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PLC Kickoff - Shared screen with speaker view
2Revolutions
00:46
Welcome! We’ll get going in about 12 minutes.
2Revolutions
01:52
Welcome! As you join, please introduce yourself in the chat and share what brings you here.I’m Meaghan Foster from 2Revolutions, and I’m your host for today.
Kim Jenkins
06:03
I am Kim Jenkins, District Principal at Campo, Colorado. I am interested in learning more about this program.
Angela Valentine
06:21
Angela Valentine, Data and Assessment Coordinator at Vision Charter Academy. We are looking for additional ways to assess learner performance at all grade levels.
Meaghan Foster, 2Revolutions
07:08
Welcome Kim and Angela! Great to have you here today.
Sarah Hepworth
07:38
Sarah Hepworth, Principal @ Moffat County High School in Craig. Joining because we are moving into developing assessments as part of our school’s curriculum work. I desire to move our school towards proficiency-based learning. Hoping assessment might be one of the launching points for that journey.
Angela Valentine
08:11
Hi Meaghan
Niki Weitzel
08:22
Good morning. My name is Niki Weitzel. I am a counselor in the Thompson School District and I am interested in learning more about the options with proficiency based learning and what we can use to meet state grad requirements.
klynn
08:26
Hello, I am Kelly Lynn from Rifle High School and I am interested in any information/ideas that can help our students meet CDE graduation requirements.
Adrienne Rossi
08:55
Hi all, my name is Adrienne Rossi. I work in Jeffco as a Pathway Designer. I am here to learn more about this option and how we might utilize it in our district.
Meaghan Foster, 2Revolutions
09:09
Welcome, all! Great to see you here this morning.
Heidi Shaw
09:18
Heidi Shaw, District Assessment Coordinator @ Adams 12 Five Star Schools and I am interested in learning more about this option and how we may use it in our district.
Jennifer Hinkle
09:31
Good morning- I am Jenny Hinkle. I work as a turnaround support manager at CDE and am looking forward to learning from others here to support the schools I work with across the state
Lisa Rogers
10:11
Lisa Rogers, Student Achievement Coordinator in Fountain-Fort Carson District 8. I am excited to learn more about performance assessment.
Morgan Hartenstein
10:23
Morgan Hartenstein, English Language Arts Teacher at Fountain Fort Carson High School. I helped with Performance Assessment Pilots by piloting a portfolio and defense presentation with my senior Language Arts classes.
Angela Valentine
10:30
I think this is the first webinar I've attended this spring that had mood music:-)
Robin Russel
10:37
Hello! Robin Russel - CDE - Graduation Guidelines Manager
Meaghan Foster, 2Revolutions
10:54
Any requests, Angela Valentine?!
Kari Clements
11:06
Kari Clements, District Assessment and Gifted Ed Coordinator @ Telluride School District. I am interested in learning about the tools and resources available and determining if this will be a good fit for our district. Also, looking forward to connecting with the DAC tribe from across the state
Helen Seay
11:08
Hello! I’m Helen Seay, and I teach high school ELA at Centennial R-1. I’m interested in learning how to more effectively use performance assessments.
Darci Hellman
11:29
Darci Hellman - Vision Charter Academy - Delta CO. Graduation Guideline info
Lizz Litzelman
11:46
Lizz Litzelman - Instructional Coach in Manitou Springs. I worked with CDE to help develop performance assessments about a year ago, and want to learn more to continue the work.
Michael Brom
11:59
Michael Brom, Assessment & Accountability Coordinator, Lewis-Palmer 38 ... I oversee the Colorado graduation guidelines implementation in our district. We are interested in how to best utilize performance assessment to provide our students with other viable ways of demonstrating their learning.
Ellen Hinckley
12:21
Ellen Hinckley, Cheyenne Mountain High School, Colorado Springs Colorado. Interested in learning more about standards based performance assessments as they relate to graduation guidelines, ICAP, and alignment across curricula
Angela Valentine
12:22
Nothing that comes to mind, Meaghan.
Shelley Goerdt
12:24
Shelley Goerdt-CTE- Jeffco Schools
Megan Hartmann
12:26
Megan Hartmann, Roaring Fork School District Secondary Mathematics Content Lead
Scott Weldon
12:32
Scott Weldon - Data Manager - Harrison 2
Meaghan Foster, 2Revolutions
12:59
Welcome, all! We’ll get started in just a couple of minutes.
