Greetings Sub-Committee Team, (from Alfred Olivas Sept 27 2009)
To follow up on Ed's motivational reminder, I am writing to make the formal contact for all of our members, as well to reiterate our team's charge. Hilda and I will represent SAS Pudong and David, Erian (is this supposed to be Leslie?) and Cindy will represent SAS Puxi.
Our main objective is to investigate and extrapolate information related to the current state of assessment (formal and informal) alignment of standards and benchmarks to SAS's curriculum as documented in the Atlas database. (whew - I had to read that twice!). In turn, our information should inform as to what and how we need to recommend for future assessment needs and practices at SAS.
By Monday afternoon, I will send to you the documents that Alicia has provided for us to look over and start our conversations. We can all peruse over these during our beach-side vacations and email each other by Iphone or laptops. Just kidding - right now I suggest you just make a file for them and then bring them back out to read and work on after I send you an email reminder after our break. In the meantime, I plan to read (very selectively) the articles that Ed sent out.
I will also create a Wikispace or a Google doc where we can gather data, comment and collaborate online in our future conversations. All this will lead us up to a real meeting of our subcommittee (I prefer in person) at the Puxi campus for conclusions and final preparations before our whole group ASS-COMM meeting on the 17th of November.
I look forward to sharing and working with you. Please let me know if you have any suggestions or comments thus far.
Alfred Olivas
SAS Pudong Science http://teachers.saschina.org/pudongteam6/ http://teachers.saschina.org/aolivas/
Dear SAS Colleagues, (From Alfred Olivas Sept 28 2009)
As promised, here are the documents that Alicia sent us for review. I am including her letter to me (see below) regarding the contents and general info. This info should provide us with enough data to get our conversations started ('hoping our Math guy in this sub-committee will prove himself once again as the statistics king). I suggest you take a look at a course in the data that is within your own discipline or even grade level so that it makes more sense. All the data is contained in the zipped file attached.In previewing a few samples, I noticed a few indiscrepencies. Please note any questions, comments, ideas or suggestions you may have and either send them to me or save them for adding to our collaborative Wiki (l will have this ready for after the break).Remember our focus as you read through the docs - "to investigate and extrapolate information related to the current state of assessment alignment of standards and benchmarks to SAS's curriculum as documented in the Atlas database."Thanks again,Have a good week and enjoy the break,
-Alfred http://teachers.saschina.org/pudongteam6/ http://teachers.saschina.org/aolivas/
Hi Alfred; (from Alicia Lewis - August 28 2009)
I've attached some pdfs from Atlas reports to start our conversations regarding assessment alignment.
In the Subjects & Grade level pdfs (e.g., LA7-12) The blue number in the brackets indicates the number of times (school wide) that each benchmark is tied to an assessment. You should open Atlas on your computer when viewing these so that the blue number you click on will hyperlink to a more specific report.
The pie-charts show percentages based on the total number of aligned assessments in the Atlas system. Asssessment Method SAS shows the noted % of summative, formative, or diagnostic assessments recorded. The variety of Assessment Variety shows the different %s of assessment types used in a particular subject.
Again, these are just conversation starters, but can also forward the common assessments by our "core" subjects, agreements, etc. if needed.
Thanks for starting the conversations!
Alicia
To follow up on Ed's motivational reminder, I am writing to make the formal contact for all of our members, as well to reiterate our team's charge. Hilda and I will represent SAS Pudong and David, Erian (is this supposed to be Leslie?) and Cindy will represent SAS Puxi.
Our main objective is to investigate and extrapolate information related to the current state of assessment (formal and informal) alignment of standards and benchmarks to SAS's curriculum as documented in the Atlas database. (whew - I had to read that twice!). In turn, our information should inform as to what and how we need to recommend for future assessment needs and practices at SAS.
By Monday afternoon, I will send to you the documents that Alicia has provided for us to look over and start our conversations. We can all peruse over these during our beach-side vacations and email each other by Iphone or laptops. Just kidding - right now I suggest you just make a file for them and then bring them back out to read and work on after I send you an email reminder after our break. In the meantime, I plan to read (very selectively) the articles that Ed sent out.
I will also create a Wikispace or a Google doc where we can gather data, comment and collaborate online in our future conversations. All this will lead us up to a real meeting of our subcommittee (I prefer in person) at the Puxi campus for conclusions and final preparations before our whole group ASS-COMM meeting on the 17th of November.
I look forward to sharing and working with you. Please let me know if you have any suggestions or comments thus far.
Alfred Olivas
SAS Pudong Science
http://teachers.saschina.org/pudongteam6/
http://teachers.saschina.org/aolivas/
Dear SAS Colleagues, (From Alfred Olivas Sept 28 2009)
As promised, here are the documents that Alicia sent us for review. I am including her letter to me (see below) regarding the contents and general info. This info should provide us with enough data to get our conversations started ('hoping our Math guy in this sub-committee will prove himself once again as the statistics king). I suggest you take a look at a course in the data that is within your own discipline or even grade level so that it makes more sense. All the data is contained in the zipped file attached.In previewing a few samples, I noticed a few indiscrepencies. Please note any questions, comments, ideas or suggestions you may have and either send them to me or save them for adding to our collaborative Wiki (l will have this ready for after the break).Remember our focus as you read through the docs - "to investigate and extrapolate information related to the current state of assessment alignment of standards and benchmarks to SAS's curriculum as documented in the Atlas database."Thanks again,Have a good week and enjoy the break,
-Alfred
http://teachers.saschina.org/pudongteam6/
http://teachers.saschina.org/aolivas/
Hi Alfred; (from Alicia Lewis - August 28 2009)
I've attached some pdfs from Atlas reports to start our conversations regarding assessment alignment.
In the Subjects & Grade level pdfs (e.g., LA7-12) The blue number in the brackets indicates the number of times (school wide) that each benchmark is tied to an assessment. You should open Atlas on your computer when viewing these so that the blue number you click on will hyperlink to a more specific report.
The pie-charts show percentages based on the total number of aligned assessments in the Atlas system. Asssessment Method SAS shows the noted % of summative, formative, or diagnostic assessments recorded. The variety of Assessment Variety shows the different %s of assessment types used in a particular subject.
Again, these are just conversation starters, but can also forward the common assessments by our "core" subjects, agreements, etc. if needed.
Thanks for starting the conversations!
Alicia
The Curriculum Alignment team is
Cindy Easton
David Baxter
Hilda Huang
Leslie Leishman
Alfred Olivas