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Why a Pathway?

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The document outlines a structured five-step pathway for coaching teachers like Romeo to improve student learning outcomes. It emphasizes determining content, solidifying assessment plans, setting goals, tracking progress, and verifying outcomes, with specific qualifying questions at each step to ensure effective teaching practices. The pathway includes distinct approaches for mastery and growth-based assessments, aiming to enhance both academic achievement and instructional clarity.

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© Relay Graduate School of Education. All rights reserved. 1 WHY A PATHWAY?
© Relay Graduate School of Education. All rights reserved. 2 Romeo had some struggles in that interview. http://upload.wikimedia.org/wikipedia/commons/6/65/Rom% C3%A9o_et_Juliette_%28Gounod%29_Act2_London_1867_%2 8Patti,_Mario%29_NGO4p32.jpg
© Relay Graduate School of Education. All rights reserved. 3 Did Romeo accomplish a great thing in short time? Time Greatness
© Relay Graduate School of Education. All rights reserved. 4 Did Romeo accomplish a great thing in short time? Time Greatness Relay Teachers
© Relay Graduate School of Education. All rights reserved. 5 Romeo had some struggles. Time Greatness Relay Teachers
© Relay Graduate School of Education. All rights reserved. 66 It’s your job to coach Romeo now.
© Relay Graduate School of Education. All rights reserved. 77 How will you position him to accomplish great things in short time with his students?
© Relay Graduate School of Education. All rights reserved. 8 Romeo had some struggles with measuring learning.
© Relay Graduate School of Education. All rights reserved. 9 Romeo didn’t know what to teach on a daily basis.
© Relay Graduate School of Education. All rights reserved. 1010 As Romeo’s coach, you will ask him: What content are you responsible for teaching throughout this entire school year?
© Relay Graduate School of Education. All rights reserved. 1111 You will help Romeo… Determine Content (that’s Step 1)
© Relay Graduate School of Education. All rights reserved. 12 Romeo didn’t know how to select good assessments.
© Relay Graduate School of Education. All rights reserved. 1313 As Romeo’s coach, you will ask him: How will your students demonstrate learning of the content you taught?
© Relay Graduate School of Education. All rights reserved. 1414 You will help Romeo… Solidify Assessment Plan (that’s Step 2)
© Relay Graduate School of Education. All rights reserved. 15 Romeo didn’t know how to put a stake in the ground.
© Relay Graduate School of Education. All rights reserved. 1616 As Romeo’s coach, you will ask him: What degree of mastery do you expect students to achieve by the end-of-year?
© Relay Graduate School of Education. All rights reserved. 1717 You will help Romeo… Set Goals (that’s Step 3)
© Relay Graduate School of Education. All rights reserved. 18 Romeo didn’t know how to make use of his data.
© Relay Graduate School of Education. All rights reserved. 1919 As Romeo’s coach, you will ask him: How are individual students performing across individual standards, and what needs to be done about it?
© Relay Graduate School of Education. All rights reserved. 2020 You will help Romeo… Track Progress (that’s Step 4)
© Relay Graduate School of Education. All rights reserved. 21 Romeo didn’t know what to do with his final data.
© Relay Graduate School of Education. All rights reserved. 2222 As Romeo’s coach, you will ask him: Are your data complete and error-free, and what does it mean for your students?
© Relay Graduate School of Education. All rights reserved. 2323 You will help Romeo… Verify Outcomes (that’s Step 5)
Those 5 Steps!
That’s the SGA Pathway!
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
© Relay Graduate School of Education. All rights reserved. 2727 Take a moment to Notice and Consider some features of the Pathway
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 NOTICE: There are 5 steps to the Pathway, and they are sequenced in a sensible order.​
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 CONSIDER: What would go wrong if we tried to Track Progress before we had Solidified our Assessment Plan?
30 Take a moment to Notice and Consider another feature of the Pathway
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 NOTICE: Each Step has two or three "Qualifying Questions" underneath the visual, in small font. Those questions serve as required checkpoints to pass through before moving to the next Step of the Pathway.
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 CONSIDER: How might you use these qualifying questions to coach a teacher who struggled to accurately and meaningfully measure student learning (like Romeo)?
33 Take a moment to Notice and Consider another feature of the Pathway
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 NOTICE: The Pathway splits after Step 1 into two sequences, one for Standards Mastery and one for Reading Growth. Mastery Pathways are the boxes in the top row. Growth Pathways are the boxes in the bottom row. These two sequences follow a similar trajectory, but there are key differences.
The type of measures you will use for your SGA work is mastery-based or growth-based.
© Relay Graduate School of Education. All rights reserved. 36 Mastery is when you can actually master something.
© Relay Graduate School of Education. All rights reserved. 37 Like karate, where you can actually be a master.
For mastery-based measures, students start the year needing to learn a discrete set of material (standards) that is new and different than the year before.
© Relay Graduate School of Education. All rights reserved. 39 Mastery-Based Measures 18th century US History Basic Statistics French III
© Relay Graduate School of Education. All rights reserved. 40 Growth-based is when you can only improve upon your practice.
© Relay Graduate School of Education. All rights reserved. 41 Like yoga, where everybody has room to grow.
For reading growth, students start the year working to improve upon something they’ve already worked on, and that they’re going to continue working on.
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 CONSIDER: In karate you can become a master, in yoga everybody has room to grow (even yogis). How is 3rd grade math like karate, and how is reading like yoga?
44 Take a moment to Notice and Consider another feature of the Pathway
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 NOTICE: The first three Steps of the Pathway are really focused on planning. The first round of assessment data is not collected until after those Steps are complete.​
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 CONSIDER: Why does the Pathway put so much emphasis on beginning with the end in mind?
47 Take a moment to Notice and Consider one final feature of the Pathway
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 NOTICE: The Pathway concludes at Step 5: Verify Outcomes. The end-of-year result from completing the Pathway is an accurate and meaningful measure of student learning.
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 CONSIDER: How do you think “Step 4: Track Progress” and “Step 5: Verify Outcomes” drive a cycle of reflection and continuous improvement?
That’s the SGA Pathway!
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
52 Click ahead to the next activity to begin with Step 1: Determine Content

