student growth through long-term transfer boone county schools may 2014
TRANSCRIPT
Student Growth throughLong-term Transfer
Boone County Schools May 2014
Today’s Agenda
▪ From Theory to Practice
▪ What are Enduring/Overarching Understandings?
▪ Break
▪ What are the inherent skills in these Enduring/Overarching Understanding?
▪ What assessments demonstrate student understandings?
▪ Lunch
▪ Writing Team Student Growth Goals that are: – specific – measurable – appropriate– relevant– time bound
K Readiness (birth to 6)
College, Career, and Life Ready in Boone County
Literacy/Numeracy at grade level – RTI (K – 3)
Content literacy/number operations/fluencyCollege Readiness Standards (CRS) 13 – 15 (4 – 5), 75%+ percentile on
nationally norm-referenced assessments
Advanced literacy and numeracy, CRS 16 – 19, 78%+ percentile on nationally norm-referenced assessments, Algebra I (8)
English, Math, Reading and Science CRS 20+ (9 – 12) EOC Biology(9/10), Chemistry (11), EOC US History (11)
Algebra II (9/10), Geometry (9/10), Pre-Calculus, AP Calculus (11, 12) EOC
English I – IV (9 – 12) EOC
Score of 3 or higher on AP exams / Dual Credit
24 – 27 range
or higher on ACT
Critica
l Thin
king C
omm
unicatio
n
Collabora
tion C
reativ
ity
What are Local Student Growth Goals?
A Local Student Growth Goal, or SGG, is an academic goal set by the teacher for students at the start of a course. It represents the most important learning that is aligned to Common Core, State, or national standards, as well as any other school and district priorities.
▪ The goals must be specific and measurable, based on available prior student learning data.
▪ This baseline data may come from a variety of sources such as pre‐tests/pre‐assessments and/or a student’s prior academic history.
▪ Educators’ scores are based upon the degree to which the goals were attained, as evidenced by student academic performance at the end of the course.
▪ This end‐of‐course‐performance can be captured in a variety of ways, such as through performance tasks, extended essay responses, and/or other authentic application of skills.
What is the Value in Using SGGs?
The development of SGGs encourages educators to focus and align instruction with academic improvement plans. Setting long‐term goals allows educators to plan backwards from a vision of student success.
The Work of a Team
The Process
The Six Steps of the Data Team Process
Step 6: Monitor and Evaluate the Results
When I say Enduring or Overarching Understandings within your course…
▪ What do you think I mean?
Elements of Enduring and Overarching Understandings
▪ Core Principles of the discipline
▪ Transferable understandings
▪ Big picture items
▪ What students “take” with them to the next course
What are the Enduring and Overarching Understandings within my discipline?
What is it that kids need to know and do by the end of the year??
At your table…
1. Access the standards for your course.
Locate: • Reading/Writing - Anchor Standards• Math - Critical Areas• Social Studies – Understandings• Science – Practices • Arts – Understandings• Practical Living – Understandings• Technology – Understandings• CTE – Career and Technical Standards• Foreign Language – Understandings• ELL – WIDA Proficiency Standards
As a team...
• Select an UNDERSTANDING that the team feels presents a struggle for students and/or carries content weight.
• Have a discussion around the importance of the understanding and what that looks like in the classroom
• Chart agreed upon UNDERSTANDING
• Reflect on your teams’ thinking…
Break…
What are the inherent skills in this enduring/overarching understanding?
Specific to your course, content, and grade level
At your table…
1. Access the SKILLS in the standards for the selected UNDERSTANDING.
Locate: • Reading/Writing – Grade Level Standards• Math - Skills within Critical Area• Social Studies – Grade level Skills• Science – Performance Expectations• Arts – Content Skills• Practical Living – Content Skills• Technology – Content Skills• CTE – Career and Technical Standards• Foreign Language – Content Skills• ELL – Model Performance Indicators.
As a team...
• Have a discussion around the importance of those SKILLS and what they look like in the classroom (both assessment of and instructional design)
• How do they scaffold over an entire year
• Chart agreed upon SKILLS from the standards
• Reflect on your teams’ thinking…
What assessments would allow students to demonstrate that knowledge?
Constructed Response
Performance Tasks
Student Work Project Based Learning
Selected Response
SpeechLDC
MDC
Student Writing
Presentation
As a team...
• Have a discussion around which ASSESSMENTS would allow students to demonstrate that UNDERSTANDING?
• Think: student thinking = understanding
• Which SKILLS call for which ASSESSMENTS? Do certain assessments have more weight than others?
• Chart agreed upon ASSESSMENTS for the selected UNDERSTANDING
• Reflect on your teams’ thinking…
Lunch…
Be back in…
What Enduring/Overarching Understandings do we expect students to acquire in our school?
A gallery walk…
In your team, discuss…
▪ Are there understandings that relate to your course?
▪ How often do you feel students have the opportunity to connect grade level to grade level or course to course? Vertical and Horizontal?
▪ What reflections do you have as a team?
Building a Team Goal
SGG Template
The Six Steps of the Data Team Process
Step 6: Monitor and Evaluate the Results
Boone County SGG Team Planning Template
Boone County SGG Team Planning Template
As a team, what pre- and post-assessments will be used to measure the end‐of‐course performance ?
Identify which assessment(s) or student work product(s) will be used tomeasure the end of course performance?
Why choose this learning content, evidence and target?Summary of decision-making processes for determining the learningcontent to be covered in the evidence, as well as how the target was set.
Individual Rationale
The Six Steps of the Data Team Process
Step 6: Monitor and Evaluate the Results
S M A R T
The goal is focused on a specific
area of need
The goal is measureable and uses an
authentic measurement
The goal is realistic
The goal is time bound to a year or the length of a course
The goal is appropriate,
standards based and directly
related to the subject
What are Local Student Growth Goals?
A Local Student Growth Goal, or SGG, is an academic goal set by the teacher for students at the start of a course. It represents the most important learning that is aligned to Common Core, State, or national standards, as well as any other school and district priorities.
▪ The goals must be specific and measurable, based on available prior student learning data.
▪ This baseline data may come from a variety of sources such as pre‐tests/pre‐assessments and/or a student’s prior academic history.
▪ Educators’ scores are based upon the degree to which the goals were attained, as evidenced by student academic performance at the end of the course.
▪ This end‐of‐course‐performance can be captured in a variety of ways, such as through performance tasks, extended essay responses, and/or other authentic application of skills.