3. We Want Students To Succeed Academically!
http://www.abbsonlive.com/wp-content/uploads/2016/02/bigstock-graduation-girl-holding-her-di-13617998.jpg
4. But We Want Teamwork and Citizenship Too!
http://www.gettyimages.com/detail/video/baseball-little-league-champions-richmond-virginia-stock-video-footage/130116886
6. We want to develop in all students the academic skills and
strength of character needed to succeed in college and life.
http://www.abbsonlive.com/wp-content/uploads/2016/02/bigstock-graduation-girl-holding-her-di-13617998.jpg
http://blnsm.com/images/aba.jpg
18. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
A Pathway of Course!
19. Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Qualifying Qs:
1) What are you measuring,
and for whom?
2) Are you using a mastery- or
growth-based approach?
3) Have you selected an
aligned student
achievement tracker?
Step 3: Set Goals
Qualifying Qs:
1) Have you set meaningful
goals for your class?
2) Have you set meaningful
goals for all students?
Step 4: Track Progress
Qualifying Qs:
1) Are you maintaining
complete, error-free data?
2) Have you analyzed your
data?
3) Have you responded to
your data?
Step 5: Verify
Outcomes
Qualifying Qs:
1) Are your end-of-year data
complete and error-free?
2) Did you meet the
Proficient Goal? The
Ambitious Goal?
3) Have you reflected upon
these outcomes mean for
you and your students?
Select
Subject,
Students, and
Measurement
Approach
Confirm
Mastery-
Based Goals
for Student
Learning
Confirm
Growth-Based
Goals for
Student
Learning
Collect and
Act On
Ongoing
Mastery Data
Collect and
Act On
Ongoing
Growth Data
Complete and
Reflect Upon
Mastery Data
Complete and
Reflect Upon
Growth Data
Qualifying Qs:
1) Have you selected the right
assessment(s)?
2) When do you plan to
administer your
assessment(s)?
The RGSE Pathway for Measuring Academic Achievement
Create Plan to
Assess
Mastery of
the Content
Create Plan to
Measure
Growth in the
Subject
Academic Pathway.
20. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Character Pathway.
21. Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Qualifying Qs:
1) What are you measuring,
and for whom?
2) Are you using a mastery- or
growth-based approach?
3) Have you selected an
aligned student
achievement tracker?
Step 3: Set Goals
Qualifying Qs:
1) Have you set meaningful
goals for your class?
2) Have you set meaningful
goals for all students?
Step 4: Track Progress
Qualifying Qs:
1) Are you maintaining
complete, error-free data?
2) Have you analyzed your
data?
3) Have you responded to
your data?
Step 5: Verify
Outcomes
Qualifying Qs:
1) Are your end-of-year data
complete and error-free?
2) Did you meet the
Proficient Goal? The
Ambitious Goal?
3) Have you reflected upon
these outcomes mean for
you and your students?
Select
Subject,
Students, and
Measurement
Approach
Confirm
Mastery-
Based Goals
for Student
Learning
Confirm
Growth-Based
Goals for
Student
Learning
Collect and
Act On
Ongoing
Mastery Data
Collect and
Act On
Ongoing
Growth Data
Complete and
Reflect Upon
Mastery Data
Complete and
Reflect Upon
Growth Data
Qualifying Qs:
1) Have you selected the right
assessment(s)?
2) When do you plan to
administer your
assessment(s)?
The RGSE Pathway for Measuring Academic Achievement
Create Plan to
Assess
Mastery of
the Content
Create Plan to
Measure
Growth in the
Subject
Academic Pathway. 5 Steps.
22. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Character Pathway. Same 5 Steps.
One MAJOR difference…
23. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
In Year 2 SGA, you’ll be expected to
measure character,
but you won’t be held responsible
for meeting or exceeding an
Ambitious Goal.
24. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Measuring character is different
from measuring academic outcomes,
Which is why we treat it differently.
28. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
That’s why you’ll be expected to
measure character in Year 2 SGA,
but you won’t be held responsible
for meeting or exceeding an
Ambitious Goal.
29. The SGA Handbook provides
more details on measuring
character.
Here’s the quick version.
