Colorado State Standards
over 2 years ago
The Colorado State Assessment System is designed to measure Colorado student’s mastery of the Colorado’s academic content standards. In December of 2009 Colorado adopted revised academic content standards progressing from early school readiness to postsecondary competencies reflective of both workforce readiness and 21st century skills.
In 2012 Colorado implemented the Transitional Colorado Assessment Program (TCAP) to reflect changes in the state adopted academic content standards and to provide information to teachers as they began incorporating the revised content standards in their daily instruction. In 2012 Colorado became a governing member of the Partnership for Assessment of Readiness for College and Careers (PARCC) consortia which is currently developing new assessments in English language arts and mathematics for grades 3-8 and high school. The PARCC assessments are scheduled for implementation in 2014-15.
New general and alternate assessments for science and social studies were field tested in 2013 and are scheduled for implementation in 2014.
The attainment of English proficiency by English Language Learner’s (ELL) is measured annually by an English Language Proficiency (ELP) assessment. In the 2012-13 school year Colorado implemented the ACCESS for ELLs ® ELP assessment developed by the World-Class Instructional Design and Assessment (WIDA) consortium.
The College readiness assessment is designed to measure students' preparedness for postsecondary educational opportunities and is administered to 11th grade students in April and May. Because the CO ACT is equivalent to all other ACT assessments the results can be submitted for college entrance by the student to their college or university of choice.
District Assessment Data:
All district and school data can be found at: http://www.schoolview.org/SchoolPerformance/index.asp
District School Improvement Plan:
NWEA MAPS - Measures of Academic Progress: Also utilized is NWEA's MAPS (Measures of Academic Progress) assessment. There are several advantages of the MAP assessment as compared to the state assessments. The first is the fact that MAPS is criterion-referenced,meaning that it measures the degree to which individual students have mastered specific skills and content knowledge. A second advantage is that the results are immediately available to the teachers and,therefore, can be utilized in a more timely manner than the CSAPresults. Finally, the MAPS system allows both pre- and post-testing within the same year, as well as mid-year testing for any or all students. This flexibility allows schools and individual teachers to assess students or groups of students as the need arises rather than when the testing schedule dictates.
Content Area Common Assessments:
Common Assessments have been created for all core subject areas at most grade levels. These assessments are based upon the specific content being taught in each class rather than the more generalized state or national contents. The results are provided to teachers on a trimester or quarterly basis, allowing teachers to adjust their curriculum based on the current achievement levels of the students.
Moffat County High School Testing:
In addition to the previously mentioned tests, our high school students also take a variety of postsecondary preparation and placement tests. These include:
PLAN - for sophomores in the fall
PSAT - for required for sophomores in the spring semester
ACT & SAT - college entrance tests
Moffat County School District is continuously working to improve the quality of education delivered in our schools. Our achievement results and goal progress are reported to the community every year in a variety of methods. The local standards for learning are set within the district adopted curriculum and graduation requirements.
Moffat County School District is committed to the mastery of core academic knowledge, as well as the social, emotional and physical development of all students. We are proud of our fine arts, physical education and health instruction. Extracurricular activities also add a tremendous value, providing an arena for the development of cooperation, teamwork, self-discipline and leadership, which are key attributes needed to succeed in our rapidly changing world.
Moffat County School District has aligned its curriculum with state standards. We have further refined our instructional focus by developing and following a district scope and sequence in all core areas in grades K-12 aligned to the state standards. From this scope and sequence, learning targets are developed to focus on what students learn. Students are assessed to ensure proficiency of the Colorado Academic Standards. The results of these assessments are used to inform instruction, create student groups, differentiate to meet student needs and to monitor student progress overall. Each school has developed interventions and specific instruction to help students when they are not proficient in the grade level expectations.
over 3 years ago
What is Understanding by Design?
Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD), Understanding by Design is based on the following key ideas:
- A primary goal of education should be the development and deepening of student understanding.
- Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
- Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
- Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
- Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.
In practice, Understanding by Design® offers:
- a three-stage "backward planning" curriculum design process anchored by a unit design template
- a set of design standards with attendant rubrics
- and a comprehensive training package to help teachers design, edit, critique, peer- review, share, and improve their lessons and assessments.