Curriculum Connectors 2 0 1 9 -2 0 2 0 February 2 0 2 0
Departm ents Standard-Based Instruction • • Student Support Services • Multi-Lingual Services • Categorical Programs (Title/LAP) • Instructional Technology HCP & Advanced Programs • • BEST • Assessment & Accountability • CTE
BE PRESENT (DO NOT ACTIVE ASSUME CHECK EMAILS OR LISTENING POSITIVE INTENT CHECKOUT WITH TECHNOLOGY) MAINTAIN A POSE QUESTIONS FOR LEARNER STANCE UNDERSTANDING AND HAVE A GROWTH MINDSET
Agenda 1. Standards Based Grading and Reporting 2. District Initiatives: Sheltered Instruction
High Quality Culturally Competent Instruction •Formative Assessment •Guaranteed and Viable and Feedback •Standards Aligned Lesson •Mid and End of Unit Planning Assessments •Sheltered Instruction •Standards Based Strategies What do we How will we Grading and Reporting expect our know they scholars to are learn? learning? How will we How will we respond respond if when they they already don’t learn? know it? •Accommodations and •Extend learning Modifications •Sheltered Instruction Strategies
Standards Based Grading and Reporting 2019-2020 Professional Development Plan Session Two Principles 2 (valid evidence) and 4 (not all performances Session One Session Three Principles 1 (unpacking Principles 6 (Report Achievement should be included in standards) and 3 (use of and other factors separately) and rubrics); 5 (Grade most recent work); grades); FAQ: Accommodations and FAQ: Behaviors that Promote Modifications Learning FAQ: Homework/ No Zeros • Present to Principals 9/19 Present to Principals 2/20 • Present to Coaches TBD and Retakes Present to APs: 2/27 • Window to Turn-Key: Window to Turn Key: February 27 September 30 – November – May 20 Session One Session Three Principles 1 (unpacking Principle 6 (report standards) and 3 (use of achievement and other rubrics); Session Four Session Two factors separately) Gradebook Principles 2 (Valid evidence) and FAQ: Accommodations and 4 (not all performances should Present to Principals 3/26 FAQ: Behaviors that be included in grades) Present to Coaches TBD Modifications Present to Principals 11/14 Promote Learning Window: April 13 – May 5 Present to Coaches TBD Window to Turn-Key: November 25 – January 10 Turn Key Window: February 27 th – May 20 th
SBGR Principle 6 Report Achievem ent and Other Factors Separately Turn Key PD Window 2/ 27 – 5/ 20 District Sponsored Day 5/ 20
PI LLAR 1 PI LLAR 3 Standards- Effective, Caring, Aligned Culturally Culturally Responsive Com petent Teaching and Teachers, Learning Leaders & Staff
Aspirational Goals & Disproportionality 80% of 3 rd grade scholars will be meeting or In order to meet exceeding grade level standard in ELA. our aspirational goals for 2022 There will be no disproportionality evident in our data. 100% of scholars feel their school is safe and welcoming. 100% of scholars are engaged and challenged We MUST eliminate 80% of 8 th grade scholars will be meeting or disproportionality exceeding grade level standard in ELA. across all student outcomes 95% of the senior class will graduate on time.
PRI NCI PLES OF GRADI NG
Revisit Fall SBGR Self- Learning Targets Assessm ent Participants will … and Principle 6 : I will review and self-assess my implementation of the 6 Principles of Grading that undergird Standards Based Report Achievem ent and Grading and Reporting. Other Factors Separately I will understand how achievement and other factors are reported separately. Throughout the session, think about questions/feedback. You will provide these in an online form at the end of the session.
Standards Based Instruction + Standards Based= Standards Based Grading & Reporting Standards-based Standards-based Grading and Reporting Instruction Written Grading Taught Reporting system Assessed curriculum
PRI NCI PLES OF GRADI NG These principles capture the essential day-to-day instructional m oves that teachers m ake to fully im plem ent SBGR.