44. Like Always, Treat Your Data With Care!
Honest Accurate
Complete
Error-Free
45. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
In Step 3, We’ll Set A Class Goal
46. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
Even Though We Won’t Hold Ourselves
Responsible For Meeting It.
47. CLASS GOAL:
ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER GROWTH
CARD INDICATORS
48. ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER
GROWTH CARD INDICATORS
49. ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER
GROWTH CARD INDICATORS
50. ON AVERAGE, STUDENTS WILL
ACHIEVE A 4.0 AVERAGE ON THE
END-OF-YEAR CHARACTER
GROWTH CARD INDICATORS
61. Qualifying Qs:
1) Have you selected one
character strength to teach
and measure this year?
2) Have you selected a roster
for your character growth
measure?
3) Have you identified the
appropriate character
strength tab within the
RGSE Character Tracker?
Qualifying Qs:
1) Ongoing: Are you keeping
up with your assessment
calendar and entering new
data each assessment
cycle?
2) Optional Ongoing: If you
are collecting additional
character data, are you
keeping us with your
assessment plan with at
least a 90% completion
rate for additional data?
Step 1: Determine
Content
Step 2: Solidify
Assessment Plan
Step 3: Set Goals Step 4:
Track Progress
Step 5: Verify
Outcomes
Qualifying Qs:
1) Have your finalized your
roster, removing students
correctly when
necessary?
2) Is your data complete?
3) Is your tracker error-free?
4) How did your students
perform relative to your
class goal?
Select
Character
Strength
Plan Data
Collection
Methods
Update
Current
Progress
Complete
and Reflect
Upon Data
Qualifying Qs:
1) Have you selected the
appropriate character
indicators?
2) Have you created an
assessment calendar?
3) Optional: Have you
adjusted character indicator
language for grade level
appropriateness?
4) Optional: Have you created
an assessment plan for
collecting additional
character data?
The RGSE Pathway for Measuring Character Growth
Confirm
Goals
Qualifying Qs:
1) Have you confirmed your
Character Goal?
2) Initial: Have you
successfully entered your
first round of data?
That’s How We’ll Measure
Character!
62. You’ll learn more at your
next in-person session.
Click ahead to the next
activity to learn about
the Character Tracker!
Editor's Notes
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://school.familyeducation.com/6th-grade/6th-grade-math/72144.html
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://school.familyeducation.com/6th-grade/6th-grade-math/72144.html
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://school.familyeducation.com/6th-grade/6th-grade-math/72144.html
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://www.mrsec.org/education/programs/kindergarten-grade-12-k-12-program
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://www.mrsec.org/education/programs/kindergarten-grade-12-k-12-program
Share
Our Philosophy:
Academics and Character ARE intertwined (examples: 1st reading student, 6th grade math student, 10th grade science student)
http://www.mrsec.org/education/programs/kindergarten-grade-12-k-12-program
You measure success that matters. Character matters and that’s why we are measuring it as a part of your Y2 Pathway.
http://www.socialable.co.uk/12-killer-analytic-tools-to-measure-your-success/
Say
But how do you measure character?
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Say
Going forward, we will concretely define “the work of student growth and achievement” as this 5-step Pathway. Our SGA modules will center around use of this Pathway, and we’ll use it as a guide throughout the SGA modules this year and next year.
In the Pathway we’ll identify what your students should learn, how you’ll assess them, how high they should score to be successful, what you’ll do keep them progressing, and how you’ll reflect on how well they did. Those are the 5 steps, summarized.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Say
Going forward, we will concretely define “the work of student growth and achievement” as this 5-step Pathway. Our SGA modules will center around use of this Pathway, and we’ll use it as a guide throughout the SGA modules this year and next year.
