A presentation given at parent's night describing the curriculum and assessment of ChicagoQuest Charter School

1. Curriculum &
Assessment
Chicago Quest

2. Curriculum:
Performance Tasks
Every Mission is made up of Quests. Each
Quest is evaluated by one or more
Performance Tasks. Performance Tasks
Rubrics give information about how well a
student completed that performance task.
Performance Task Rubrics are broken into
four main columns; Novice, Apprentice,
Senior, and Master. Student progress is
marked along the 12 boxes from N1-M3.

3. Curriculum: Domains
BSP - Being, Space and Place
SFTM - Sports for the Mind
CW - Code Worlds
W or Well - Wellness
TWTW - The Way Things Work

4. Assessment: Goals
To support student growth and progress
To communicate to students and parents
progress towards mastery of a given
competency.
To create a record of student progress.

5. Performance Task
Rubric
Novice Apprentice Senior Master Note
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Content Competency
Content Competency
Design Thinking Novice Apprentice Senior Master Results
Competencies Rarely Demonstrates Sometimes Demonstrates Often Demonstrates Almost Always Demonstrates
Content Competency N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Design Thinking
Competency
Socio-Emotional Novice Apprentice Senior Master Results
Learning Rarely Demonstrates Sometimes Demonstrates Often Demonstrates Almost Always Demonstrates
Competencies
Design Thinking
Competency
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
SEL Competency

6. Assessment: Progress
Reports: General
Progress towards Mastery in a given
competency.
On progress reports, a progress bar
appears showing how far the student has
progressed from Novice to Master in that
competency.
The range from A2-S1 can be considered
“at grade level”, meaning the student’s
mastery of that competency is on a par
with their peers.

7. Progress Report
Template
Novice Apprentice Senior Master Note
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Content Competency
Content Competency
Content Competency
Design Thinking Novice Apprentice Senior Master Note
Competencies Rarely Demonstrates Sometimes Demonstrates Often Demonstrates Almost Always Demonstrates
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Design Thinking Competency
#1
Design Thinking Competency
Socio-Emotional Learning Novice Apprentice Senior Master Note
#2
Competencies Rarely Demonstrates Sometimes Demonstrates Often Demonstrates Almost Always Demonstrates
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
SEL Competency
SEL Competency

8. Assessment: Progress
Reports: Competencies
The progress report shows progress in
three areas: Content, Design Thinking, and
Socio-Emotional Competencies.
Content Competency categories are
developed by the teachers in coordination
with the Curriculum Specialists to describe
particular combinations or sets of
standards and enduring understandings.

9. Assessment: Progress
Report: Competencies,
Design Thinking pt Socio-Emotional
and 2
competencies represent specific skills and
habits.
Design Thinking competencies include
such areas as: Ideation, Listening,
Critique, Designing Symbols and Tools,
etc.
Socio-Emotional Learning competencies
include: Understanding and Regulating
Emotions, Teamwork, and Time
Management

10. Progress Report
Example
Novice Apprentice Senior Master
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Culture and Civilization *
Columbus and the New World *
Active Reading *
Responsive Writing *
Design Thinking Competencies Novice Apprentice Senior Master
Rarely Demonstrates Sometimes Demonstrates Often Demonstrates Almost Always Demonstrates
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Systems Thinking
Communication
Socio-Emotional Learning Novice Apprentice Senior Master
Competencies Rarely Demonstrates Sometimes Demonstrates Often Demonstrates Almost Always Demonstrates
N1 N2 N3 A1 A2 A3 S1 S2 S3 M1 M2 M3
Time Management
Understanding and Regulating Emotions

11. Progress Report
Example, Page 2
Culture and Civilization
Enduring Understanding: The components of a flourishing civilization include the elements of survival as well as government, division of labor, technology, and economics.
Enduring Understanding: The components of survival are the inherent components of civilization: food, water, energy, shelter.
17.C.3a Explain how human activity is affected by geographic factors.
17.C.3b Explain how patterns of resources are used throughout the world.
17.C.3c Analyze how human processes influence settlement patterns including migration and population growth.
18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the development and transmission of culture.
Columbus and the New World
16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE.
16.C.3a (US) Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750.
16.C.3b (W) Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans.
16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present.
Responsive Writing
CC.7.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
CC.7.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CC.7.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CC.7.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CC.7.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.7.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.7.L.2.b Conventions of Standard English: Spell correctly.
CC.7.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Active Reading
CC.7.R.L.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CC.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

12. Assessment:
Objectives
Our objective is to provide accurate
information about student progress within
the competencies listed.
Competency Confusion - Turning
something in late is not the same as doing
it poorly.

13. Assessment:
Homework
Homework is an additional space for students to engage
in their Quests and Missions.
Homework is viewed as an enrichment to the classroom
space.
We believe homework is most valuable in three ways:
An opportunity to review and revisit the day’s work.
An opportunity to engage in reading or other individualistic tasks that can support the
classroom.
An opportunity for larger projects and papers that are individually focused.