Gail Davies
13:06
Gail Davies--Fort Morgan High School Capstone
Mariah Dickson
13:24
Mariah Dickson, Roaring Fork School District, Secondary ELA Content Lead
Angie Outlaw
13:30
Angie Outlaw, Harrison 2, Research, Data & Accountability
Michelle Zinser
13:32
Hello! Michelle Zinser, High School Counselor, New Castle, CO. I am here to learn more about Performance Assessments and how they can support college and career pathways for our students.
martin lessmann
13:39
Marty Lessmann, Denver Public Schools. Capstone Manager.
Amy Spicer
13:51
Amy Spicer, CEI, here to learn!
Gail Lott
14:12
Gail Lott, Secondary Transition Specialist, CDE
Bill Summers
14:21
Bill Summers, Canon City High School
Christie Barnes
14:23
Christie Barnes, writing book out near Xmas about CTE and better higher education and career planning
Adam Hartman
14:26
Adam Hartman - Assistant Superintendent of Schools, Canon City, CO. Just interested in learning more and seeing if there might be a good fit here.
Chris Juarez
15:03
Chris Juarez (he/him/his); Program Director for STEM, Arts, and IT for Colorado Career and Technical Education (CTE); interested in learning more and aligning common goals.
Sandy Steiner
15:16
Sandy Steiner, Director PWR, WPS, looking to better understand this demonstration of proficiency so I can find a logical place to encourage it in the set of options offered to students.
Gail Lott
15:18
I need to be able to answer questions related to this topic when district providers ask them.
Carrie Brenner
15:31
Good Morning. Carrie Brenner, Cheyenne Mountain High School
Katrina Ruggles
15:43
Katrina Ruggles_Counselor, Center School District; Intereted in how we can incorporate this into the Capstone and PBL work we are doing.
Brett Derickson
16:05
Brett Derickson. Former AP at Fountain-Fort Carson High School, now with Carson Middle School. Very excited about how meaningful performance assessment can impact teaching and learning culture in our state.
Sed Keller
16:21
Sed Keller - Director of Research, Evaluation, and Assessment- Fountain Fort Carson. I am excited to see this work continue to move forward and believe that this process can be transformational for both students, teachers, and systems.
Tabitha Harrington
17:05
Good morning! Tabitha Harrington, Counselor at Rifle High School. I am here to learn more about Performance Assessments.
Jennifer Jasinowski
17:10
Hi Everyone! Jennifer Jasinowski, Program Director for Skilled Trades at CCCS.
Fayette Augillard
17:31
Fayette Augillard - College & Career Success Coordinator - APS
Bob Good
18:24
Bob Good, Good Learning & Teaching. Just wanting to stay current with CO's progress in performance assessment.
Kimba Rael
19:08
Good morning! Kimba Rael, PK-12 Principal at Centennial School District in San Luis. I want to deepen my understanding of how to utilize performance assessment meaningfully.
Amy Campbell
19:37
Amy Campbell, Englewood High School
Meaghan Foster, 2Revolutions
20:25
Welcome! Great to see everyone here!
Brandon Wright
20:37
Brandon Wright, Aurora Public Schools-Student Engagement Coordinator.
Samantha Olson
21:12
Morning! Samantha Olson, Colorado Education Initiative - eager to learn from CDE's and district's leadership in this work and priorities for 2020-21
Bill Summers
24:07
Accessible - we been living too long with a system that caters to some
Michelle Zinser
24:08
Accessible-ALL STUDENTS TO EXCEL!!!!
Adam Hartman
24:09
Accessible - Equity is a huge issue for us. Relevant - We do not have time to waste with our kids.
Angela Valentine
24:11
Iterative - we want to see our learners continue to grow.
Katie Blankenbaker
24:12
Accessible resonated most with me. Designing for all learners is crucial
Lisa Rogers
24:13
Iterative. We want students to receive quality feedback and use that feedback to make changes and grow.
klynn
24:24
Authentic- then all the rest fall into place
Niki Weitzel
24:26
Relevant - it is important that students see relevancy in what they are doing so they have a stronger desire to succeed in that task.
