Portrait of a Graduate: District Launch Meeting March 12, 2020 - PowerPoint PPT Presentation

Portrait of a Graduate: District Launch Meeting March 12, 2020

INTRODUCTIONS Name, role, school. What is one skill you believe all CREC graduates should demonstrate upon graduation in order to be successful in the next step of their work/learning journey?

Link for Materials greatschoolspartnership.org/CRECPoG

Outcomes 1. Develop shared understanding of what a PoG is and how it informs and supports readiness for students 2. Review and understand the timeline/work plan for developing a CREC PoG 3. Determine what will be system-level (i.e. applies to all schools) and where school autonomy lies 4. Articulate hopes, concerns, and needs moving forward 5. Determine a building-based action plan to complement the district plan

Agenda Welcome, agenda review Community agreements Context setting What is a Portrait of a Graduate Review and “tune” district plan Considerations and guidance School planning Next steps

Community Agreements A. respect time B. monitor air time C. listen well D. respect differences E. support a culture of possibility F. freely attend to personal needs G. foster good humor H. maintain confidentiality when necessary What else do you need in order to do your work well?

Parking Lot…

District Context & Hopes ���������������� ����������������������������������������������������������� ������������������������������������������������������� ��������� ����������������������������������������������������������������� �������������������������������������������������������� ��������������������������������������������������������� ���������������������������������������������������������� �������������������������������������� � �

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What is a Portrait of a Graduate? THINK: What is a PoG? How does it help support readiness among graduates? PAIR: share your responses with an elbow partner SHARE: share what you noticed and gleaned from your paired conversation with the larger group

����������������������������������������������� Graduation Communication Assessment Practices Requirement of Progress Graduation YES Transcripts, �������������������������������� in each graduation competency. Report Cards, Competencies ���������������������������������� Grades 3–6 cross-curricular over time through multiple and 3–6 in each content area varied methods. Essential, enduring, and transferable skills and knowledge. Formative and Performance Indicators NO Students advance their learning Summative on performance indicators through 5–8 per competency formative assessments and create Feedback Measurable skills and knowledge that ������������������������������� comprise a graduation competency. summative assessments. Formative Students build their knowledge Learning Targets NO Feedback and skills through practice on The discrete elements of each performance learning targets and feedback indicator that guide daily learning. from formative assessments. 2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

“Tuning” our plan A. Presentation (Marlene) - 5 min B. Time to read - 5 min C. Clarifying questions (to build our understanding of the document) - 8 min D. Formulate our feedback - 2min E. Warm feedback: what resonates, what seems aligned with current improvement efforts, how this can support and further our collective work? - 5 min F. Cool feedback: what do you wonder about, what seems challenging, what ideas might you add to enhance its success? - 13 min G. Presenter reflections - 3 min H. Debrief - 3 min

Break

Considerations & Guidance A. Engagement B. Review of data and emergence of themes C. Articulation of Competencies D. Development of Performance Indicators and Scoring Criteria E. Assessment design and planning for learning F. Scoring G. Grading and reporting H. Accountability

Engagement Spectrum Providing Encouraging Sharing Information Involvement Power More school Less school directed directed Less community More community involvement involvement

Chalk Talk A. Silent activity B. No one may talk at all and anyone may add to the Chalk Talk with words or graphics as they please C. You can comment on other people’s ideas simply by drawing a connecting line to the comment D. People write as they feel moved. There are likely to be long silences — that is natural, so allow plenty of wait time before deciding it is over. Participants may write comments, ask questions, draw images/ graphics, show connections between various comments

Chalk Talk Questions A. What is currently in place that would support the assessment of PoG competencies? B. How might we give students opportunities to develop and demonstrate their PoG Competency? C. What should we consider as we work to hold all graduates accountable to PoG competency? D. What are the needs of the staff to implement a PoG?

School Planning

School-Based Portrait of a Graduate Action Plan Template Phase 1 - Develop District and School Competencies (March -- December 2020) ACTION STEPS OUTPUTS TIMELINE NOTES Describe the specific action steps Process Data - Indicate when the proposed Consider who is involved; that will be implemented to support How will we know we are on track action steps will be carried out external partners, resources our goal. to hit the target? and when they will be completed. needed, data collected, etc. What needs or resources would be helpful? I. Form school-based PoG team (membership, meeting schedule, meeting protocol, team responsibilities) Completed by:

ACTION STEPS OUTPUTS TIMELINE NOTES Describe the specific action steps Process Data - Indicate when the proposed Consider who is involved; that will be implemented to support How will we know we are on track action steps will be carried out external partners, resources our goal. to hit the target? and when they will be completed. needed, data collected, etc. What needs or resources would be helpful? II. Engage stakeholders in the planning (recruit, invite, schedule, design, facilitate forums, brainstorm PoG attributes) Completed by:

ACTION STEPS OUTPUTS TIMELINE NOTES Describe the specific action steps Process Data - Indicate when the proposed Consider who is involved; that will be implemented to support How will we know we are on track action steps will be carried out external partners, resources our goal. to hit the target? and when they will be completed. needed, data collected, etc. What needs or resources would be helpful? III. Develop draft PoG competencies (determine themes, develop competency statements, share and seek feedback, refine, share with District Team) Completed by:

ACTION STEPS OUTPUTS TIMELINE NOTES Describe the specific action steps Process Data - Indicate when the proposed Consider who is involved; that will be implemented to support How will we know we are on track action steps will be carried out external partners, resources our goal. to hit the target? and when they will be completed. needed, data collected, etc. What needs or resources would be helpful? IV. Share District and refine School-based competency (determine whether to pursue the development of one school-based competency, engage stakeholders, share and seek feedback, refine). Completed by: Phase 2 (2021): Develop resources that we need to gather evidence (rubrics, assessments, curricula) Phase 3 (2022): Test and implement resources (rubrics, assessments, curricula); continue to revise curriculum Phase 4 (2023): Fully implement and refine logistics such as grading, reporting, accountability, and graduation across the district

School Planning & Working Lunch

Brief School Team Reports

Closure One aha, new idea, or affirmation One question I still have One hope I have

Next Steps…

482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org THANK YOU Mark Kostin Associate Director mkostin@greatschoolspartnership.org