1. Student Growth through Long-term Transfer Boone County Schools May 2014

2. Today’s Agenda ▪ From Theory to Practice ▪ What are Enduring/Overarching Understandings? ▪ Break ▪ What are the inherent skills in these Enduring/Overarching Understanding? ▪ What assessments demonstrate student understandings? ▪ Lunch ▪ Writing Team Student Growth Goals that are: – specific – measurable – appropriate – relevant – time bound

3. K Readiness (birth to 6) College, Career, and Life Ready in Boone County Literacy/Numeracy at grade level – RTI (K – 3) Content literacy/number operations/fluency College Readiness Standards (CRS) 13 – 15 (4 – 5), 75%+ percentile on nationally norm-referenced assessments Advanced literacy and numeracy, CRS 16 – 19, 78%+ percentile on nationally norm- referenced assessments, Algebra I (8) English, Math, Reading and Science CRS 20+ (9 – 12) EOC Biology(9/10), Chemistry (11), EOC US History (11) Algebra II (9/10), Geometry (9/10), Pre-Calculus, AP Calculus (11, 12) EOC English I – IV (9 – 12) EOC Score of 3 or higher on AP exams / Dual Credit 24 – 27 range or higher on ACT

5. What are Local Student Growth Goals? A Local Student Growth Goal, or SGG, is an academic goal set by the teacher for students at the start of a course. It represents the most important learning that is aligned to Common Core, State, or national standards, as well as any other school and district priorities. ▪ The goals must be specific and measurable, based on available prior student learning data. ▪ This baseline data may come from a variety of sources such as pre‐tests/pre‐assessments and/or a student’s prior academic history. ▪ Educators’ scores are based upon the degree to which the goals were attained, as evidenced by student academic performance at the end of the course. ▪ This end‐of‐course‐performance can be captured in a variety of ways, such as through performance tasks, extended essay responses, and/or other authentic application of skills.

6. What is the Value in Using SGGs? The development of SGGs encourages educators to focus and align instruction with academic improvement plans. Setting long‐term goals allows educators to plan backwards from a vision of student success.

7. The Work of a Team The Process

8. The Six Steps of the Data Team Process Step 6: Monitor and Evaluate the Results

9. When I say Enduring or Overarching Understandings within your course… ▪ What do you think I mean?

10. Elements of Enduring and Overarching Understandings ▪ Core Principles of the discipline ▪ Transferable understandings ▪ Big picture items ▪ What students “take” with them to the next course

11. What are the Enduring and Overarching Understandings within my discipline? What is it that kids need to know and do by the end of the year??

13. At your table… 1.Access the standards for your course. Locate: Reading/Writing - Anchor Standards Math - Critical Areas Social Studies – Understandings Science – Practices Arts – Understandings Practical Living – Understandings Technology – Understandings CTE – Career and Technical Standards Foreign Language – Understandings ELL – WIDA Proficiency Standards

14. As a team... Select an UNDERSTANDING that the team feels presents a struggle for students and/or carries content weight. Have a discussion around the importance of the understanding and what that looks like in the classroom Chart agreed upon UNDERSTANDING Reflect on your teams’ thinking…

15. Break…

16. What are the inherent skills in this enduring/overarching understanding? Specific to your course, content, and grade level

17. At your table… 1.Access the SKILLS in the standards for the selected UNDERSTANDING. Locate: Reading/Writing – Grade Level Standards Math - Skills within Critical Area Social Studies – Grade level Skills Science – Performance Expectations Arts – Content Skills Practical Living – Content Skills Technology – Content Skills CTE – Career and Technical Standards Foreign Language – Content Skills ELL – Model Performance Indicators.

18. As a team... Have a discussion around the importance of those SKILLS and what they look like in the classroom (both assessment of and instructional design) How do they scaffold over an entire year Chart agreed upon SKILLS from the standards Reflect on your teams’ thinking…

19. What assessments would allow students to demonstrate that knowledge? Constructed Response Performance Tasks Student WorkProject Based Learning Selected Response Speech LDC MDC Student Writing Presentation

20. As a team... Have a discussion around which ASSESSMENTS would allow students to demonstrate that UNDERSTANDING? Think: student thinking = understanding Which SKILLS call for which ASSESSMENTS? Do certain assessments have more weight than others? Chart agreed upon ASSESSMENTS for the selected UNDERSTANDING Reflect on your teams’ thinking…

21. Lunch… Be back in…

22. What Enduring/Overarching Understandings do we expect students to acquire in our school? A gallery walk…

23. In your team, discuss… ▪ Are there understandings that relate to your course? ▪ How often do you feel students have the opportunity to connect grade level to grade level or course to course? Vertical and Horizontal? ▪ What reflections do you have as a team?

24. Building a Team Goal SGG Template

25. The Six Steps of the Data Team Process Step 6: Monitor and Evaluate the Results

26. Boone County SGG Team Planning Template

28. As a team, what pre- and post-assessments will be used to measure the end‐of‐course performance ? Identify which assessment(s) or student work product(s) will be used to measure the end of course performance?

30. Why choose this learning content, evidence and target? Summary of decision-making processes for determining the learning content to be covered in the evidence, as well as how the target was set. Individual Rationale

31. The Six Steps of the Data Team Process Step 6: Monitor and Evaluate the Results

32. SMART The goal is focused on a specific area of need The goal is measureable and uses an authentic measurement The goal is realistic The goal is time bound to a year or the length of a course The goal is appropriate, standards based and directly related to the subject

33. What are Local Student Growth Goals? A Local Student Growth Goal, or SGG, is an academic goal set by the teacher for students at the start of a course. It represents the most important learning that is aligned to Common Core, State, or national standards, as well as any other school and district priorities. ▪ The goals must be specific and measurable, based on available prior student learning data. ▪ This baseline data may come from a variety of sources such as pre‐tests/pre‐assessments and/or a student’s prior academic history. ▪ Educators’ scores are based upon the degree to which the goals were attained, as evidenced by student academic performance at the end of the course. ▪ This end‐of‐course‐performance can be captured in a variety of ways, such as through performance tasks, extended essay responses, and/or other authentic application of skills.