Beruflich Dokumente
Kultur Dokumente
Meeting called to order at 7:00pm. The minutes from the August meeting were approved
as written.
(All DAB members are encouraged to participate in the work of one of these
committees.)
Do we understand what the Board of Education (BOE) Ends policy is?
For example, if we look at the term “thinking skills” in End 1.0, it seems that this
is not clearly defined and is too broad.
Tom Balchak, a BOE director, discussed the development of the Ends
policy since the implementation of Policy Governance. The Ends define the
educational outcomes the district needs to achieve.
Who are the Ends for? Are the Ends written for the Superintendent who
needs to achieve the Ends, or the community who needs to understand them. And
at what cost do we achieve these Ends? The current version of Ends is very short
and intentionally broad. It replaces a lengthy BOE list of policies. While some in
the DAB have requested a greater level of specificity in the Ends, do we really
want to get into lengthy detailed ends? For example, there were similar questions
asked for Ends 1.1.1 through 1.1.6, so it made sense to ask some of those
questions under a common heading so items were listed only once instead of
multiple times.
What opportunities are there for students to learn? There are 11 areas of
Colorado standards currently under review. The Ends were created to try to take
into account 21st century skills, best practices, what’s best for students and at what
cost, cost being time and resources.
Dr. Wilson went on to discuss how it is his job to interpret the Ends. He
suggested everyone have a look at the monitoring report where some of these
items are defined. The link to this report is at:
http://www.psdschools.org/documentlibrary/downloads/Board_of_Educati
on/Policy_Governance/Monitoring_Reports/District_Ends/DE_1.0_Gener
al_ENDS_Policy_September_2009.pdf
It is the job of the BOE to give feedback to the superintendent and
evaluate how well he does his job. For instance, the district has developed
and is working on the following learning goals. These goals are:
• Students achieve 3rd grade reading proficiency.
• Students achieve annual academic growth. Assessments are given at
grades 4, 7, and 9.
• Students become post-secondary ready. Post-secondary readiness goals
include more students enrolled in Advanced Placement (AP), International
Baccalaureate (IB), and concurrent enrollment classes as well as scores on
common assessments.
• Students have successful transitions between grades and levels.
Superintendent Wilson and his staff are still working to finish interpreting the
document and provide better definitions. He is also working on reducing dropout
rates, increasing graduation rates, and increase post-secondary attendance and
completion rates.
What are the definitions for the areas under 1.1? A committee under
Chuck DeWayne and the curriculum department is charged with coming up with
some of these definitions. They can look at existing curriculum which meets
these criteria. There are questions of how we design a performance rubric for
something like creativity. We can get measurements at grades 4, 7, 9 to begin
evaluating these.
Rob Petterson commented that it seems odd that BOE is developing ends
and the superintendent is interpreting the ends. The response was: What do Ends
do under policy governance? Part of the measurement is dependent on the
interpretation of the administration. Then the BOE can define the Ends further if
needed.
Tom Balchak said the BOE tried to simplify from a 35 page policy
document to two page ends document and that the Ends are intentionally broad.
Nancy Tellez, another member of the BOE, pointed out that the Ends are
the BOE’s attempt to interpret what community members told them about what
kids should know and be able to do when they leave PSD. It is the administrators
and professional educators job to figure out what teach (means) in order to get
kids to this place.
Ends 1.0 were developed based on input from community.
Ends 1.1.x were developed based on input from expert groups. These
groups had expertise in different areas, however some of the attributes suggested
by these five categories of groups had considerable overlap – for instance,
thinking skills. The Ends were written to try and just have each of these skills
repeated only once instead of repeated in each area.
Debbie Bostak said the goals seemed to her more of a statement of values
rather than goals since there were no deadlines.
Dr. Wilson responded that we have to put in definitions and measures
before we add in the goals and deadlines.
Will Walker commented that we don’t necessarily need a bigger document
since PSD is going to come up with measurement criteria. However, many of the
statements right now seem wide open.
