to each member of the group. They are able to apply a variety of skills including identifying group tasks, listening, taking turns, recognizing points of view, brainstorming, gathering information, and showing initiative. Students are able to give and receive constructive feedback. Students are able to assume a variety of roles within the group. Students are able to identify and resolve conflict in an appropriate manner.

Students are able to work with othersLearning Expectation

Learning Standard – Elementary School


5.1 Students are able to apply individual strengths and respect individual differences in order to improve group performance.5.2 Students are able to assume a variety of roles within a group.

5. Students are able to work with othersLearning Expectation [high school]

Competencies

5.3 They are able to apply their knowledge of group skills to enhance and promote cohesiveness through listening, brainstorming, clarifying information, showing initiative, acknowledging contributions, defining group tasks, and responding positively to constructive feedback.


Changes in Matter

5 days

Bonding and Molecules

Relate the chemical behavior of an element to its placement in the table

PS1-11-2-7

19.1 lab

Chapter 19

Explain how elements create chemical bonds

PS1-11-2-7

Chemical Formulas and Electron Configuration

Predict the chemical formula of a compound

PS1-11-2-4

19.2 lab

Chemical Bonds#30579

Calculate the formula mass of a compound

19.3 lab

Mole#30581

7 days

Chemical Changes

Distinguish between physical and chemical changes in matter

20.1 lab

Chapter 20

Chemical Equations

Write and balance chemical equations

20.2 lab

Salem School DistrictStudents are able to understand and apply science concepts.Student are able to demonstrate the knowledge and reasoning abilities required for understanding earth, physical, and life sciences. They have a knowledge of the systems of nature and their dynamics. They are able to analyze data in various forms, provide explanations, and draw reasonable conclusions. Students are also able to demonstrate their understanding of the scientific method by designing and conducting scientific investigations in individual and team settings. Finally, they are able to integrate these sciences to assess the impact of science and technology on daily life.

Students are able to demonstrate the knowledge and reasoning abilities required for understanding earth, physical, and life sciences.


9.1 Students are able to demonstrate the knowledge and reasoning abilities required for understanding earth, physical, and life sciences.

9. Students are able to understand and apply science concepts.

Describe and differentiate between covalent and ionic bonds using examples of each

Draw or build models of each type of bond showing bond formations occurring.

Correctly label each model and explain your reasoning.

Salem School DistrictStep One

Identify what we want kids to know and be able to doStep TwoWrite a narrative to clarify each Expectation

Step ThreeExtract statements from those narratives that become core content area competenciesStep Four Review and refine individual course curriculum maps to align skills and concepts with expectations and core competenciesStep FiveDevelop course assessment strategies

Step Six Determine level of sufficient evidence to meet core content competencies

Salem School DistrictLearning Expectations

Standards translated into Competencies

Curriculum maps refined/revised

Course concepts and skills aligned with competencies

Assessments to measure course proficiency

ProficiencyDefine sufficiency

Learning Standards

Students meet the Learning Expectations

salem school district what does proficient look like? questions salem high teachers were asking in...

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