creating an innovative culture of growth (no sensitive data) · 2020-03-19 · creating drafts of...

Creating an Innovative Culture of Growth

Adlai E. Stevenson High School

2014-2015

Main Objectives of Presentation• What is growth?

• Does our data show growth?

• Are we growing as an organization?

• How does this growth culture help students?

• Why is all this important?

What is growth?

Adlai E. Stevenson High School

2013-2014 Goal Summary

Create a Caption....

Must use the words: TRAIN SUCCESSFUL WINDOW

Growth is a demonstrable change in an individual’s or group of individuals’ knowledge or skills, as evidenced by gain and/or attainment demonstrated during two or more events, between two or more points in time.

Does our data show growth?

Adlai E. Stevenson High School

2013-2014 Goals, Projects and Initiatives Summary

Take 10 Minutes...Look over Quarter 3 (Summer Report)

...it is OK to talk

Goal Number OneAll students will meet or exceed the proficiency standards established by the State of

Illinois for the Prairie State Exam prior to graduation.

Let’s Play a Game

Is this something or nothing?

What is causal frame? (Students, Infrastructure, Curriculum,

Instruction, Teachers)

What does this mean for your growth component?

Goal Number TwoAll students will meet or exceed expected growth on the Educational Planning and Assessment

System (Explore, PLAN, ACT).

Goal Number ThreeThe percentage of students in each graduating class who will complete a college-level

course (AP, dual credit, and articulated credit courses) will increase each year.

Are we growing as an organization?

Adlai E. Stevenson High School

Growth

TEXT Text

TEXT Text

Professional Development Growth

How do we manage this area?

The Learning MapMaking sense of the Mess

The Learning Map: Stages

1. Preparation 2. Incubation

3. Insight 4. Evaluation

5. Elaboration

Let’s look at how we manage Formative Assessment with the

map.

Formative Assessment Development

FORMATIVE ASSESSMENT INITIATIVE

We will support each curriculum team and each teacher’s development, implementation, and analysis of formative assessment data by providing teachers with meaningful information to help guide the following: instructional improvement, student learning, and the development of appropriate student interventions.

EXPERT DEFINITION OF FORMATIVE ASSESSMENT

Formative Assessment is a process.

It takes place during instruction.

It provides feedback to both teacher and student

Its purpose is to provide feedback to student to make adjustments that will improve achievement of intended learning outcome (target).

Professional Development Formative Assessment

Development

The Learning MapWhere is everyone at?

Why are some teams and teachers growing faster, slower or

not at all?

Insight

EvaluationElaboration

The LoopImpact on our Culture

Insight

EvaluationElaboration

The Loop

Impact on our Students

Insight

EvaluationElaboration

Point Grading

+1

-1

+1

-1

Total score: 2/4

Mastery Scale

Exceeds Mastery

Demonstrates Mastery

Almost Mastered

Still developing

No understanding

Did not complete or show work

Learning Target: I can solve rational equations.

Major

Major

Minor mistakes with pre-requisite

skills

Grading Change

Assessment Change

Longer periods of reflection before/after assessment

Shorter Assessments

“Scaled” Assessments

Measurable and Proficiency Based Targets

Assessment Becomes a Process

I N S T R U C T I O N A L C H A N G E 8 0 - 2 0 R U L E

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80% 20%

Instruction and Activities Reflection

20% 80%

Instruction and Activities Reflection

Rethinking: Reflection (Original)

Rethinking: Reflection (New)

Rethinking: Assessment (Old)

Fail Once + Fail Profoundly +Fail in Prolonged Agony

Rethinking: Assessment (New)

Re-Performance

Fail Quick + Fail Cheaply + Fail Often

Rethinking: Reporting of Performance/Grades

Old

41

B

Rethinking: Reporting of Performance/Grades (New)

Rethinking: Grading Policies (Old)

Student Performance will be based on total points in the following areas:

a. Class participation/class work b. Homework c. Tests/Quizzes d. Projects

The lowest score that will appear on a student’s report card will be a 60. Teacher shall record actual scores in the grade book and on assigned work, but final averages should be curved to reflect an average of at least 60.

Points shall not be deducted from a student nor shall a student’s grade be  lowered for disciplinary reasons. Any student who is suspended for up to ten days will be given the opportunity to take any exams missed and make up work missed and receive credit for the work.

