2022-23 School Year
We’ve had three Developmental Continuum Working Group sessions thus far. This is a team that includes students, teachers, instructional coaches, building leaders, TOSAs, and other central office leaders who will collaborate to co-create a PK-12 Developmental Continuum that backwards maps elements of the Graduate Portrait.
The team is starting to draft “I” statements that connect to the student indicators of the instructional framework for three of the Graduate Portrait elements: Inclusive and Collaborative Problem Solvers, Inquisitive Critical Thinkers with Deep Core Knowledge, and Transformative Racial Equity Leaders. These “I” statements will progress across grade bands to show the development of skills on the path to graduation.
The team is really grappling with key questions related to the Developmental Continuum, including the audience for the tool, the specific grade bands or proficiency levels to represent, how the skills and competencies progress over time, and how the tool can be directly connected to and support the instructional framework and MTSS. These slides provide a summary of our discussions in December and January and we took some of the key questions to the January 18th Advisory Group for more input.
We kicked off our Developmental Continuum Working Group on December 7th. This is a team that includes students, teachers, instructional coaches, building leaders, TOSAs, and other central office leaders who will collaborate to co-create a PK-12 Developmental Continuum that backwards maps elements of the Graduate Portrait. Below is more context about this work and we will share more as the team continues to progress through discussions.
Goal #2 from Forward Together Strategic Plan (page 28 of the document, page 30 of the PDF) Describes the Work: Backward map and build out the developmental continuum (PK–12) of the Graduate Portrait. Following this, develop corresponding performance-based assessments to demonstrate mastery, in alignment with the Instructional Framework, for all levels.
The initial elements included on the Developmental Continuum are described starting on Page 20 of our PPS ReImagined Vision document - we plan to start with the three on page 20 that connect most closely to the Instructional Framework
Theory of Action statement connecting the Developmental Continuum: If we develop a PK-12 Continuum that articulates what the Graduate Portrait elements look like for a learner on a successful path in each grade level, and if we provide developmentally appropriate guideposts for learners and the adults who support them on their journey, then we will grow all PPS students towards achieving our Graduate Portrait outcomes.
We see the Developmental Continuum as an additional resource for Educators that aligns to the instructional framework and reflects developmental progressions over time in connection with our Graduate Portrait