Activity Mode Time Frame Purpose Handouts/Addt’l. Information Pre-session Activity: Webinar on rules regarding student growth and reflective write-up Webinar (online) 1.00 Outcome description No. 1 Example Responses Discussion of webinar and responses Large Group Discussion 0.30 Outcome description No. 1 Vignette Small Group Activity and Large Group Discussion 3.00 Outcome description No. 4 A: Background Information B: Midpoint Review C: Summative Resource: Instructor Jigsaw Small Group Activity w/Large Group Share out 0.30 Outcome descriptions No. 2 and 3 D: Learning Forward Standards Leadership Learning Designs Implementation Think-Pair-Share Small Group Activity and Large Group Share out 0.30 Outcome descriptions No. 2 and 3 E: Sample Student Growth Data for Building-Wide Professional Development Whole Group Discussion/ Presentation: Link to Equitable and Continuous Improvement PowerPoint Presentation w/Large Group Discussion 0.20 Outcome descriptions No. 2 and 3 F: PowerPoint Slides numbers G: Common Red Flags Application Dissemination Component Running Record Finalize Outcome descriptions No. 1, 2, 3 and 4 H: Checklist Digital Running Record to be completed in 3 Using 25
and contextual data) consists of twenty 7th graders who demonstrate the following special student characteristics: 5 are ELL students 3 have IEPs 12 come from low income households Student Growth Goal Setting: Mrs. Smith gave her students a pre-assessment on September 1st. Her selected Type 3 assessment is a writing sample which she scored using a 5-point rubric. Her baseline data: Student Pre-Assessment Score/5 point rubric Special Student Characteristics Other Evidence a 3 ELL High absentee in prior year, b 3 Low income household c 3 Low income household d 2 IEP e 4 f 1 Low income household g 5 Low income household h 5 Low income household Won the writing contest last year i 3 ELL Bilingual in Polish and Spanish, limited English j 3 Gifted Program, Low income household k 2 High absentee in prior year, ongoing health issues l 3 IEP m 1 IEP and ELL Polish-speaking, limited English
you prepare to provide constructive and supportive feedback at this initial stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding preparation to my building (local context)? Handout B Midpoint Review: Possible Scenario 1 Possible Scenario 2 Possible Scenario 3 30% of Mrs. Smith’s students are on track to meet or exceed their growth goals (most of her students that are on track for meeting their growth targets have a score of Level 3 or Level 4). Mrs. Smith has grave concerns about the appropriateness of her initial growth targets and wonders if her formative assessments are truly aligned to the initial assessment or whether it is a case that she is only meeting those in the middle but not differentiating enough for the low and high scoring students. She doesn’t understand why students aren’t demonstrating progress and is frustrated with how to move forward. 85% of Mrs. Smith’s students are on track to meet or exceed their growth goals, but she brings specific concerns about students a, h & s. Student a is absent on a regular basis and repeated attempts on Mrs. Smith’s part to contact the student’s parents have been unsuccessful. Student h won the writing contest last year, but he is dealing with his mother’s diagnosis of cancer and is showing reticence to complete formative assessments with the same vigor Mrs. Smith has come to expect. With student s, Mrs. Smith has tried a variety of differentiated strategies, has consulted the instructional reading coach, and partnered with parents on how they can support student s’s growth in writing but has seen little growth in formative 95% of Mrs. Smith’s students are on-track to meet or exceed their growth goals. Mrs. Smith has worked diligently with her students, has administered numerous and varied formative assessments and has adjusted and differentiated instruction to reflect student performance. assessment
suggesting she seek assistance from the instructional reading coach. Mrs. Smith worked with the instructional reading coach throughout the year and attended a training at the ROE and was able to connect with other teachers facing similar struggles. In the end, 75% of Mrs. Smith’s students met or exceeded their growth targets. ROE, where she was able to connect with other teachers facing similar struggles which helped her with all of her ELL students. In the end, student a did not meet the threshold for inclusion in the PERA student growth rating, but Mrs. Smith was proud of the strides she made in connecting with the student’s parents. In the end, 90% of Mrs. Smith’s students met or exceeded their growth targets. Smith with some resources and supports through her local ROE and by suggesting she seek assistance from the instructional reading coach. Mrs. Smith worked with the instructional reading coach throughout the year and attended a training at the ROE and was able to connect with other teachers facing similar struggles. In the end, 95% of Mrs. Smith’s students met or exceeded their growth targets and one student was excluded because he did not meet the attendance threshold for inclusion in the PERA student growth rating. Prompt: Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding the summative conference to my building (local context)? Vignette: Presenter Resource Listen-fors