Morgan Hartenstein
24:26
Authentic-students need to be able to connect with the material and find meaning for them!
Brandon Wright
24:28
A blend of Authentic and Relevant
Angie Outlaw
24:29
accessible-- the focus on the individual student--- all learners
Katrina Ruggles
24:35
Transferrable: Students are learning and practicing skills they can use across the curriculum, outside of school, and in their future goals.
Christie Barnes
24:35
Authentic--to convey to parent the value
Maya Garcia
24:36
Accessible and Aligned.. I want to make sure the design enables all students to engage meaningfully
Shelley Goerdt
24:36
Iterative- giving students a chance to grow and connect to their prior knowledge; connection between academic and career learning
Scott Weldon
24:37
Relevance
Lizz Litzelman
24:37
Accessible and authentic
Ellen Hinckley
24:40
Iterative: because it seems to encompass many of the other elements. Growth and connection to past and future is a main goal of education.
Jennifer Hinkle
24:40
Accessible- helping all students to succeed and demonstrate their knowledge and skills
Sandy Steiner
24:42
iterative - being able to build, revise, adjust, adapt...all essential skills going forward
Adrienne Rossi
24:44
authentic is most important to me. I thing that it leads students to create relevant meaning for themselves and can help them transfer skills
Michael Brom
24:45
Accessible (equity is essential to this work).
Megan Houtchens
24:45
relevant and transferrable resonant the most with me, I want students involved in making meaning of what they are doing and I want them to have skills that transfer to success outside of school
Helen Seay
24:50
Authentic/relevant so that students understand the why behind what they’re doing
Heidi Shaw
24:52
Iterative
Darci Hellman
24:58
Relevant - how can students see the purpose and benefits
Jennifer Jasinowski
25:01
Iterative. These are skills that students will perform many times as part of their careers.
Brett Derickson
25:06
authentic - this element, in my opinion, separates performance assessmenets from other grad requirements that may not resonate with all students
Mariah Dickson
25:08
Iterative: growth is what matters!
Jake Heath
25:09
Accessible
Megan Hartmann
25:10
Iterative, its important for students to be able to receive feedback and grow
Kimba Rael
25:10
Authentic and Accessible- equity for all students to engage in real work of the profession in ways they can be succesfsul
Sed Keller
25:13
Relevant - The high stakes use of this assessment for high school graduation should speak to the life experiences that these students will carry with them into the PWR world.
Sarah Hepworth
25:14
Transferrable - This resonates with me, because sometimes I am not sure our curriculum is really focused on what is actually “essential” for students to demonstrate proficiency. (Curriculum = standards based content, combined with assessments and grading & feedback, as well as resources)
Gail Davies
25:21
Authentic is what will help the students connect with what they are learning.
Chris Juarez
25:24
Accessible - By looking at achieving equitable outcomes, the rest can be achieved.
Angie Outlaw
25:29
Accessible (equity)
Kim Jenkins
25:33
I want students to be successful in their work even if the project is not a true success
Fayette Augillard
26:09
Accessible - all students having access and exposure and readiness for success during and after K-12
Maya Garcia
28:36
So those are different from the Colorado Essential Skills associated with the standards?
Meaghan Foster, 2Revolutions
31:57
OPTION 1: Performance Assessment “Making Math Relevant” video: https://youtu.be/KZomm-1BbYQOPTION 2: Graduate Capstone Project: https://youtu.be/V5ts4gZSux8OPTION 3: Portfolio Defense: https://youtu.be/cPJOY-mmKDg
Brett Derickson
32:40
performance assessment
Meaghan Foster, 2Revolutions
33:02
You can click on the link to watch the video of your choice!
Troy Bomgardner
33:08
clickoing on video doesn't work
Jared Anthony
33:21
Hi Maya, Yes. The Performance Outcomes are essentially, the essential skills in action. Or a way to measure and concrete way to “look for” the essential skills during and as a part of instruction.
Meaghan Foster, 2Revolutions
33:41
Apologies, Troy! You may need to copy and paste the link into your browser.
Troy Bomgardner
34:27
got it
Meaghan Foster, 2Revolutions
34:36
Great — glad that worked
Meaghan Foster, 2Revolutions
38:09
Once you are done with the video, please share in the chat: What are you taking away from the video you watched?