Nancy Tellez agreed that the Ends are broad, but that’s who BOE is. The
BOE has high standards of achievement, but the professional educators know
more about how the achieve the desired goals and we need to let them do their
jobs. State of Colorado educational standards also provide high expectations and
standards.
Dr. Wilson stated he is able to show the BOE what high achieving goals
are by comparison with others.
Tom Balchak reminded everyone that the Ends will continually be refined
in order to meet the expectations and the feedback of the community
Dr. Wilson said he hopes the work on Ends 1.1 can be highly motivating
to the teachers. There are already many testing measures, but things like
creativity and critical thinking are not really measured at this point and it is
exciting that we are working on this.
These four middle school principals are paving the way for the middle schools in
PSD to embark upon Standards Based Grading. This began with the questions posed
by Professional Learning Communities (PLCs). They asked four important
questions:
• What do students need to know and be able to do?
• How will we know when they have learned it?
• What will we do when they haven’t learned it?
• What will we do when they already know it?
Questions
• What types of assessments are given under Standards Based Grading?
Assessments can be anything (homework, paper, lab, project, etc).
• In separating the work habits from grade, how can kids go on to be successful
when high schools and colleges have not separated these out? In places where
SBG is being used, kids who go on to non-SBG schools are being very
successful. We have talked to Douglas County who has this issue, and they
have had no problems. Some high schools and colleges are looking at
adopting some of these grading practices.
• Things like punctuality are life skills. Does separating these out devalue these
skills?
• Yes, these skills are very important. We may have students who are
academically doing well, but have terrible skills. We need to know where the
problem lies so we can fix it. We emphasize work habits under SBG and
celebrate them.
• How will this system contribute to post-secondary success? Kids who are
missing part of the equation – either academic or work habits can have issues
with post-secondary readiness. SBG helps them to get the whole package.
• Will high schools move to SBG? Not now, but there is some interest from
high schools.
• How are kids adapting? Kids are going back to teachers to ask how they can
succeed better. Kids are adapting well. Discussing this with kids in week 2, 3
or 4 of school is a good point to be having this conversation. The work and
study habits of some kids are really being recognized at this point.
• What is the grading going to look like? How many different points are there?
The kids can always improve by retaking the assessment. At Wellington,
there is an enrichment remediation day every two weeks so kids who already
get it are also progressing and being challenged.
What does PSD need for all students to achieve annual academic growth each
school year?
• More funding for gifted/talented kids
• Accurate measurement of annual academic growth – and/or more frequent
measurements
• Professional development for teachers to make it more meaningful
• More music/instruments
• Ability for differentiation support within classrooms
• Sociology/life kills
• Passion based curriculum – interest of kids
• Improve parent communication of what is being taught in classrooms
• Develop or buy tools to measure academic growth such as music, art, etc
• Money to assess bi-lingual growth
• Technology has been shown to improve academic achievement
• World Language instruction in elementary grades
What does PSD need to have students successfully transition between education
levels?
• Funding for collaboration days at grade level and between grade levels
• Potential for an expanded school year
• Sumer camps/summer school opportunities to keep kids excited
• Transition programs to help make transitions easier
• Work habits taught starting in elementary school
• Funding for beginning of year processes – logistics (eg. lunch lines
logistics)
• Visits to middle schools in previous year – funding for days and
transportation
• Beginning of the year assessments – pay for teachers to do these before
school starts
• Proactive parent communication
• Year round school
• Cultivation of learning communities in student peer groups
• More opportunity for feeder system collaboration
What else?
• Healthier lunches
• Equity among schools like air conditioning, instruments, facilities
• Physical activity on a regular basis
• Smaller class size & school size
• Growing safety concerns – facilities is looking at
• Increasing local funding in the face of decreased state funding
• Additional teacher support in schools
• Funding to address nature deficit disorder
• Keep arts in the schools
• More crossing guards & safety so more kids can get themselves to school
safely
Please talk to people and share that the need is great. Colorado is one of
the lowest funded states in education. Poudre School District is one of the lowest
funded school districts in the state.
November Meeting
Jim Sarchet will give an update on the school closure process.