Rigor Dashboard Gauges*Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

0 = No implementation10 = Getting Ready for Implementation20 = Emerging Implementation30 = School-wide ImplementationScoring Example1002030

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

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8th Grade ELA An Example

Assessment in the Classroom = 26Collaboration =16Course-taking/Grouping =12Curriculum Coherence = 20Expectations for Student Work = 20Grading Practices =16Instructional Strategies = 20Student Support = 20 The school then plotted these scores on the Dashboard as a data display to monitor school-wide practices.

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation *

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

0 = Not Ready10 = Getting Ready for Implementation20 = Emerging Implementation30 = School-wide Implementation

Rigor Dashboard Gauges for Example (Red arrow indicates current status)Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

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Rigor Improvement StrategiesCurrent status: red arrowGoal status: green arrowAssessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation *

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

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Grade 8 Writing 53% were proficientGrade 8 Reading 72% were proficient100%50%25%75%Proficiency Levels for Grade 8 English/Language ArtsExample Proficiency Gauge

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

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Example Proficiency GaugeAlgebra I 42% were proficientAmerican History 30% were proficientGrade 10 Math 53% were proficientGrade 10 English/Language Arts 72% were proficient100%50%25%75%Proficiency Levels by Grade Levels and Subject Areas

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

Algebra I 42%Amer Hist 30%Grade 10 Math 53%Grade 10 ELA 72%100%50%25%75%Example: Multiple GaugesAssessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation *

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

Grade 6 Math 42%Grade 8 Math 30%Grade 8 Reading 53%Grade 6 Reading 72%Our definition of rigor: Rigor is . . .Our strategies to increase rigor school-wide:Collaboration: We will ... Instructional Strategies: We will ... Grading Practices: We will ...

Where we are now (date) and where we want to be by (date): Dashboard Example (with Narrative)Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation

Purpose: Model and create the dashboard of your school.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the Dashboard, including steps to create a dash boardKey Points:Refer participants to the second page of the tool entitled Academic Rigor and the Dashboard to review the process you as the facilitator will model and they will create (if they have their computers with them).Examples have been provided on previous slides as well as available in the Participants Guide. These can be used as guides for participants as they create a rigor dashboard and work on identifying steps for improvement.Ask participants to work in school teams (if present) first scoring the rubric individually, then reaching consensus as a team) to follow the instructions on the worksheet to develop a customized rigor dashboard for their own needs, so that when they leave training they should know exactly which gauges they will use and how they will gather and analyze data and communicate results. If there is not time for teams to complete the entire process during the day, have them just do a mock dashboard during the class, determining an additional time their team can meet to complete their specific dashboard. Ideally, to complete the entire process, you would need to allow about an hour. If only doing a mock dashboard, the activity should take about 20 minutes.Then have teams present their gauges and how they will present a school-wide picture of academic press back in their building. Have them also discuss the timeline.

Facilitators Tip: Model the steps for the participants. Be sure to practice in advance so that you are comfortable with the process.

Assessing Academic Rigor 2010*Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display the dashboard.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:You can show, in a way similar to a speedometer, where your score falls on each of the gauges.This provides a visual of where you are in the eight concepts/dimensions that achieve academic press.Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Provide example of dashboard example for Curriculum Coherence.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the Dashboard, including directions for creating your own gaugesKey Points:This is a sample rubric for one of the gauges, Curriculum Coherence.Note: See directions on second page of the handout for creating your own gauges, using the PowerPoint slides. Directions include the following:Each gauge on the PowerPoint slide can be copied and pasted into a dashboard of your own design using PowerPoint.The proficiency gauge will take two commands: a) to copy and paste the movable proficiency bar, and b) to copy and paste the gauge itself.To mark the current and goal scores on gauges, use the Drawing Toolbar arrow command.Insert Text boxes or format background to customize the dashboard for your school.Assessing Academic Rigor 2010Purpose: Introduce the dashboard of one school.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:These are the scores one eighth-grade team determined, based on the process we have discussed and practiced.See next slide for their plotting of the scores.Assessing Academic Rigor 2010*Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display the dashboard of one schools 8th grade progress in dimensions of academic press, based on the scores reached through consensus and with supporting evidence.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:This shows how one school took the consensus scores they identified for each dimension and plotted them on the dashboard.Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display the dashboard of one schools 8th grade progress (red arrow) in dimensions of academic press as well as their goal (green arrow). Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:This school decided that they really wanted to focus on three of the dimensions, so they only included three gauges on their dashboard. It is up to you as a team and/or school leader, to decide how many dimensions you can realistically focus on at one time. Note how they posted their current reality in red and their desired state in green. Their action plan then addresses these changes they desire as well as specific actions/activities they will take to reach their goal. This information and progress on the action plan are opportunities for coaching conversations. As an evaluator, for example, you might want to focus on the following, depending, of course, on your data: #1- Assessment for Learning #5- Expectations for Student Work #7- Instructional StrategiesAssessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display an example of a proficiency gauge.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:In the center of your dashboard, as you build it, you should include a gauge that shows the current level of proficiency of students on selected achievement measures. In this example, the school is focusing on the percentage of students who have reached proficient level on a statewide assessment in reading and writing. Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display a second example of a proficiency gauge.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points: This example shows proficiency gauge for several subjects.Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display an example with multiple gauges.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:By putting together the proficiency gauge with the rigor indicator gauges, the school can start to put together a cohesive dashboard - one that displays how they are doing increasing rigor (e.g., school-wide practices) and also provides the results of how students are doing on achievement tests that measures meeting standards.Assessing Academic Rigor 2010Assessing Academic Rigor 2010*Purpose: Display one schools final dashboard with narrative.Tools: Rigor Rubric, Grid Tool and Dimensions, and Academic Rigor and the DashboardKey Points:This is how one school put together their final dashboard. They included three indicator gauges, a proficiency gauge, a rigor definition, their strategies, and their goals. Together, this provides a one-page picture of rigor and academic press in this school. It is up to each school to decide what to put on their dashboard and how they want it to look. We are providing you with the tools and examples to help you make those decisions. As an evaluator you may want to start small but as you work with your building to focus on academic press and rigor, you can add some of the other gauges and involve your grade-level teams, leadership teams, and or building/district teams. It can be as narrow or as broad as you choose. For it to succeed, you will want to monitor closely, provide evidence of progress, and coach individuals and teams to progress with the expectations for students and their learning.At your table or in a pair/triad, discuss how you might use the dashboard concept in communicating to the public, in providing a visual for educators as they strive to achieve actions to increase rigor and academic press in your school, to coach and evaluate educators.Assessing Academic Rigor 2010