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Why a Pathway?

  • 1. © Relay Graduate School of Education. All rights reserved. 1 WHY A PATHWAY?
  • 2. © Relay Graduate School of Education. All rights reserved. 2 Romeo had some struggles in that interview. http://upload.wikimedia.org/wikipedia/commons/6/65/Rom% C3%A9o_et_Juliette_%28Gounod%29_Act2_London_1867_%2 8Patti,_Mario%29_NGO4p32.jpg
  • 3. © Relay Graduate School of Education. All rights reserved. 3 Did Romeo accomplish a great thing in short time? Time Greatness
  • 4. © Relay Graduate School of Education. All rights reserved. 4 Did Romeo accomplish a great thing in short time? Time Greatness Relay Teachers
  • 5. © Relay Graduate School of Education. All rights reserved. 5 Romeo had some struggles. Time Greatness Relay Teachers
  • 6. © Relay Graduate School of Education. All rights reserved. 66 It’s your job to coach Romeo now.
  • 7. © Relay Graduate School of Education. All rights reserved. 77 How will you position him to accomplish great things in short time with his students?
  • 8. © Relay Graduate School of Education. All rights reserved. 8 Romeo had some struggles with measuring learning.
  • 9. © Relay Graduate School of Education. All rights reserved. 9 Romeo didn’t know what to teach on a daily basis.
  • 10. © Relay Graduate School of Education. All rights reserved. 1010 As Romeo’s coach, you will ask him: What content are you responsible for teaching throughout this entire school year?
  • 11. © Relay Graduate School of Education. All rights reserved. 1111 You will help Romeo… Determine Content (that’s Step 1)
  • 12. © Relay Graduate School of Education. All rights reserved. 12 Romeo didn’t know how to select good assessments.
  • 13. © Relay Graduate School of Education. All rights reserved. 1313 As Romeo’s coach, you will ask him: How will your students demonstrate learning of the content you taught?
  • 14. © Relay Graduate School of Education. All rights reserved. 1414 You will help Romeo… Solidify Assessment Plan (that’s Step 2)
  • 15. © Relay Graduate School of Education. All rights reserved. 15 Romeo didn’t know how to put a stake in the ground.
  • 16. © Relay Graduate School of Education. All rights reserved. 1616 As Romeo’s coach, you will ask him: What degree of mastery do you expect students to achieve by the end-of-year?
  • 17. © Relay Graduate School of Education. All rights reserved. 1717 You will help Romeo… Set Goals (that’s Step 3)
  • 18. © Relay Graduate School of Education. All rights reserved. 18 Romeo didn’t know how to make use of his data.
  • 19. © Relay Graduate School of Education. All rights reserved. 1919 As Romeo’s coach, you will ask him: How are individual students performing across individual standards, and what needs to be done about it?
  • 20. © Relay Graduate School of Education. All rights reserved. 2020 You will help Romeo… Track Progress (that’s Step 4)
  • 21. © Relay Graduate School of Education. All rights reserved. 21 Romeo didn’t know what to do with his final data.
  • 22. © Relay Graduate School of Education. All rights reserved. 2222 As Romeo’s coach, you will ask him: Are your data complete and error-free, and what does it mean for your students?
  • 23. © Relay Graduate School of Education. All rights reserved. 2323 You will help Romeo… Verify Outcomes (that’s Step 5)
  • 26. 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
  • 27. © Relay Graduate School of Education. All rights reserved. 2727 Take a moment to Notice and Consider some features of the Pathway
  • 28. 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 NOTICE: There are 5 steps to the Pathway, and they are sequenced in a sensible order.​
  • 29. 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 CONSIDER: What would go wrong if we tried to Track Progress before we had Solidified our Assessment Plan?
  • 30. 30 Take a moment to Notice and Consider another feature of the Pathway
  • 31. 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 NOTICE: Each Step has two or three "Qualifying Questions" underneath the visual, in small font. Those questions serve as required checkpoints to pass through before moving to the next Step of the Pathway.
  • 32. 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 CONSIDER: How might you use these qualifying questions to coach a teacher who struggled to accurately and meaningfully measure student learning (like Romeo)?
  • 33. 33 Take a moment to Notice and Consider another feature of the Pathway
  • 34. 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 NOTICE: The Pathway splits after Step 1 into two sequences, one for Standards Mastery and one for Reading Growth. Mastery Pathways are the boxes in the top row. Growth Pathways are the boxes in the bottom row. These two sequences follow a similar trajectory, but there are key differences.