In the Pathway we’ll identify what your students should learn, how you’ll assess them, how high they should score to be successful, what you’ll do keep them progressing, and how you’ll reflect on how well they did. Those are the 5 steps, summarized.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Question #1: So how do you set a character goal? The trouble with setting character goals is that we don’t yet know what’s possible, and just how high our students can grow. This is also a brand new field and we don’t have years’ worth of data (like we do with academic data) to set meaningful thresholds. Measuring character data can also be tricky because our perceptions may be different than others. We may see ourselves as extremely brave, but appear far more timid to others.
http://www.littletrekkers.co.uk/little-trekkers-ambassadors/ambassador-blog/item/how-high-can-you-reach.html
http://nces.ed.gov/surveys/els2002/overview2.asp
http://egelywheel.net/en/making-your-subjective-mind-work-for-you
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
Your roster for your Character Goal will be one class only. If you are a self-contained elementary teacher this will be the same roster as your Academic Goals. If you are a secondary teacher, you will select one class that you teach to measure your Character Goal—likely your homeroom class or the class that you teach most frequently.
http://blogs.957rnb.com/2010/12/
For each of the great eight character strengths we have a 2-4 indicators you can use to measure each strength. Here are two examples of growth card indictors of zest and curiosity. When you administer this assessment you will collect student-level data AND teacher-level data using the following scale. If you are measuring a strength other than the great eight you will create your own 2-4 character indicators.
Show
Ask grad students to turn and talk and come up with a kindergarten appropriate version of this statement. Call on 2-3 grad students to share their ideas. Reveal sample “after” response.
Show
Ask grad students to turn and talk and come up with a kindergarten appropriate version of this statement. Call on 2-3 grad students to share their ideas. Reveal sample “after” response.
Show
Ask grad students to turn and talk and come up with a kindergarten appropriate version of this statement. Call on 2-3 grad students to share their ideas. Reveal sample “after” response.
For question #3 you’ll see that we have created a Relay Character Growth Tracker to make your character tracking easy peasy. Once you’ve selected the character strength you want to measure, you will simply identify the corresponding tab to use within the tracker. If you are using one of the great eight traits, a tab has been made for you. If you are measuring a different trait than one of the great eight you can change the information in one of the tabs to align to the character strength you selected.
Say
Another thing you may want to consider is the most grade appropriate way to administer your assessment. If you are a secondary teacher you could administer a multiple choice assessment, if you work with younger students you may choose to administer your character assessment orally. The choice is up to you!
http://www.prwatch.org/news/ /05/11523/scantron-15th-corporation-dump-alec
http://www.chi-colorado.org/research-evaluation/k8education/
For example…
For example…
This year you are required to collect 4 rounds of character data with each round including students’ self-evaluations and your teacher evaluations. For each round you will need to collect data for 100% of your students.
Beyond that, you may want to collect optional additional character data. One way you can collect additional data is to collect parent evaluations each round. This data will give you additional insight to your students’ character development.
Transition
To Step 3
Transition
To Step 3
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Though you won’t need to meet any particular quantitative measure, we have set a Relay prescribed character goal that everyone should drive towards. That goal is that on average, students will achieve a 4.0 average on the character growth card indicator. But why did we set this goal?
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Because that would mean that on average, you and your students agree that is like your class to be optimistic…or loving…or grateful…and those would all be great things! Even if we can’t say that we are confident this is an ambitious feasible target for all students, we do know that it’s a positive goal to drive towards and is in the interest of students’ success!
Say
But how do you measure character?
Because of these challenges, our approach is not to set quantitative Achievement Floors and Ambitious Goals for character, but rather, to collect really great data. As we just discussed in Step 2, your character graduation points are associated with the quantity and quality of the character data you collect, not the actual amount of growth your students make. It’s about measuring what matters, collecting great data, and using that data to drive your instruction.
http://unixheads.org/backend/ /02/i-admit-im-a-data-geek/
Because of these challenges, our approach is not to set quantitative Achievement Floors and Ambitious Goals for character, but rather, to collect really great data. As we just discussed in Step 2, your character graduation points are associated with the quantity and quality of the character data you collect, not the actual amount of growth your students make. It’s about measuring what matters, collecting great data, and using that data to drive your instruction.
http://unixheads.org/backend/ /02/i-admit-im-a-data-geek/
A Pathway of course! You’ll see that we’ve created a Pathway for Measuring Character Growth that is very similar to the Pathway for Measuring Academic Achievement. In the next sections we’ll explore a draft Character Pathway and learn more about our policies for measuring character growth. The outcomes of your Y2 Character Pathway will be much like your Year 1 Academic Pathway. You’ll be expected to know student growth, but you won’t be held responsible for meeting or exceeding an Ambitious Goal.
