# data[].attributes.body
It took most of a block for our sixth graders(all levels) to complete each of the pre/post assessments for the first two units. That's a lot of instructional time being used for assessments. Some of it is because the advanced students are striving to get everything correct and some is the struggling readers who can't comprehend the text itself. Is it valid to put a time limit on these assessments?

# data[].attributes.headline
GOING WELL WITH RCD/Curriculum Frameworks

# data[].attributes.subject
GOING WELL WITH RCD/Curriculum Frameworks

# data[].attributes.headline
Can we use additional post assessments that include the standards in the particular unit, but correlate with the piece of literature that we are teaching?

# data[].attributes.subject
Can we use additional post assessments that include the standards in the particular unit, but correlate with the piece of literature that we are teaching?

# data[].attributes.body
Absolutely.  Additional assessments will allow for a better understanding of student proficiency. As teachers instruct, formative assessment will also be a must.

# data[].attributes.headline
I appreciate the new format.  It is easily accessible! Thanks.

# data[].attributes.subject
I appreciate the new format.  It is easily accessible! Thanks.

# data[].attributes.body
The priority appears to be narrative, rather than other standards that would be more impactful.

Each of the ELA units will have at least 1 Reading PS and 1 Writing PS.  If students perform proficiently on a baseline narrative writing that a teacher assigns, less time can be spent on narrative.  However, all modes of writing are treated equally in the CCSS.  JCS priority standards serve as a focus for instruction and for assessment.  Teachers may choose to continue instruction on other types of writing within a unit where narrative is measured. For example, a student might read an informational text, write an opinion essay about the text, and then write a poem about a concept within the text. We are looking for a deeper dive into texts using writing as a tool for learning and thinking.

# data[].attributes.body
Staying on the pacing guide.

One of the greatest challenges with instruction in general is maintaining an appropriate pace.  Too fast, some aren't learning, too slow, some are bored. Working with a PLC is key to solving this problem; once you have preassessed  your students, as a team you can design instruction for groups of students at different levels and deliver that instruction in a variety of ways.  Check out this article for some foundational information about flex grouping!

# data[].attributes.body
Research says that to really identify if a student understands a concept, there should be between five and seven questions on that concept - but for most of the pre-assessments, there is only one question on that concept.  One question doesn't really give a clear picture of whether or not a student is proficient in a learning goal.

Yes!  Great question/comment.  The goal of the Curriculum Frameworks (aka RCD) is to give a preliminary measurement of where students are on the priority standards of the unit, so that teachers can adjust instruction.  Teachers should be measuring in a variety of ways to allow all students to show their levels of proficiency. The ELA assessment writers worked hard to get at least 3 questions per Priority Standard, but sometimes that might now be happening.  Feel free to contact me if you have further questions about the validity of the tests!

# data[].attributes.headline
Why do the pre- and post- test have to be exactly the same?  Kids pick up on this especially in high school.  Can we have different passages asking the same kind of questions and why do we just have one question per skill.  We need about 5 questions per skill.  I know we want to not overload the kids, but 3 skills or 15 questions on one passage would be very helpful.

# data[].attributes.subject
Why do the pre- and post- test have to be exactly the same?  Kids pick up on this especially in high school.  Can we have different passages asking the same kind of questions and why do we just have one question per skill.  We need about 5 questions per skill.  I know we want to not overload the kids, but 3 skills or 15 questions on one passage would be very helpful.

# data[].attributes.body
ELA pre and post tests are the same so that data results are as valid and reliable as possible. ELA tests are especially hard to construct due to the many reading variables included in passages.  It is certainly possible to create a pre and post that are aligned, rather than mirrored, however, it would be harder to determine what is being measured: vocabulary knowledge, reading comprehension, or the students' proficiency with the particular standard.

The goal of the Curriculum Frameworks (aka RCD) is to give a preliminary measurement of where students are on the priority standards of the unit, so that teachers can adjust instruction.  Teachers should be measuring in a variety of ways to allow all students to show their levels of proficiency. The ELA assessment writers worked hard to get at least 3 questions per Priority Standard, but sometimes that might now be happening.  Feel free to contact me if you have further questions about the validity of the tests!

# data[].attributes.body
Maintaining the pace when students are not ready to move on.  Conflict when data is showing students are not ready to move forward, but the pacing says to move forward.

Your point is one that we have heard from many teachers working through the curriculum frameworks. Secondary teachers who are making the shift from teaching "whole group," which is necessary for on grade level instruction, and "flex groups" which is necessary to meet kids at their many skill levels, have a great task to accomplish. This task is made much easier by the use of formative assessments throughout the teaching/learning cycle, and through the use of a working PLC which divides and conquers the planning.  One of our sessions will work directly with assessing, and planning for a classroom of students on many skill levels.
This NCTE article on formative assessments and this article on grouping at the secondary level  are great for beginning a conversation in your PLCs.

# data[].attributes.headline
One challenge with RCD is helping ELA teachers, as passionate we are about our subject, to understand that there is never going to be 100% agreement with the order/structure of the curriculum.  There are many effective ways to teach ELA.  This is just the way the county has chosen to do it, so we should all get on board.

# data[].attributes.subject
One challenge with RCD is helping ELA teachers, as passionate we are about our subject, to understand that there is never going to be 100% agreement with the order/structure of the curriculum.  There are many effective ways to teach ELA.  This is just the way the county has chosen to do it, so we should all get on board.

# data[].attributes.body
Agreed. ELA teachers are among the most fiery bunch around.  A good thing!  It is important to understand the research behind the choice for aligning the curriculum in this manner.  Larry Ainsworth, Nancy Mooney, and Jay McTighe are great resources for further study. We based much of our work on these folks' research.

# data[].attributes.body
Students are able to share common conversation/experiences about work even if they are from different schools.

# data[].attributes.body
Canvas!!!

Let us know--we will come out and visit!

# data[].attributes.headline
We are new using the RCD, and are adjusting our previously prepared units.

# data[].attributes.subject
We are new using the RCD, and are adjusting our previously prepared units.

# data[].attributes.body
Great!  If you are interested in having us come out for some discussion, email me!

# data[].attributes.headline
Q: We were questioned today about a specific curriculum that we are using for teaching Grammar, and its relevance.  We are confused.

# data[].attributes.subject
Q: We were questioned today about a specific curriculum that we are using for teaching Grammar, and its relevance.  We are confused.

# data[].attributes.body
A: We will follow up to clarify this situation.

# data[].attributes.body
While RCD is a fluid document, Unit 1 was not prepared in time to begin the school year so we had to "wing" it.

Thanks for your patience!  We are a work in progress!

# data[].attributes.body
Our PLC works closely together utilizing data to support all learners.

# data[].attributes.body
Staying on track with the suggested number of days. Even with the buffer days, I'm already 5 days behind!

# data[].attributes.body
I am appreciating the opportunity to collect and analyze common assessment data.