Adrienne Rossi
39:21
The strength of the performance assessment is in the work of the initial assignment— its authenticity and real-life nature.
Michael Brom
39:29
Performance Assessment - it can be done collaboratively using real-world application.
Morgan Hartenstein
39:30
After watching the graduate capstone video, I was reminded that students need authentic experiences where they have a chance to practice life based skills inside the classroom while finding topics that are engaging to them!
Lisa Rogers
39:37
Performance assessment - the importance of collaboration and communication within the assessment context.
Christie Barnes
39:42
performance assessment--project work, real world problem solving, communication as well as trig and calc application
Sandy Steiner
39:42
The extended learning made possible by a solid performance assessment vs. rote memorization of formulas. This is a much better way to demonstrate knowledge and a much more engaging way to do math. I might have actually liked math if I had been taught that way.
Andrew Tucker
39:46
Authentic, relevant performance assessments engage students and truly demonstrate learning.
Jennifer Jasinowski
39:51
Student engagement in the performance assessment was 100%. They were also able to use their phones so I am sure that the learning environment was also very comfortable and enjoyable for them.
Lizz Litzelman
39:55
Performance Assessment - the amount of content application, and skills in communication, collaboration.
Angie Outlaw
40:08
I watched the Graduate Capstone Project video-- the shift from measuring student compliance to measuring student learning
Megan Houtchens
40:11
I watched the performance assessment video. Students were engaged in authentic teamwork and collaboration to solve problems. What really stood out to me is students had to determine which formulas and skills to use to solve authentic problems. The assessment was a true demonstration of their knowledge.
Kim Jenkins
40:14
The Graduate Capstone video discusses the ownership that a student feels with his or her project which makes it even more realistic for that student
Ellen Hinckley
40:18
I watched the Portfolio Defense and I appreciate the candid comments from the student regarding truly synthesizing her learning and having an opportunity to think about what she's learned and how it relates to her life/future success in college
Chris Juarez
40:19
A quality capstone experience must be authentic and student driven, not rooted in compliance.
Heidi Shaw
40:33
I watched the Graduation Capstone video. What resonated was the level of engagement the students and teachers had in the video. Students appeared really passionate and engaged in the project. My concern and one that was touched on in the video would be implementing this in a large high school.
Kari Clements
40:43
Performance Assessment - authentic, relevant and transferable skills in and engaging application.
Brett Derickson
40:43
Performance assessment - application of big concepts to real-world applications that require students to try, assess their own work, retry,...
Kimba Rael
40:52
Creating an engaging, authentic experience provides opportunities for students to highlight what they’ve learned in meaningful ways. Also, performance assessment does not need to be a solitary act
Sed Keller
40:55
How might performance assessments be even more authentic to a student's lived experience? I love the examples but they are still "artificial" or contrived. I'd love to see this work continue to dive deep into student's lived experience.
Jennifer Hinkle
40:57
Capstone give students the opportunity to explore an area of passion which helps them in their engagement. Staff need to ensure that the feedback students get is not around compliance
Helen Seay
41:17
The portfolio defense allowed the student to demonstrate her learning from multiple sources, and to include learning that was most authentic to her. She was able to verbally demonstrate learning
Jake Heath
41:37
Performance assessment- students were engaged in relevant real world application and able to collaborate to show their understanding
Angela Valentine
41:48
The portfolio defense is more than just collecting work samples throughout high school, it is linking together the things they are doing in all of their classes and thinking about how everything is related.
Fayette Augillard
42:07
Portfolio Defense - provides an opportunity for students to critically think about their high school experience and be prepared for their postsecondary opportunities
Brandon Wright
42:29
I watched video number 2. I loved that students were able to select a topic that they were invested in. I also appreciated the rubric development for the individuals evaluating the project. The one piece that I would have considered would be allowing peers to be part of the review process. There is an opportunity for additional learning if they get to sit in on a presentation for a topic that interests them instead of just instructors.
Amy Campbell
42:29
In performance based assessment students were applying their knowledge in real world experiences and using problem solving and teamwork as people would with the career field.
Katrina Ruggles
42:43
Watched the Graduate Captone video. I love the excitement students have for their own learning. I also like how they generate passions that can connect to their future.