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Tracking Student Progress

Tracking Student Progress. Design Question 1 – Element 2. Tracking Student Progress. How will you facilitate tracking student progress on one or more learning goals and/or targets using a formative approach to assessment?. Before we begin….

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Tracking Student Progress

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  1. Tracking Student Progress Design Question 1 – Element 2

  2. Tracking Student Progress How will you facilitate tracking student progress on one or more learning goals and/or targets using a formative approach to assessment?

  3. Before we begin… • Watch this video to learn about the Benefits of Tracking Student Progress • This presentation is designed to show how to implement this element with students now how to write a scale for your learning goal. DSBPCProDevelopment. "Element 2 Tracking Student Progress." YouTube. YouTube, 08 Oct. 2013. Web. 09 June 2016.

  4. Review Teacher and Student EvidenceNOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

  5. Review Scale for Element 2

  6. Desired Effect for Student Learning Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 2 is “Students understand their current status on the scale and can articulate their progress toward the learning goal.” To receive an Innovating rating, the teacher must adapt and create new strategies for unique student needs and situations in order for the desired effect to be evident in ALL students.

  7. Before watching the videos, think about… • How do you monitor where students are on the scale a given learning goal? • How do you celebrate when students move up on the scale?

  8. Example of Element 2: Tracking Student Progress Disclaimer: In the following video, the learning goal’s scale is from 1 to 4. This is INCORRECT.A correct scale must be from 0 to 4. Note: Element 1 and 2 overlap with each. Although the title of this video is Element 1 there is still pertinent information to Element 2. Element 1 Providing Clear Learning Goals and Using Scales DSBPCProDevelopment. "Element 1 Providing Clear Learning Goals and Using Scales." YouTube. YouTube, 30 Sept. 2013. Web. 09 June 2016.

  9. Example of Element 2: Tracking Student Progress Disclaimer: In the following video, the learning goal’s scale is from 1 to 4. This is INCORRECT.A correct scale must be from 0 to 4. Note: Element 1 and 2 overlap with each other. Although the following video shows evidence of Element 1 there is still pertinent information to Element 2. Element 2: Tracking Student Progress Pasco Schools. "Tracking Student Progress Utilizing Math Scales." YouTube. YouTube, 17 Sept. 2013. Web. 09 June 2016.

  10. Now that you have watched the videos, reflect… • To achieve an Applying rating, how could you monitor the extent to which students understand their level of performance in regards to the scale? Need monitoring ideas? Click here • To achieve an Innovating rating, how can you adapt and create new strategies that facilitate tracking student progress for ALL unique student needs and situations? Need adaptation ideas? Click here

  11. Remember… • Design scales based on standards. • Deliberately plan ongoing checkpoints for students to use the scale to reflect on and rate their learning. • Students should use evidence to support their rating on the scale. • Use formative assessments throughout your lessons to check student progress – e.g. exit slips, think pair share, individual white boards.

  12. It’s Your Evaluation, Make the Most of It! Your evaluator will only rate you on what he/she sees which is OK because it is not necessary for you to have everything checked in the teacher and/or student evidence to receive a good rating. Also, remember you can invite your evaluator to your classroom to see you using this element. You have control of what your evaluator sees.

  13. Is This Element in Your PGP? • Sign into www.effectiveeducators.com. • Click on the Growth tab • Click on the Plans option. • Open your current plan and fill out a new Reflection Log, answering the appropriate questions. • Decide how you will change your teaching as a result of viewing this module. • Execute your change, reflect on its impact, and complete another Reflection Log in iObservation.

  14. How Are You Supported? Here are resources in case you have further questions: • Your evaluator • Another evaluator on your campus • Your school’s Classroom Practice Mentors (CPMs) • For more examples and resources visit the All About Marzano website • Everything you ever wanted to know (and more) about Tracking Student Progress – Pasco County Schools

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