Portrait of a Graduate: District Launch Meeting March 12, 2020 - - PowerPoint PPT Presentation

March 12, 2020

Portrait of a Graduate: District Launch Meeting

INTRODUCTIONS

Name, role, school. What is one skill you believe all CREC graduates should demonstrate upon graduation in

• rder to be successful in the next

step of their work/learning journey?

greatschoolspartnership.org/CRECPoG

Link for Materials

Outcomes

1. Develop shared understanding of what a PoG is and how it informs and supports readiness for students 2. Review and understand the timeline/work plan for developing a CREC PoG 3. Determine what will be system-level (i.e. applies to all schools) and where school autonomy lies 4. Articulate hopes, concerns, and needs moving forward 5. Determine a building-based action plan to complement the district plan

Agenda

Welcome, agenda review Community agreements Context setting What is a Portrait of a Graduate Review and “tune” district plan Considerations and guidance School planning Next steps

• A. respect time
• B. monitor air time
• C. listen well
• D. respect differences
• E. support a culture of possibility
• F. freely attend to personal needs
• G. foster good humor
• H. maintain confidentiality when necessary

What else do you need in order to do your work well?

Community Agreements

Parking Lot…

District Context & Hopes

What is a Portrait of a Graduate?

THINK: What is a PoG? How does it help support readiness among graduates? PAIR: share your responses with an elbow partner SHARE: share what you noticed and gleaned from your paired conversation with the larger group

Transcripts, Report Cards, Grades Formative Feedback Performance Indicators

5–8 per competency Measurable skills and knowledge that comprise a graduation competency.

Learning Targets

The discrete elements of each performance indicator that guide daily learning.

Graduation Competencies

3–6 cross-curricular 3–6 in each content area Essential, enduring, and transferable skills and knowledge.

YES NO NO

• in each graduation competency.
• ver time through multiple and

varied methods. Students advance their learning

• n performance indicators through

formative assessments and create

• summative assessments.

Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.

Graduation Requirement Communication

• f Progress

Assessment Practices

• 2018. This work by Great Schools Partnership is licensed under a Creative Commons

Formative and Summative Feedback

• A. Presentation (Marlene) - 5 min
• B. Time to read - 5 min
• C. Clarifying questions (to build our understanding of the

document) - 8 min

• D. Formulate our feedback - 2min
• E. Warm feedback: what resonates, what seems aligned with

current improvement efforts, how this can support and further our collective work? - 5 min

• F. Cool feedback: what do you wonder about, what seems

challenging, what ideas might you add to enhance its success? - 13 min

• G. Presenter reflections - 3 min
• H. Debrief - 3 min

“Tuning” our plan

Break

• A. Engagement
• B. Review of data and emergence of themes
• C. Articulation of Competencies
• D. Development of Performance Indicators and Scoring Criteria
• E. Assessment design and planning for learning
• F. Scoring
• G. Grading and reporting
• H. Accountability

Considerations & Guidance

Engagement Spectrum

More school directed Less community involvement Less school directed More community involvement

Providing Information Sharing Power Encouraging Involvement

• A. Silent activity
• B. No one may talk at all and anyone may add to the Chalk

Talk with words or graphics as they please

• C. You can comment on other people’s ideas simply by

drawing a connecting line to the comment

• D. People write as they feel moved. There are likely to be long

silences — that is natural, so allow plenty of wait time before deciding it is over. Participants may write comments, ask questions, draw images/ graphics, show connections between various comments

Chalk Talk

• A. What is currently in place that would support the

assessment of PoG competencies?

• B. How might we give students opportunities to develop and

demonstrate their PoG Competency?

• C. What should we consider as we work to hold all graduates

accountable to PoG competency?

• D. What are the needs of the staff to implement a PoG?

Chalk Talk Questions

School Planning

School-Based Portrait of a Graduate Action Plan Template Phase 1 - Develop District and School Competencies (March -- December 2020)

ACTION STEPS

Describe the specific action steps that will be implemented to support

• ur goal.

OUTPUTS

Process Data - How will we know we are on track to hit the target?

TIMELINE

Indicate when the proposed action steps will be carried out and when they will be completed.

NOTES

Consider who is involved; external partners, resources needed, data collected, etc. What needs or resources would be helpful?

• I. Form school-based PoG team (membership, meeting schedule, meeting protocol, team responsibilities)

Completed by:

ACTION STEPS

Describe the specific action steps that will be implemented to support

• ur goal.

OUTPUTS

Process Data - How will we know we are on track to hit the target?

TIMELINE

Indicate when the proposed action steps will be carried out and when they will be completed.

NOTES

Consider who is involved; external partners, resources needed, data collected, etc. What needs or resources would be helpful?

• II. Engage stakeholders in the planning (recruit, invite, schedule, design, facilitate forums, brainstorm PoG attributes)

Completed by:

ACTION STEPS

Describe the specific action steps that will be implemented to support

• ur goal.

OUTPUTS

Process Data - How will we know we are on track to hit the target?

TIMELINE

Indicate when the proposed action steps will be carried out and when they will be completed.

NOTES

Consider who is involved; external partners, resources needed, data collected, etc. What needs or resources would be helpful?

• III. Develop draft PoG competencies (determine themes, develop competency statements, share and seek feedback, refine, share

with District Team) Completed by:

ACTION STEPS

Describe the specific action steps that will be implemented to support

• ur goal.

OUTPUTS

Process Data - How will we know we are on track to hit the target?

TIMELINE

Indicate when the proposed action steps will be carried out and when they will be completed.

NOTES

Consider who is involved; external partners, resources needed, data collected, etc. What needs or resources would be helpful?

• IV. Share District and refine School-based competency (determine whether to pursue the development of one school-based

competency, engage stakeholders, share and seek feedback, refine). Completed by:

Phase 2 (2021): Develop resources that we need to gather evidence (rubrics, assessments, curricula) Phase 3 (2022): Test and implement resources (rubrics, assessments, curricula); continue to revise curriculum Phase 4 (2023): Fully implement and refine logistics such as grading, reporting, accountability, and graduation across the district

School Planning & Working Lunch

Brief School Team Reports

Closure

One aha, new idea, or affirmation One question I still have One hope I have

Next Steps…

THANK YOU

482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org

Mark Kostin Associate Director mkostin@greatschoolspartnership.org