The Core Competencies

The Revere Public Schools is committed to composing school-wide planning and assessment guides that acknowledge and build on the standards for twenty-first century competencies outlined in state and national Core Standards documents in six overarching areas of literacy: Reading, Writing, Speaking and Listening, Language, Creative Problem Solving, and Civic and Social Responsibility

The RHS Core Competencies document is published here. 

To articulate the specific skills that students will need to practice and learn with grade-level tasks and texts in order to meet the expectations outlined in the Core Competencies, we have drafted six Planning Guides to help teachers across the content areas embed specific skills instruction into their lesson plans. This website is filled with strategies for teaching those skills.

Click below to view the September 2015 drafts of the school-wide Planning Guides for:

READING

WRITING

SPEAKING and LISTENING

LANGUAGE

CREATIVE PROBLEM SOLVING

CIVIC and SOCIAL RESPONSIBILITY

Members of the literacy team have begun the task of writing performance-level descriptors for each of the numbered core competencies. This work will address the charge begun in 2012 to draft common rubrics and assessment guides.


The Process

Throughout the second semester of the 2012-13 academic school year, working under the guidance of RHS Assistant Principal Jonathan Mitchell, members of the RHS Content Literacies Team volunteered to compose multiple drafts of six school-wide rubrics. In early May of 2013, the team organized a faculty gallery walk around six rubric drafts and from the written and spoken commentary generated at this event made further revisions. In June, 2013, we submitted drafts of six school-wide rubrics to Mr. Mitchell.

In December 2013, members of the Content Literacies Team produced an informational video about the current draft of the writing rubric and engaged the faculty in a tuning protocol. The "warm" and "cool" feedback generated by the protocol informed the final revisions of the rubric. This process is documented in an informational video produced by RHS Biology teacher Eben Bein, a member of the RHS Content Literacies Team.  

A series of conversations and informal meetings with colleagues and administrators beginning in November-December 2014 lead to a fundamental shift in this work. Instead of focusing on Rubrics and Assessment Guides that describe student performance levels in summative assessments, we decided to draft Planning Guides that teachers can use to inform the design of units of study, performance-based assessments and projects, daily learning activities, and formative assessments. 



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