bringing the granite way into focus
TRANSCRIPT
![Page 1: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/1.jpg)
Superintendent Martin W. BatesGranite School DistrictAugust 5, 2015
![Page 2: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/2.jpg)
Educator EvaluationLaw: student growth part of evaluationUSBE rules must prescribe how calculatedGSD intends legal compliance, preservation of current evaluation system
![Page 3: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/3.jpg)
School Year 2015 - 2016
![Page 4: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/4.jpg)
We are the best test administrators in the history of Granite School District . . .
but to what end?
![Page 5: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/5.jpg)
Pre-Assessments
Inform instructionneedsstrengths
Establish growth baseline
Interim/Post-Assessments
Feedback on instructionstandards being taughtefficacy of instruction
Inform level of student proficiency
teacherstudentparent
Demonstrate growth
![Page 6: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/6.jpg)
Jointly (as grade levels or teams) plan instruction and common formative assessments based on assessment data
Jointly share strategies based on assessment data
Jointly plan interventions and extensions based on assessment data
![Page 7: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/7.jpg)
Fidelity to the Core - not fidelity to tools
Instructional Framework - best teaching practices
Tools and Assessments – maps, pacing guides, assessments
Why?
Professional Learning CommunitiesTo what end?
MTSS – Tier I, II, III instruction
![Page 8: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/8.jpg)
Pre-AssessmentInterim
Assessment Final Assessment
Pre: 1st, 2nd, 3rd & 4th Quarters
Post: 1st, 2nd & 3rd
QuartersSAGE (or 4th
Quarter Post)
![Page 9: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/9.jpg)
Too many assessmentsBenchmarks less than helpfulData difficult, if not impossible, to get in useful formatBenchmarks wonderful
from schools that also loved YPP, Acuityfrom schools tending to score above the line in their “demographic slices”
Frankly, we agree with all of these assessments.
![Page 10: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/10.jpg)
Frequency
Utility
![Page 11: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/11.jpg)
Tested SubjectsMath, ELA, Science
Pre-/post quarterly benchmarks for each course created by Curriculum Dept with district teachers
SAGE Interim and Summative tests for each course provided by state
Non-Tested SubjectsAll other courses with prescribed state standards
Pre-/post quarterly benchmarks for each course created by Curriculum Dept with district teachers
No state assessments for these courses
![Page 12: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/12.jpg)
Elementary, Secondary Tested Subjects
1st Semester Pre-
1st Semester Post-
2nd Semester Pre-
SAGE Summative
Three district assessments + state summative assessment (down from 7)
Secondary Non-Tested Subjects
1st Semester Pre-
1st Semester Post-
2nd Semester Pre-
2nd Semester Comprehensive Post
Four district assessments (down from 8)
![Page 13: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/13.jpg)
No testing windows, but consider the following:pre-tests to be completed during first three weeks of each semester (new students any time)posts to be completed no later than during last two weeks of each semester
How will you know if it’s being done?
![Page 14: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/14.jpg)
https://www.dropbox.com/s/i0y0opcy7apghf7/Superintendent%20GB%20Matrix%20Report%208%205%202015.mp4?dl=0
Teacher prints two copies - one for principal, one for teacher to share with colleagues in PLC
![Page 15: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/15.jpg)
![Page 16: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/16.jpg)
![Page 17: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/17.jpg)
![Page 18: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/18.jpg)
Interim reports by teacher and by student provide three things:
a score (e.g. 562)‘+,’ ‘=‘ or ‘–’ signsother information about performance relative to others
Do not provide information necessary to inform instruction, give feedback on instruction or proficiency
Do take significantly longer to administer than benchmarks
So we are not prohibiting their use, but they do NOT replace benchmarks.
![Page 19: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/19.jpg)
Remember the purposes for assessments
Consider some expectations for PLCs
![Page 20: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/20.jpg)
If a teacher teaches a tested subject, that subject determines the team.
If a teacher teaches multiple tested subjects or multiple untested subjects, the subject taught the most determines the team.
![Page 21: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/21.jpg)
Jointly (as grade levels or teams) plan instruction and common formative assessments based on assessment data
Jointly share strategies based on assessment data
Jointly plan interventions and extensions based on assessment data
![Page 22: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/22.jpg)
Use of FAsshort end of unit/specific concept assessments
Use of CFAshelpful for planning, collaborating, helping one anotherto inform PLCs
Purposeful useconsider contextnot about compliance but outcomes
![Page 23: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/23.jpg)
Texts are tools to be used selectively.
Prepared chapter tests are to be used selectively.
only questions relevant to standard taught
Progress of some students is monitored regularly for several reasons.
prepared chapter tests - effective progress monitoring tool of standards taught
![Page 24: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/24.jpg)
What do these reports tell you about students in different classes?
needsstrengths
What should a PLC be discussing given this information?
![Page 25: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/25.jpg)
Should all classrooms be doing the same thing day-to-day?
Is there value in sharing this information with parents/students?
Other observations?
![Page 26: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/26.jpg)
What information does this report provide about what is and isn’t being taught/learned overall?
What does this report tell you about individual learners?
![Page 27: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/27.jpg)
What discussions should this report prompt in PLCs?
Is there value in sharing this information with parents/students?
Other observations?
![Page 28: Bringing the Granite Way into Focus](https://reader036.vdocuments.net/reader036/viewer/2022062906/58667ba51a28ab68408b4f7e/html5/thumbnails/28.jpg)
Issue: still takes a few steps to print reportworking toward greater automaticityworking toward housing non-tested on same platformworking toward haptic capacity for questions
Issue: some teacher concerns about benchmark questions
providing form for teacher feedbackinviting teachers for routine question revision