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Establishing Your Vision and Goals: Numeric Goals and Aligned Plans. August 5 th , 2011. Agenda. Review what strong instructional plans and materials are and review examples from Student Achievement Toolkit (25 minutes)

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Establishing your vision and goals numeric goals and aligned plans

Establishing Your Vision and Goals:Numeric Goals and Aligned Plans

August 5th, 2011


Agenda
Agenda

  • Review what strong instructional plans and materials are and review examples from Student Achievement Toolkit (25 minutes)

  • Identify and discuss strong examples of numeric goals and why they’re strong (35 minutes)

  • Use the online calculator to determine possible goals for your context (15 minutes)

  • Discuss next steps for completing online course once teachers have identified school-site or system-wide resources/expectations (15 minutes)



Vision and big goals
Vision and Big Goals

The End of the Year

Vision

Big Goal(s)

Units of Study

Long-term Traits and Mindsets


Question
Question

  • Your task is to climb Mt. Everest. You’ve never climbed a mountain before, but you really believe in climbing and are excited to take on the challenge.

  • You have a clear vision. Now where do you begin?


What components would you likely need
What components would you likely need?

  • Big picture: you need materials that help you answer the previous questions

  • If you like to think in details, you will likely need/want:

    • Long-term plan

    • Unit 1 plan

    • Unit 1 assessment

    • Tracking tool for outcomes on unit 1 assessment*

    • Possible summative assessment

    • Diagnostic*

    • Management plan*

    • Investment plan*

      *Not a focus of this session.


What makes a strong instructional plan
What makes a strong instructional plan?

  • Questions you should ask yourself:

    • Does this plan lead students to transformational outcomes?

    • Is this plan as good as what students at high-performing schools receive?

    • Does this plan make sense for me and for my school’s vision/curriculum?





Using your resources
Using your resources

Use the next 15 minutes to explore examples in your (likely) content and grade level.

*Note for FL teachers: look at resources for multiple languages!


3 2 1
3, 2, 1

3 things we liked about what we reviewed

2 questions we have for our schools/M, TLDs

1 really cool idea we have now


Baltimore city resources
Baltimore City resources

  • Bcpss.org

  • Login as tfateacher, password is bcpss1


Using your resources1
Using your resources

Use the next 15 minutes to continue to explore examples in your (likely) content and grade level.


Questions
Questions

  • What do you think might be important for your plans?

  • What questions do you have for your school or M, TLD?


Cornerstone courses
Cornerstone courses

  • When you have identified your instructional plans from your school OR identified that you need instructional plans, you should be completing the Cornerstone courses below


Vision and big goals1
Vision and Big Goals

The End of the Year

Vision

Big Goal(s)

Units of Study

Long-term Traits and Mindsets


Strong numeric goals in different contexts
Strong numeric goals in different contexts

  • If you’re climbing Everest, how far should you go each day? What are the best goals for time?


Strong numeric goals in our context
Strong numeric goals in our context

  • In general, strong goals are measurable, they represent your individual impact on a group of students, and they are informed by our experience about what is most important for students

  • We use several numeric targets as strong proxies of the likely enduring academic growth we aspire to.

    • Some examples include:

      • 80% mastery of prioritized standards on teacher-created or –compiled assessments

      • Gap closure of 40% on state assessments (gap closed between our students and high-income peers)

      • High-performing classroom benchmarks (appropriate for some nationally scored tests)

      • 1.7 years of reading growth

      • 1.7 years of writing growth





Everest
Everest

  • What else do you need to finish climbing the mountain?

  • What questions do you have for your school/administration?

  • What questions do you have for your M, TLD?


Closing
Closing

  • FROM YOUR ORIENTATION GUIDE:

    • What life-changing opportunities should your students have access to? What does that imply about what they need to accomplish this year?

    • What do your students need to master in terms of rigorous content in order to compete with kids in more affluent communities and have access to key pathways to opportunity?


Vision expectations
Vision Expectations

Saturday August 6th

1st Draft of your Classroom Vision/Goal

Beginning-of-Year conversation

-An idea for how you will sell your Vision/Big Goal to your students and invest them

August 20th

2nd Draft of Vision/Big Goal


Questions to keep in mind
Questions to keep in mind

  • Questions you should ask yourself:

    • Does this plan lead students to transformational outcomes?

    • Is this plan as good as what students at high-performing schools receive?

    • Does this plan make sense for me and for my school’s vision/curriculum?


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