PRI NCI PLES OF GRADI NG SELF- ASSESSMENT FALL 2019 REVI EW WHAT DO YOU NOTI CE? WHAT DO YOU WONDER? Beg. Dev. Fluent 8% 43% 49% Beg. Dev. Fluent Student Involvement with the Principles ELEMENTARY and assessment for learning 7% 47% 46% Elementary: Student Beg. Dev. Fluent Involvement 5% 42% 53% Beg. Dev. Fluent Beginning 13% 28% 3% 30% 67% Development Beg. Dev. Fluent 59% Fluent 4% 40% 56% Beg. Dev. Fluent 7% 31% 62%
PRI NCI PLES OF GRADI NG SELF- ASSESSMENT FALL 2019 REVI EW WHAT DO YOU NOTI CE? WHAT DO YOU WONDER? Beg. Dev. Fluent 6% 46% 48% Beg. Dev. Fluent Student Involvement with the Principles SECONDARY and assessment for learning 5% 41% 54% Secondary: y: Student Beg. Dev. Fluent Involvement 4% 47% 49% Beg. Dev. Fluent 9% Beginning 6% 35% 59% 38% Development 53% Beg. Dev. Fluent Fluent 12% 49% 39% Beg. Dev. Fluent 7% 40% 53%
Mid Year PRI NCI PLES OF GRADI NG Self-Assessment 1. Read through the Principles of Grading Implementation Rubric 2. Independently circle where you believe yourself to be on the 6 Principles of Grading and Student Involvement 3. Use the following bit.ly to enter your anonymous self-assessment http://bit.ly/1920MidYearCert
PRINCIPLE 6 & THE PURPOSE OF THE REPORT CARD The purpose of the report card is to communicate separately, at a certain point in time, scholars progress of: 1) Achievement of academic standards 2) Behaviors that promote learning (non-academic, social-emotional development, work habits) Separates academic and non-academic (skills/behaviors that promote learning) so that academic grades are a more accurate measure of student learning and mastery of standards Teachers and principals presenting recommendations Placed emphasis on a “Point in Time” so that the report card is clearly for the SBGR Committee. indicating how a scholar is achieving at a point in time against the standard
BEHAVIORS THAT PROMOTE LEARNING
BEHAVIORS THAT PROMOTE LEARNING Partner read and underline ideas, key words, and terms Partner A: Read the Handbook page that outlines the Behaviors that Promote Learning for your level (K-2, 3-5, 6-8, 9-12) Partner B: Read Fix 1: Don’t include Student Behaviors in Grades; include only achievement Turn and Talk to a Partner • What are some ways you can support scholars in understanding the intersection between behaviors that promote learning and academic achievement?
Feedback • How did the first 2 modules go? • Principles 1 (unpacking standards) and 3 (use of rubrics); FAQ: Accommodations and Modifications • Principles 2 (valid evidence) and 4 (not all performances should be included in grades); FAQ: Homework/ No Zeros and Retakes • In addition to Gradebook, what additional learning do you need around SBGR? (planning for Module 4)
Agenda 1. Standards Based Grading and Reporting 2. District Initiatives: Sheltered Instruction
How Sheltered Instruction Institutes will benefit our scholars? Increase ELL scholars’ participation and engagem ent in core content classes . Increase yearly exit rate of ELL scholars. Increase ELL scholars’ growth from progressing to proficient. Respond to ELL scholars’ needs and improve their college and career readiness. More staff are better equipped w ith ELL best practices and gain com petency in providing Sheltered I nstruction in their classroom .
Current Situation: W here our ELs are now 17% are 12.7% 47.1% active ELs in exited in made high 2018-2019 progress schools 14.5% 72.9% Emerging Progressing Level Level
Current Situation: W here are our teachers now ? • Small percentage trained in SIOP and/ or GLAD. • Very few teachers are dually endorsed in ELL and another content area. • A small percentage of staff, including both administrators and general education teachers, have basic understanding towards language acquisition. • There is a clear need for administrators and content teachers to be trained in BEST ELL practices.
District-W ide Needs • More training in how to provide equitable schooling experiences to Els. • Lack of understanding towards pedagogical linguistic knowledge (PLK) and disciplinary literacy.
Sheltered I nstruction Trainings GOAL Every ELL scholar in FWPS will have equitable access to trained teachers in best ELL practices.
Sheltered I nstruction I nstitutes Tw o Secondary Tw o Elem entary • # 1 – 50 Participants • # 1 – 75 Participants • # 2 dates: • # 2 dates: • March 3 rd • March 3 rd • April 21 st • April 21 st • May 12 th • May 12 th
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