Elk Grove A Snapshot of Elk Groves May

  • Slides: 1
Download presentation
Elk Grove A Snapshot of Elk Grove’s May Convening “STARTS” Goal: Teachers will “mine

Elk Grove A Snapshot of Elk Grove’s May Convening “STARTS” Goal: Teachers will “mine the room” to purposefully select students who have started to solve the task and have them come up explain their thinking while showing their work. Click poster above for large version. Outcomes of *practice* goal-setting activity: By June 2015, we will…. 1) School Level Goal: The percentage of students reaching proficiency on EGMAP Benchmark 1 Assessment would be 75% 3) Move the percentage of teachers from not present to mid-level implementation of the Core 4 strategies as identified in the MQI matrix. 2) Teachers will implement the strategy of STARTS “How do we make sense of the data we gather to produce summary statements and provide information? “- Cara “What are we assessing and at what level: school, teacher, district? ” – Mark “We want to provide site leaders with a tool or ideas to guide and support common core expectations – look-for’s walk through protocol” Anna Role Alike Snippets Team Member Attendance Position Cara Kopecky Curriculum Specialist Geri Keskeys Math Generation PLC Coordinator Mark Freathy Curriculum Specialist for K-12 Mathematics Fawzia Keval Director, Pre. K-6 Education Anna Trunnell Director, Curriculum and Professional Learning “A goal is to develop walk-through forms focused on student learning as a tool to support administrators and teachers” - Geri Team self-evaluation VISION • • • Develop and implement a shared, coherent, non-negotiable and compelling vision for mathematics instruction and assessment, Be able to demonstrate progress towards a district-wide understanding of that vision, and Establish and describe a multi-tiered evidence-gathering program that advances the math vision. Your Score 1. 25 Mi. C Avg 2. 3 PROCESS • • • Identify and teach the components of its approach to building instructional leaders’ and teachers’ capacity to lead change; Identify the primary reasons this approach is effective; and Connect and align this approach to support its vision for instruction and assessment. Your Score 2. 25 Mi. C Avg 2. 67 CONTENT • • • Articulated and refined a clear formative assessment cycle to support teacher instructional shifts; Developed associated tools and rubrics to support that cycle and its related instructional needs (curricular and otherwise); and Supported [all] teachers in deepening the use of a formative assessment cycle to catalyze shifts in instructional practice. Your Score 1. 25 Mi. C Avg 2. 52 *These scores are from the self-evaluation rubric your team filled out before the convening. They will be constantly evolving as your team continues to fill out the self-evaluation rubric throughout the year(s). They are only used to help your team assess your progress toward vision, process and content over time.