Question+3



**3. What suggestions do you have for further analysis of curricular data given the subcommittee task?**
Your Name: Alicia Lewis Response: I think a clarity of purpose regarding how our current (and aspiring) assessment practices inform or drive our curriculum will be helpful. My sense, from this wiki - is that we truly need face-to-face time to have these conversations and learn what we have and what we might recommend we obtain as a school.

I would also like to obtain the "soft" curricular data from teams, like
 * What are your conversations and driving ideals this year?
 * (For Science & Math) What impact do your essential agreements & common assessments have on your instruction this year?
 * What do you think SAS (Ed Programs) expects from you in terms of assessment practices?
 * What do you need from SAS (Ed Programs) to support your assessment practices

Name: Alfred Olivas Response: Perhaps a search using the filters that Alicia mentions may give us more Formative vs Summative vs activities info. The current data given to us for review does not include that. If possible, then perhaps something to look at in future meeting.

Name: [|davidbaxter49] Response: I think that any analysis of current assessment practices using Atlas will be flawed because teachers are not fully educated in the vocabulary of assessment. There is no evidence that when a teacher chooses "formative" for example, that the assessment was actually a formative one. Maybe we need to do some kind of survey to find out what teachers' understandings of assessment are(n't). ??

Name: Hilda Huang Response: I also think that we shall look at the data of Formative assessment and Summative assessment. I wonder if all the teachers understand what each assessment type is like. I hope some samples will be provided to teachers.

Name: Cindy Easton Response: I agree with what David says, I think we need a common assessment vocabulary and a clear understanding of expectations at every grade level.

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