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ELPS 465 Class June 09 2011
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ELPS 465 Class June 09 2011

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ELPS 465 Summer Session I Class powerpoint on Erasing Inequities in student learning...

ELPS 465 Summer Session I Class powerpoint on Erasing Inequities in student learning...


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  • I really enjoyed the 'Inequity Eraser' chapter in your new book. I paired your thoughts with DuFour's list of supporting research on teams from the 'Ahead of the Curve' conference and had a great discussion with a colleague of mine from HPHS. I'm adding this to my 'affirming resources.' Thanks!
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  • Slides 5-7 4 min In binder – Section 5 Page 21 (1) These are our intended outcomes for this session. We will be reflecting back on these outcomes at the end of the session today. Take a moment to read these bullets. (2) Summary: These bullets are addressing: Looking at the 2 types of assessment: formative & summative assessment Looking at how to model BOTH assessments in our PD w/ teachers How to LEAD teachers to understand both and to use both w/ students and why both are necessary to improve student achievement
  • You have discussed a lot of things related to formative and summative assessment. Think back on these things and check out the traffic light . . . Write RED – stop doing YELLOW – continue doing GREEN - begin to do
  • Transcript

    • 1. ELPS 465 – Choose to be an Inequity Eraser!   In PLC’s - Assessment is no longer viewed as a teacher isolated act or event. Assessment is understood as a major inequity creator if left unattended… June 9 th , 2011  
    • 2. Case Study #7 Dr. Zeemer
      • Dalton – K-12, 1750 students, enrollment growth – decision made to add an elementary school, and shift lots of stuff…
      • Now Needs to hire a new Admin Assist.
      • Take 3 minutes to discuss your blog response with a shoulder partner…
    • 3. Case Study #7 Dr. Zeemer
      • At least Four Failures:
      • To engage all stakeholders
      • To consider corresponding staffing reccs
      • To submit multiple reccs, with variant costs
      • To place Vision and Value parameters on any decision…
    • 4. Case Study #7 Dr. Zeemer
      • Your Task: Submit an entry on your blog:
      • Dr. Zeemer: Task Force Assumptions (boundaries)
      • List 4-5 “Boundary” Statements for the Task Force work: IE:
      • Task Force recommendations must…
      • minimize the # of students (and parents) that move to the new school.
    • 5. The Visible and Invisible Work of the Superintendent
      • Bricks and Mortar are very visible…
      • Erasing Inequities is very INVISIBLE
      • Go to page 106 of the Five Disciplines Reading… and read/highlight pages 106-108
      • Stop at the Accept Others Heading
    • 6. The Six School Inequities YOU Can Erase!
      • 1. Access Inequity – What are your tracking practices?
      • 2. Task Selection Inequity – What is the rigor level of the daily student task experience… AND… How do you know?
    • 7. The Six School Inequities YOU Can Erase!
      • 3. Formative Assessment Inequity – What is the variance in rigor in HW assignments, make up work policies, quality of teacher feedback to students and student goal setting?
      • 4. Summative Assessment Inequity – What is the rigor level of the daily student task assessment experience… AND… How do you know?
    • 8. The Six School Inequities YOU Can Erase!
      • 5. Grading Inequity – To what extent does there exist a fidelity and accuracy to assigned grades?
      • 6. RRTI Inequity – What is the level of required and timely student response to intervention? At any Tier level?
    • 9. A look at #5 - What is the Vision for Grading Practices in Your School or District? How are Summative Assessments used to measure program and student performance? High Quality Grading Practices and Boundaries : Think about the current grading practices in your school or district. Think of it as the “Rules of the grading game”. Judge your current practices against these Four boundary Markers of a PLC approach to Grading “Vision”
    • 10. What is Your Vision for Grading Practices in Your School or District? Grades must be accurate : How do you know if grades in your school and grade levels actually reflect expected student knowledge, effort and performance? Does there exist inter-rater reliability?  
    • 11. What is Your Vision for Grading Practices in Your School or District? Grades must be fair : How do you know whether or not your grades reflect teacher bias toward certain assessment types or formats? Is it “fair” across a grade or course level TEAM?  
    • 12. What is Your Vision for Grading Practices in Your School or District? Grades must be specific : Do grades provide sufficiently specific information to help parents and students identify areas for improvement (formative use and not just diagnostic). Descriptive Feedback…  
    • 13. What is Your Vision for Grading Practices in Your School or District? Grades must be timely : Do grades in your school provide a steady stream of immediate and corrective feedback long before the final summative “grade” is assigned?
    • 14. Your Personal Leadership in 2011-2012 for Inequity
      • Traf fic Si gnal (Blog Title)
      •  
          • Red light - 1 thing you will stop doing that fosters inequity in your school…
          • Yellow light - 1 thing you will continue to do that erases inequity . . .
          • Green light - 1 thing you will begin to do to erase inequity next year . . .
          • Post it on your blog before you leave class tonight...