Exhibit 2: Educator Learning: Power Standards/Common Formative Assessments

Exhibit 2, Artifact 1 — KHS SE 11-12 Self eval

Exhibit 2, Artifact 2 — KHS Secondary Progress Report

EDU 6600: Communication and Collaboration

Laurie James’ Exhibit 2: Educator Learning: Power Standards/Common Formative Assessments

Exhibit type A: Educator Learning. Identify a school improvement goal show how related educator learning can be planned based on the needs of the school (data that illustrates the need via student achievement, faculty input, and/or community sources) leveraging effective designs for school based collaborative strategies.

CONTEXT:  Kingston High School—School Improvement Plan   Goal #3: Increase the number of students meeting state standard in English, math and science

In keeping with KHS School Improvement Plan, specifically  Goal #3, yet expanding from the basic scope of mandatory reporting of progress on student IEP goals, our PLC team has made the decision to incorporate student input into the quarterly IEP goal reports. Additionally, our PLC’s goal is to create a cohesive and ongoing communication network between each of the Kingston High School Special Education Teachers and each student—promoting teamwork and student success. Please note: While some districts have a service delivery model involving case management and teaching of a specific group of students by a one specific case manager, Kingston High School’s organization, class assignments, and distribution of teaching responsibilities does not allow our team to “compartmentalize” in this manner. Therefore, teamwork and collaboration within our department is of utmost importance—to ensure that no students “fall through the cracks” and that their opportunities for success in school remain in the forefront.

PLANNING, ENGAGEMENT, ANALYSIS:

In order to effectively accomplish the tasks noted above, written input will be collected from each student on a weekly basis (schedule permitting). Each student will be provided with a weekly “Skyward” printout noting specific grades, attendance, assignments and scores for each of their six classes. Based on this information, students will then complete and turn in a KHS Self-Evaluation form (Artifact #1). These evaluation forms will be reviewed at the weekly PLC meeting for follow-up as needed by the appropriate staff member.

On a quarterly basis, each student will be asked to complete a Common Assessment (Artifact #2) which includes Power Standards, created by our PLC. Students will self-reflect on their performance on each of the 13 Power Standards (labeled as “Indicators of Success”). Data will be collected and analyzed by the team in order to determine steps for needed interventions.

This entire project is linked to professional literature and research in the profession in that it is supported by both the Office of Superintendent of Public Instruction (OSPI) and my local school district, North Kitsap School District #400 (NKSD). In September of 2011, each PLC team leader throughout the district was provided a resource binder—required for our use–which included the following special note, endorsed by our superintendent, school board president, and union president and our district’s entire PLC Guiding Coalition (including teachers and administrators from across the district):

Many of these documents were created by blending ideas that are currently in used at buildings in our district. We combined ideas to make the best documents possible in order to help PLC teams. Some ideas and documents in this binder were found at http://www.allthingsplc.info/ and others were adapted from books about Professional Learning Communities….(in support of) Our vision: Every school in NKSD will begin the 2011-2012 school year with common protocols to help facilitate regular and productive PLC team meetings in their content areas (NKSD, 2011).

TIMELINE:

September 2011 — Course Syllabus with Power Standards

October 2011 — Updated training to staff regarding Skyward Grading/Educator Access

November 2011 — Common Formative Assessment and Analysis Data Sheet 1

January 2012 — Common Formative Assessment and Analysis Data Sheet 2

March 2012 — Common Formative Assessment and Analysis Data Sheet 3

May 2012 — Common Formative Assessment and Analysis Data Sheet 4

RESOURCES:

September 2011 – PLC Meetings: September 14, 21, 28

October 2011—PLC Meetings: October 5, 13, 19, 26

November 2011—PLC Meetings: November 2, 9, 16, 30

December 2011—PLC Meetings: December 7, 14

January 2012—PLC Meetings: January 4, 11, 18, 25

February 2012—PLC Meetings:  February 1, 8, 15, 22, 29

March 2012—PLC Meetings: March 7, 14, 21

April 2012—PLC Meetings: April 11, 18, 25

May 2012—PLC Meetings: May 2, 9, 16, 23, 30

June 2011—PLC Meetings: June 6, 13

 

ATTACHED DOCUMENTS:

Attachment 1 – Weekly Student Self-Evaluation Sheet

Attachment 2 – Secondary Progress Report (with Indicators of Success and IEP goals)

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2 responses to this post.

  1. Posted by Helene Hatch on November 28, 2011 at 11:35 am

    You make this all sound so easy, but I have seen it happening and it’s not easy to do. To get data that will actually help us help students is not an easy thing. Also, most of our students have never reflected upon themselves. Everyone needs to know how to do this.

    Reply

  2. Posted by Helene Hatch on November 30, 2011 at 11:32 am

    Also, the exciting thing for us is actually being able to raise our failure rate across the board for our special education students. Plus, the information we gather from our students is invaluable. We are finding that our students are really hard on themselves; but this gives us areas we can help them improve upon.

    Reply

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