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Pudong_Elem.
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X
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Puxi_Elem.
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ESOLHealth/PE
LA
Math
Music
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Puxi_MS
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Art
Chinese
Drama
ESOL
Health/PE
LA
Math
Music
Science
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PreK
Kinder
Gr_1
Gr_2
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Gr_5
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Puxi_Elem.
Art
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Drama
ESOL
Drama
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Music
PE/Health
Pudong_MS
Puxi_MS

The same assessments (cross campus AND within school) may be cataloged into different method types
Options are not clear (for method types - currently over 30 to choose from on drop down menu, which Altas requires that you choose from to enter the assessment in the database. {Assessment ATLAS.docx}
not all BM'sS&B's may be
Data does not reflect what we are doing in our classrooms - an education process needs to take place, in addition to a scaling down and clear descriptions of assessment methods.
2. What kinds of patterns, trends or habits seem to pervade?
Summary:
Communication of curriculum documentations need to be made clear. We have been given a map with destinations, but not a route or timeline
Many BM'sS&B's indicate that
Assessment options for documenting in Atlas may be skewing our data
With so much ambiguity in documenting as assessment type - some assessments may not show what is actually happening in the curriculum

Clearly define what assessments are - Create general categories with option to define the assessment (written asessment vs. written project vs written report) Atlas has option to enter the detials so all we need are generic categories (currently there are over 30).
Educate! - Admit when we've made a mistake; go back and clean up our mess (Atlas) with a clear picture and understanding of how we're going to use it, the protocol, structure, and training.
is here.
Define formative, provide Provide examples at
Whatever we do, we have to have buy-in. Cannot have mixed messages, cannot be top-down. MUST BE CLEARLY ARTICULATED with a definite understanding of what we're doing, where we're going, and how to get there.
Data can show us as teachers who are our resources for teaching "visually, perfromance based, etc."

With so much ambiguity in documenting as assessment type - some assessments may not show what is actually happening in the curriculum
3. What suggestions do you have for further analysis of curricular data given the subcommittee task above.
use as a blog.
Clearly define what assessments are - Create general categories with option to define the assessment (written asessment vs. written project vs written report) Atlas has option to enter the detials so all we need are generic categories (currently there are over 30).
Educate! - Admit when we've made a mistake; go back and clean up our mess (Atlas) with a clear picture and understanding of how we're going to use it, the protocol, structure, and training.

3. What suggestions do you have for further analysis of curricular data given the subcommittee task above.
Perhaps we need to get together as a grade level a create one master collaborative document that contains all our collaborative files. So many items are in a vaiirety of places and very untidy. Meeting in groups and data entry in real time couldbe a good half day activity cross-campus.Unit copy becomes skeleton and build into your own - collaborative is made the master. The possibility exists to take the collaborative maps and unit copy it into the individual (same benchmarks and assessments) and then keep the personal adaptations. A consistent unit plan and format will help with collaborative to make it more "user friendly". Easy, fun, and most importantly, Atlas needs to be useful to the teacher. Make Atlas as exciting to use as blog.
vs. written rpojectproject vs written
Educate! - Admit when we've made a mistake; go back and clean up our mess (Atlas) with a clear picture and understanding of how we're going to use it, the protocol, structure, and training.
Common Language is critical before embarking on Asst. Philosophy. Professional Development (grassroots) consistent across the board, sharing the same message as it relates to our grade levels. We need to recognizing the expertise that is here.

With so much ambiguity in documenting as assessment type - some assessments may not show what is actually happening in the curriculum
3. What suggestions do you have for further analysis of curricular data given the subcommittee task above.
own - coolaborativecollaborative is made Make Atlas like theas exciting to use as blog.
Clearly define what assessments are - Create general categories with option to define the assessment (written asessment vs. written rpoject vs written report) Atlas has option to enter the detials so all we need are generic categories (currently there are over 30).
Educate! - Admit when we've made a mistake; go back and clean up our mess (Atlas) with a clear picture and understanding of how we're going to use it, the protocol, structure, and training.

Assessment practices are not accurately represented
The same assessments (cross campus AND within school) may be cataloged into different method types
the database. {Assessment ATLAS.docx}
Furthermore, not all BM's may be tied to as assessment "It may be formative but not assessed formatively" (A. Lewis)
Data does not reflect what we are doing in our classrooms - an education process needs to take place, in addition to a scaling down and clear descriptions of assessment methods.