  • 35. The type of measures you will use for your SGA work is mastery-based or growth-based.
  • 36. © Relay Graduate School of Education. All rights reserved. 36 Mastery is when you can actually master something.
  • 37. © Relay Graduate School of Education. All rights reserved. 37 Like karate, where you can actually be a master.
  • 38. For mastery-based measures, students start the year needing to learn a discrete set of material (standards) that is new and different than the year before.
  • 39. © Relay Graduate School of Education. All rights reserved. 39 Mastery-Based Measures 18th century US History Basic Statistics French III
  • 40. © Relay Graduate School of Education. All rights reserved. 40 Growth-based is when you can only improve upon your practice.
  • 41. © Relay Graduate School of Education. All rights reserved. 41 Like yoga, where everybody has room to grow.
  • 42. For reading growth, students start the year working to improve upon something they’ve already worked on, and that they’re going to continue working on.
  • 43. 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 CONSIDER: In karate you can become a master, in yoga everybody has room to grow (even yogis). How is 3rd grade math like karate, and how is reading like yoga?
  • 44. 44 Take a moment to Notice and Consider another feature of the Pathway
  • 45. 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 NOTICE: The first three Steps of the Pathway are really focused on planning. The first round of assessment data is not collected until after those Steps are complete.​
  • 46. 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 CONSIDER: Why does the Pathway put so much emphasis on beginning with the end in mind?
  • 47. 47 Take a moment to Notice and Consider one final feature of the Pathway
  • 48. 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 NOTICE: The Pathway concludes at Step 5: Verify Outcomes. The end-of-year result from completing the Pathway is an accurate and meaningful measure of student learning.
  • 49. 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 CONSIDER: How do you think “Step 4: Track Progress” and “Step 5: Verify Outcomes” drive a cycle of reflection and continuous improvement?
  • 51. 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
  • 52. 52 Click ahead to the next activity to begin with Step 1: Determine Content

Editor's Notes

  • #7: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #8: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #12: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #15: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #18: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #21: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #24: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #27: 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.
  • #28: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #29: 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.
  • #30: 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.
  • #31: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #32: 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.
  • #33: 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.
  • #34: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #35: 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.
  • #36: Say How do you determine is a numerical outcome represents an ambitious amount of Mastery or Growth?  
  • #37: The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
  • #38: The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
  • #39: Say How do you determine is a numerical outcome represents an ambitious amount of Mastery or Growth?  
  • #40: http://www.takahashikarate.com/pages/aboutkarate.html http://www.bardlet.freeserve.co.uk/french.html http://bestflag.blogspot.com//09/french-flag.html http://ocw.mit.edu/courses/history/21h-224-law-and-society-in-us-history-spring-2003/
  • #41: The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
  • #42: The two types of measures you will use at Relay are mastery-based and growth-based approaches. Let’s learn what we mean by a mastery-based approach and the growth-based approach.
  • #43: Say How do you determine is a numerical outcome represents an ambitious amount of Mastery or Growth?  
  • #44: 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.
  • #45: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #46: 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.
  • #47: 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.
  • #48: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.
  • #49: 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.
  • #50: 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.
  • #52: 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.
  • #53: Say: Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.