Instruction, Assessment and Curriculum

Chad Putman
Director of Teaching and Learning
541 267-1319 or x1300



Peggy Thornton
TAG, ELA, K-3 PLT, Instructional Tech
541 267-3104 x1301



Jennie Nelson
541 267-1301



Jamie Tavernier
541 267-




Florida Center for Reading Research

Best Evidence Encyclopedia

Center On Instruction

IES What Works Clearinghouse



Language Arts (SBAC) Edmodo
Talented and Gifted (TAG)
Tech Plan
Essential Skills and Work Samples
PLTs and Data Teams
Oaks & State Report Card Tools


“Professional Development is not a workshop; it is the work place” -DuFour and Eaker, 1999

Friday PLT Time Expectations for Coos Bay School District

District PLT Structure

PLT-  A group of educators who share a common course, grade or student learning goal working interdependently and collaboratively using data, common formative assessments, CCSS or state standards and research-based strategies to achieve a specific SMART student learning goal which addresses a student performance deficiency.  Usually, this is a periodic 1-1.5 hour meeting regarding a student performance deficiency, considering student learning data and resulting in a brief but practical action plan which will be completed during remaining allocated PLT and/or planning time. This meeting is always recorded for future reflection/tracking of efforts for improvement.  The focus of PLts is school improvement through teamwork as opposed to individual class improvement.  Activities associated with PLTs include aligning grade level or content area curriculum to CCSS, vertical and horizontal alignment, assessment item and strand analysis, strategizing for increased use of best practices, organizing interventions and professional development geared toward solving a specific student performance deficiency.

Planning Time/ Team Time- This is time allocated in a teacher’s daily schedule for tasks such as determining responsibilities during an assembly or field trip, meeting with a teacher to discuss shared lesson plans or scope and sequence, PBS planning, consulting with staff about a student behavior issue and calling a parent.

Prep- This is time allocated for preparing to teach. This may happen on or off campus and includes developing lessons, studying content, correcting tests or gathering materials.

Student Centered Teaching and Learning (a.k.a. PBTL)

“In most situations, praise and criticism [including A, B, C, F] may refer to routine, almost mechanized, pronouncements of ‘Good’ or ‘No, you’re wrong.” this kind of feedback [for the purposes of instructional improvement] is not informative to the student; consequently, it may not have an impact on the child beyond the realization that he or she got the answer right or wrong.” – Harris & Rosenthal, 1985

Study Plan:

  1. Read A Repair Kit for Grading: Fifteen Fixes for Broken Grades by Ken O’Connor (2011). You may also watch the DVD which is the book minus the case studies. A few schools or PLCs have chosen to watch the dvd together and debrief.
  2. Read chapter 3, 5 and 6 from Formative Assessment & Standards-Based Grading by Robert Marzano (2010).
  3. Attend a student centered teaching and learning conference.
  4. Read It’s About Time: A Framework for Proficiency-Based Teaching & Learning by Diane Smith.
  5. Discuss ideas for getting started with Chad or your building’s coach.

Copies of the materials are available from you building principal or the curriculum department.


Rubric or Conversion Scale?

CBD9 Resources available on SharePoint– Curriculum Folder

District Rubric for Grading

SPED, Accommodations and Modifications

Maximize Minimize

The Case Against the Zero

Leading the Change / Effective Grading Practices

Suggested Reading

The Art and Science of Teaching: A comprehensive Framework for Effective Instruction, Marzano (2007).

Formative Assessment & Standards-Based Grading, Marzano (2010).

What Really Matters for Struggling Readers: Designing Research-Based Programs, Allington (2001).

Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment, Ainsworth & Viegut (2006).

Transformative Assessment, Popham (2008).

Raising the Bar and Closing the Gap: Whatever It Takes, DuFour, DuFour, Eaker & Karhanek (2010).

Math Instruction

Math Resource Page by Megan Free

Math Summit

Common Core State Standards (CCSS)

Oregon State Standards

Common Core State Standards info page

CCSS Math CCSS ELA in Excel format for cutting and pasting into other documents


Parent Toolkit


Smarter Balanced Assessment (SBAC)


Main Resource Page

SBAC Portal

SBAC Training and Practice Tests

SBAC Sample Summative Items

SBAC Technical Documents

Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types

Parent Night Resources


Kinder Assessment

ODE Kindergarten Assessment Resources

Oregon Early Learning

Assessment Schedule

“When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative.” -Robert Stake, 2010

K- 7 Assessment Schedule 2017-2018

ODE Oregon Statewide Testing Schedule 


ECBM Online Quick Start Guide

New Oregon Science Standards

List of standards by grade level


Next Generation Science Standards

Links to NGSS resources from OSTA

Presentation 3.17.15

K-5 Evidence Statements, 6-8 Evidence Statements

Textbook Adoption

Work Samples

The schedule for administering work samples can be found on page two of the K-7 Assessment Schedule.

Oregon Official Scoring Guides


Peggy Thornton’s Support Page

Writing Prompts K-12  These are suggested writing prompts.  Grade levels should choose a common prompt.  PLT-Ls are asked to coordinate this effort.  Consult with TOSAs for further help.

SBAC Scoring Guides Link1 Link2

2017 Oregon Official Scoring Guide and Scoring Guide Implementation Support 

6 + 1 Scoring Guide


Math Work Sample Tasks (Prompts) Alternate

Feedback Form K-8 9-12


Student Template


Speaking Sample TopicsStudent Guide


Coos Bay Public Schools