you prepare to provide constructive and supportive feedback at this initial stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding preparation to my building (local context)? Handout B Midpoint Review: Possible Scenario 1 Possible Scenario 2 Possible Scenario 3 30% of Mrs. Smith’s 85% of Mrs. Smith’s 95% of Mrs. Smith’s students are on track to students are on track to students are on-track to meet or exceed their meet or exceed their meet or exceed their growth goals (most of her growth goals, but she growth goals. Mrs. Smith students that are on track brings specific concerns has worked diligently with for meeting their growth about students a, h & s. her students, has targets have a Student a is absent on a administered numerous assessment score of Level regular basis and repeated and varied formative 3 or Level 4). Mrs. Smith attempts on Mrs. Smith’s assessments and has has grave concerns about part to contact the adjusted and differentiated the appropriateness of her student’s parents have instruction to reflect initial growth targets and been unsuccessful. student performance. wonders if her formative Student h won the writing assessments are truly contest last year, but he is aligned to the initial dealing with his mother’s assessment or whether it is diagnosis of cancer and is a case that she is only showing reticence to meeting those in the complete formative middle but not assessments with the differentiating enough for same vigor Mrs. Smith has the low and high scoring come to expect. With students. She doesn’t student s, Mrs. Smith has understand why students tried a variety of aren’t demonstrating differentiated strategies, progress and is frustrated has consulted the with how to move forward. instructional reading coach, and partnered with parents on how they can support student s’s growth in writing but has seen little growth in formative
you prepare to provide constructive and supportive feedback at this initial stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding preparation to my building (local context)? Handout B Midpoint Review: Possible Scenario 1 Possible Scenario 2 Possible Scenario 3 30% of Mrs. Smith’s students are on track to meet or exceed their growth goals (most of her students that are on track for meeting their growth targets have a score of Level 3 or Level 4). Mrs. Smith has grave concerns about the appropriateness of her initial growth targets and wonders if her formative assessments are truly aligned to the initial assessment or whether it is a case that she is only meeting those in the middle but not differentiating enough for the low and high scoring students. She doesn’t understand why students aren’t demonstrating progress and is frustrated with how to move forward. 85% of Mrs. Smith’s students are on track to meet or exceed their growth goals, but she brings specific concerns about students a, h & s. Student a is absent on a regular basis and repeated attempts on Mrs. Smith’s part to contact the student’s parents have been unsuccessful. Student h won the writing contest last year, but he is dealing with his mother’s diagnosis of cancer and is showing reticence to complete formative assessments with the same vigor Mrs. Smith has come to expect. With student s, Mrs. Smith has tried a variety of differentiated strategies, has consulted the instructional reading coach, and partnered with parents on how they can support student s’s growth in writing but has seen little growth in formative 95% of Mrs. Smith’s students are on-track to meet or exceed their growth goals. Mrs. Smith has worked diligently with her students, has administered numerous and varied formative assessments and has adjusted and differentiated instruction to reflect student performance. assessment
Training%20Materials-Teacher%20Evaluator%20Student%20Growth%20Aca.docx