{"id":1177,"date":"2011-11-11T00:07:09","date_gmt":"2011-11-11T00:07:09","guid":{"rendered":"http:\/\/blogsksbeedu.wpenginepowered.com\/sbkh\/?page_id=1177"},"modified":"2012-08-08T10:29:14","modified_gmt":"2012-08-08T20:29:14","slug":"sbkh-glossary","status":"publish","type":"page","link":"http:\/\/blogs.ksbe.edu\/sbkh\/home\/sbkh-glossary\/","title":{"rendered":"SBKH Glossary"},"content":{"rendered":"

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Term<\/strong><\/p>\n<\/td>\n

\n

Definition<\/strong><\/p>\n<\/td>\n<\/tr>\n

Alignment 2011<\/strong><\/td>\nThe process to adjust benchmarks to provide a sequence of learning.\u00a0 For the SBKH project, tri-campus leadership has defined the alignment points as grade 2, 5, 8, and 10.<\/td>\n<\/tr>\n
Assessment- <\/strong>Formative Assessment<\/strong> <\/p>\n

 <\/p>\n

 <\/p>\n

Summative Assessment<\/strong><\/td>\n

Ongoing formative <\/strong>assessments evaluate students\u2019 knowledge and understanding of particular content and skills and then used to adjust and plan further instructional practices accordingly to improve student understanding in that area.\u00a0Summative<\/strong> assessments document students\u2019 achievement at the end of a unit or course or an evaluation at the end of a student\u2019s learning activity.\u00a0<\/td>\n<\/tr>\n
Benchmark 2011<\/strong><\/td>\nSpecific, measurable goals or skills that students must be able to do or demonstrate at the end of each grade level\/course.<\/td>\n<\/tr>\n
Big Ideas 2011<\/strong>(aka Understandings)<\/strong><\/td>\nConcepts or principles that facilitate the most efficient and broad acquisition of knowledge, skills and understanding; organize important facts, skills or actions into lasting understandings that transfers to other contexts.\u00a0 <\/td>\n<\/tr>\n
Concept 2012<\/strong><\/td>\nCore concepts, principles, theories, and processes that serve as the focal point for curriculum, instruction, and assessment.\u00a0Stem: Students understand THAT…<\/td>\n<\/tr>\n
Concept Statement 2012<\/strong>\u00a0 <\/p>\n

 <\/p>\n

\u00a0Strand concept statement<\/strong><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\u00a0Discipline concept statement<\/td>\n

A statement that builds a relationship between two different concepts.\u00a0 Provides the connections between and coherence for the wealth of information that often overwhelms students.\u00a0Strands derive from the overlapping of WEO unwrappings identified by kumu. Strand concept statements, <\/strong>built from these WEO unwrappings, are interdisciplinary by design, enduring by nature, and transferrable to new areas of learning and doing. \u00a0<\/p>\n

 <\/p>\n

Discipline concept statements<\/strong> scaffold from Strand Concept Statements and reflect the tri-campus content area concept agreements that become the focus of the respective grade level benchmarks. The discipline concept(s) (and concept statements) provide the content area relevance to the Strand and ensure coherence between benchmark grades.<\/td>\n<\/tr>\n

Content 2010<\/strong><\/td>\nWhat students must know (content) Content is written in noun form.\u00a0Stem: Students will know\u2026<\/td>\n<\/tr>\n
Discipline 2012<\/strong><\/td>\nRefers to a single content area (e.g. Science, PE)<\/td>\n<\/tr>\n
Rubric 2011<\/strong><\/td>\nA scoring tool used to assess student work using a set of criteria.\u00a0 Rubrics describe a defined level of performance.\u00a0 For the SBKH project, tri-campus rubrics will be established for grades 2, 5, 8, and 10 (ELA) and grades 2, 5, 8, and Biology-Chemistry-Physics (Science).<\/td>\n<\/tr>\n
Skills 2010<\/strong><\/td>\nWhat students are able to do.\u00a0 Skills begin with an action verb and are observable and measurable.\u00a0Stem:\u00a0 Students will be able to\u2026<\/td>\n<\/tr>\n
Strand 2011<\/strong>\u00a0 <\/td>\nDimensions of learning defined by the WEO that provide larger divisions of overlapping concepts and skills; multidisciplinary threads that organize content and skills of multiple WEOs.<\/td>\n<\/tr>\n
Student work 2011<\/strong><\/td>\nCaptures a rich array of what students know and are able to do.\u00a0 A collection of:\u00a0 student test results, essays, quizzes, record of observations, etc, for the purpose of analysis.\u00a0<\/td>\n<\/tr>\n
Touchpoint 2011<\/strong><\/td>\nCollaborative grade-level opportunities that allow teacher participants to reflect on implementation of benchmarks, share student work and resources, and to develop rubrics.\u00a0 Scheduled periodically throughout the year.<\/td>\n<\/tr>\n
Unwrap 2010<\/strong><\/td>\nA process used to identify critical content and skills from the WEO for the KS graduate.<\/td>\n<\/tr>\n
Working Exit Outcomes (WEO) 2010, 2012<\/strong><\/td>\nThe Working Exit Outcomes consists of a small, focused, coherent set of core standards. Core standards provide the major concepts that will be the primary focus of teaching and learning K-12. Under these core standards are strand and discipline concept statements, and benchmarks, which provide the details necessary for curriculum and assessment at the interdisciplinary, content area, and grade levels. The WEO emphasizes key ideas that are of value for KS students over the long term, across the curriculum, and for success in school, work and life.<\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
SOURCES: <\/strong>Ainsworth, L. (2003).\u00a0 Power Standards: Identifying the standards that matter the most. Englewood, Colorado:\u00a0 Lead + Learn Press.Ainsworth, L. (2003).\u00a0 \u201cUnwrapping\u201d the standards:\u00a0 A simple process to make standards manageable.\u00a0 Englewood, Colorado:\u00a0 Lead + Learn Press.<\/p>\n

Arter, J., & McTighe, J. (2001).\u00a0 Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, California:\u00a0 Corwin Press.<\/p>\n

Goodrich-Andrade, H. \u201cUnderstanding rubrics.\u201d http:\/\/learnweb.harvard.edu<\/p>\n

Ravitch, D. (2007). EdSpeak. Alexandria, Virginia:\u00a0 ASCD.<\/p>\n

Wiggins, G., & McTighe, J. (2005).\u00a0 Understanding by design. \u00a0Alexandria, Virginia:\u00a0 ASCD.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

  Term Definition Alignment 2011 The process to adjust benchmarks to provide a sequence of learning.\u00a0 For the SBKH project, tri-campus leadership has defined the alignment points as grade 2, 5, 8, and 10. 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