During the past year, Memorial Elementary School staff has focused our learning on how to develop high quality performance
assessments. Along with colleagues from other schools in our districts, we have participated in the Center for Collaborative Education’s Quality Performance Assessments training, as well as focused our professional development throughout the year. As we built our capacity over the year, it became clear that performance assessments have tied together the significant amount of work we have been engaged in over the past five years in implementing competency education.
Our district, Sanborn Regional School District in southern New Hampshire, has admittedly taken the plunge with a number of best practices designed to increase our understanding of curriculum and our ability to most effectively instruct students. This work included teachers developing “crosswalks” between the New Hampshire Grade Level Expectations and the Common Core about three years ago. This was done through professional release days and was led by our Director of Curriculum, Ellen Hume-Howard. We made the switch to assessing students’ performance only through the Common Core over the past two years. Teachers’ transition to these standards was seamless because of the support provided during the transition and the teachers’ understanding that the work we were engaged in together was helping them help our students. In fact, teachers requested that all other standards be dropped from their grade book because they understood the Core standards and the others weren’t needed for guidance any longer. (more…)