Student performance must be based on professional decisions supported by evidence.” Gusky

Rethinking: Grading Policies (New)

Point-Based Reporting

Evidence Based Reporting

4 3 2 1

4-3 4-1 2-3 1-4

4-2 3-2 2-4 1-3

3-4 3-1 2-1 1-2

A: A score of “3” or “4” in each of the three academic standard

B: A score of “2” in any one Standard (with grades of “3” or “4” in the remaining Standards)

C: A score of “2” in more than one Standard (no score of “1”)

D: At least one score of “1”; at least one score of 2 or above

Standard 1 - 3 Standard 2 - 4 Standard 3 - 2

!!

Problem # Learning Target Score Rubric Comments

5, 6, 7 LTD: Factor /3 3 Correct

2 Correct

1 Correct

0 Correct

8 LTB: Graphing in factored form /5

5 All parts included

and correct

3 Minor

calculation errors

1 Several major errors

0 Did not attempt

9 LTF: Graphing in standard form /4

4 All steps included

2 1-2 minor

steps missing

1 Major steps

missing

0 Did not attempt

10 LTB: Graphing in factored form /2

2 Essentially correct w/ explanation

1 Incorrect

answer, shape of graph is mentioned

0 Did not attempt

11 LTC: Writing equations /5

5 Essentially

correct

3 Minor errors

1 Major steps

missing

0 Did not attempt

12 LTD: Factor /4 4

Factored correctly

2 Minor errors

1 Major errors

0 Did not attempt

13 LTE: Solving /4 4

Solved correctly

2 Set each

factor = 0

1 Major errors

0 Did not attempt

14 LTE: Solving /4 4

Solved correctly

2 Minor errors

1 Major errors

0 Did not attempt

The First Attempt:

Rethinking: Rubrics

Almost There

TOTAL: /85

Problem # Learning Target Score Rubric Comments

1-5 Multiple Choice

/5 5 Correct

4 Correct

3 Correct

2 Correct

1 Correct

6 LTA:

Graphing Given vertex

/10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

7 LTA:

Graphing Using Calculator

/10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

8 LTB: Write an

equation Given a table

/10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

9 LTB: Write an

equation Given a graph

/10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

10 LTC: Solving Zero Prod. Prop /10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

11 LTC: Solving

Quadratic Formula

/10 10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

12 LTC: Solving

Square Root Method

/10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

13 LTD: Model Real World Situations

/10

10 - 9 Exceeds Mastery

8 Demonstrates

Mastery

7 Almost

Mastered

6 Still

developing skills

5 - 0 Does not

demonstrate understanding

Advanced Algebra Name: Unit 2 Test RUBRIC

Rethinking: Rubrics

Final ProductExceeds Mastery

Demonstrates Mastery

Almost Mastered

Still developing

No understanding

Did not complete or show work

Rethinking: Rubrics

AREA 2012-2013 N0 EBR 2013-2014 EBR Change+-

Preterite 86 89 3

Imperfect 76 86 10

Listening* 81 84 3

Vocabulary* 83 86 3

Ser vs Estar 81 92 11

Reflexives 66 98 32

Present 98 99 1

% of students at 3 level (proficient)

* raw average score only because of test structure

Semester 1 2013• Class of 2016

• Placement Scores: 82/12

• Class of 2017

• Placement Scores: 81/12M.C./Writing M.C./Writing

WHAT LEADERSHIP GOES INTO KEEPING TEACHERS IN THIS LOOP?

Insight

EvaluationElaboration

Staying In The LoopUse the Map

Find out where everyone is at?

Don’t define the whats

Look for the elements and allow for creativity and flexibility

Create the container

Show Prototypes, Set Benchmarks

Create a Community

Create interpersonal ties and personalized connections to Initiative 51

Why is all of this important?

Adlai E. Stevenson High School

Timeline & Purpose2013-2014: Casting Roles and Building Script

Common definitions and lens, Building fact trails, Calibrating ideas and logistics, Defining roles

2014-2015: Building the Set

Creating drafts of healthy models and Evaluating value added components

2015-2016: Dress Rehearsal

Trial run of model, Analysis of effectiveness, and Re-working of various components

2016-2017: Opening Night

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