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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
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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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