Insert Image
Insert Image


October 24, 2017 (Concord, NH): Consortium Members get together for their Fall Workshop: Using Data, Developing Assessments, and Grading in a Competency Based Setting

There is never enough time; however, in the eight hours that we were together at the 2017 Consortium for 21st Century Classrooms Fall Workshop, members squeezed in a lot of learning to help them improve their teaching practice . After a fun introductory activity where participants formed their ideal schools, teams practiced the Data Dive Protocols with data illustrating John Hattie’s effect sizes.  Effect sizes are a statistical measure used to compare the impact of different influences on students’ achievement.  Teams found that some of what they thought was most effective for students might not be, and they also found that the data confirmed many of the strategies they were already using.   Which of the following classroom variables do you think have the most positive impact?  Classroom Discussion? Class Size? Holidays? Self Reported Grades? Students Seeking Help from Peers? Study Skills?  Learn more, through Hattie’s work (BBC Podcast with John Hattie). 

The Data Dive work continued as school teams took time and used the Data Dive Protocol to consider their school specific data (e.g. SAT, Fountas and Pinnell, SBAC, etc.).  From setting norms, to predicting, observing and creating action plans, this protocol work helps build the capacity of educator teams to target instruction for students. It was gratifying to make targeted use of student assessment data to identify recurring themes that impact core instruction, and to identify individual student needs to be addressed. Teams left with action steps to leverage their Data Dive results.

Select Columns Layout
Select Columns Layout
Select Columns Layout
Select Columns Layout

As a busy morning ended and stomachs were growling, Stuart Kahl, President and CEO of Measured Progress, presented on how summative and formative assessments fit into a balanced assessment system, and how curriculum embedded performance tasks (CEPAs) support balanced assessment.   Consortium members discussed their own goals for performance assessments 

and improving assessment practices in their settings.

After a quick refueling with some delicious sandwiches, salads and homemade sweets, the group was right back at the hard work.  Two breakouts allowed consortium members to target their learning: a, Assessing, Grading and Reporting in a Competency Based School -with David Williams and Chris Tebo, Belmont High School and b. Development of Quality Performance Assessments -with Carisa Carrow, Center for Collaborative Education

In the competency based grading and reporting breakout, Belmont High School Principal David Williams and Associate Principal, Christopher Tebo delivered a dynamic presentation about common sense approaches to competency-based grading and reporting. Consortium members who attended this session, left with a deeper understanding of grading, reporting, and assessment in competency-based model versus a traditional model. Attendees had opportunity to explore their reasons behind transitioning to a competency based model, and formulate responses for community members, teachers, and students.  


Select Columns Layout
Select Columns Layout
Select Columns Layout
Select Columns Layout

In the performance tasks breakout, Carisa Corrow from Center of Collaborative Education, shared frameworks for creating high quality performance tasks and assessments. Educators who attended worked collaboratively throughout her presentation to frame engaging scenarios for performance tasks, and develop student instructions that were clear and descriptive for students. For homework, attendees will continue to develop the tasks they stared and in January, they will return to share what they have with colleagues in the breakout group and use a protocol to gain feedback. 

The day ended with a  quick contest to win a Starbucks gift-card, and just like that, our time was up.  We look forward to the next Consortium for 21st Century Classroom full day workshop on Tuesday, January 23, 2018.