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When the time comes...could we have the access to the DAs the same time the teachers do to review?

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These rubrics are beneficial for all of us to use, but if we do not have access to the resource it is difficult for us to use it with teachers.

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So is the expectation for us to always 'hope' that a teacher will open up the documents in SchoolNet for us to use with them?

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I'm glad to hear others are considering more than just processing speed as road blocks for our students with Special Needs. I'm excited to see some other creative ways to include them in our assessment tools and address their specific needs.

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I'm glad to hear others are considering more than just processing speed as road blocks for our students with Special Needs. I'm excited to see some other creative ways to include them in our assessment tools and address their specific needs.

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Will coaches be able to view Quick Checks in order to support the data analysis conversations mentioned?

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https://www.berlinschools.org/uploaded/files/District/2013-14/English_Learners/ELLs_DOK_levels.pdf

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Viewing the questions and analyzing the distractors for each question gives us the opportunity to have conversations driven by data to guide instructional decisions.  Is it possible for us to have the same access that Assistant Principals have, especially for our work with target schools?

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Since we work with so many schools, the opportunity to sit down with administration to look at the data is tough. Is there a better and more efficient way to see the data for the coaches at the district level?

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How does "difficult"
compare to DOK level?

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Is it possible to get a list of the schools
you are supporting?  It would be great to collaborate with coaches & specialists!

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We have to remember that while the standards and DOK may not change to meet the student; all students do not have the same ability to access all things.

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Should the assessment blue prints show a correlation to the content domains?

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Working with a school with common assessments that are aligned to AKS and appropriate DOK. However, noticed distractors aren't written in a way to help diagnose what students are thinking and where to go with instruction in the future. Curious about having them determine why someone would choose (B) and what that means the student does or does not understand. Isn't that what standardized test makers do so that they can provide the distractor analysis?

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Do you think it is possible that processing speed is not the only difference between a student in gifted versus special education? There are many cognitive processes involved in learning.

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Do you think it is possible that processing speed is not the only difference between a student in gifted versus special education? There are many cognitive processes involved in learning.

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Additional Needs Beyond Processing Speed

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Additional Needs Beyond Processing Speed

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Not all students with special needs simply have issues with processing speed.  What other suggestions are there beyond giving them more time?

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I appreciate you stressing that the mastery is the same expectation for all but that our daily instruction and scaffolds are what makes the difference for students. Sometimes we work with teachers who are stuck on "my low babies can't..." and don't ever expect that all students can master AKS with scaffolds and support. DOK is DOK. That doesn't change.

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How are the different departments collaborating to ensure the same and accurate message is being shared with schools?

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How can we support our schools with modifying assessments for students with special needs and EL

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Are we to encourage assessments to be written towards the Proficient or Distinguished level per the ALDS?

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How can we assist schools with assessing formatively with the ALDS in mind?

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Achievement Level Descriptors- how are they addressed with district assessments

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When discussing DOK levels at school, is the A&A Office also incorporating Achievement Level Descriptors?

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Do models in math fit into these categories or are these models more reasoning?

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Will we be able to get a copy of the PowerPoint to be able to share with our schools we work with and team members that aren't here today?

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What tools will help teachers deconstruct standards for content areas where they are not strong?

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What tools will help teachers deconstruct standards for content areas where they are not strong?

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Will we have time to discuss the use of assessments for SWD's?  Will GAA be a part of our disucssions?

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Will we have time to discuss the use of assessments for SWD's?  Will GAA be a part of our disucssions?

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How can concerns be shared with about district assessments, particularly alignment to AKS standards?

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How can concerns be shared with about district assessments, particularly alignment to AKS standards?

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Post your questions here. We will try to respond during today's presentation or follow up with an email to respond to your question.