Professional Development Offerings

In order to better support implementations of our software, JumpRope offers a number of professional development modules that can be delivered either in-person or via webinar to both teaching staff and administrators. These modules address both the technical skills and philosophical concepts that are prerequisites for success with standards based grading using JumpRope.

Below is a summary of our most popular modules that can be helpful for schools and districts that are new to JumpRope, as well as veteran users. We also offer customized professional development and consulting; contact your implementation manager for more details.

• Why mastery? What are the benefits to students, teachers, “the system?”

• Learning Objective: I can define the elements of the standards-based teaching and learning cycle.

  1. What do students need to know, understand and be able to do?

  2. How will we teach effectively to ensure students learn?

  3. How will we know that students have learned?

  4. What do we do when students don’t learn or reach proficiency before expectation?

• Agenda
• Mystery Text Activity: JumpRope Progress Report
• Chalk Talk: What do you understand about SBG? Not understand? Concerns?
• Case Study: Odyssey School

• What’s in a standard? What’s the difference between a standard and a learning target?

• Learning Objective: I can write clear long-term and short-term learning targets in student-friendly language.
• Agenda
• Unpacking standards activity
• Communicating Standards to students through learning targets.
• Case Study: Codman

• What do we mean by assessment? What are different uses for assessment? How is assessment different than grading?
• Learning Objectives:
• I can differentiate between assessment and grading.
• I can differentiate between formative and summative assessment.
• I can differentiate between academic learning targets and character, habits of work, or behavioral learning targets.
• Agenda
• Putting the student in the driver’s seat: Student-engaged assessment
• Text-based Discussion: Wiggins’ Differences between traditional assessment and grading
• Feedback that sends the right message: separating academic targets from character.

• How can we use Mastery Data to inform instruction?
• Learning Objectives:
• I can analyze mastery data at the individual student, classroom, and cohort/grade level.
• I can use both academic and character learning targets to engage students in clear pathways to achieving standards.
• Agenda
• Collaborative Data Protocol using JumpRope reports function.
• Instructional strategies for measuring growth over time.

• How can standards-based assessment data help us differentiate learning?
• Learning Objective: I have an overview of strategies to group and regroup students at regular intervals based on timely student-by-student assessment data.
• Agenda
• Case Study 1: Grouping/Regrouping within Classroom
• Case Study2: Grouping/Regrouping across grade level
• Case Study 3: Enhanced Academic Support Structures