welcome sesc isln january. domain 1: planning & preparation domain 2: classroom environment...

WelcomeSESC ISLN

January

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student GrowthTPGES

TPGES

Student Growth

Targets I can… …discuss why student growth goals

are included in the TPGES. … communicate and support the

student growth goal setting process.

… use available resources to determine next steps for my district.

TargetsStudent Growth

Why…

What …

How…

The “why” behind student growth

Elementary and Secondary Education Act (ESEA) Waiver

We are committed to: Multiple measures of effectiveness,

Student growth data, State-wide standardized tests Local, formative assessments

“If a goal of evaluating teachers is to ensure student learning, then

student learning must be a major part of what’s measured.”

~MET Study

Measures of Effective Teaching (MET)www.metproject.org

…continuously improve instructional practices to improve student learning outcomes…

TPGES Goal

MET Study Suggests …Rigorous

Classroom Observations

Student Feedback

School Working

Conditions

Pedagogical Content

Knowledge

Student Student GrowthGrowthStudent Student GrowthGrowth

MET Study

Proposed Multiple Measures

State Contribution: Student Growth %

Local Contribution: Student Growth Goals

Measure Student Growth?

Student growth measures in Kentucky’s field test

State Contribution Student Growth Percentiles

Local ContributionLocal Contribution

Student Growth GoalStudent Growth Goal

Student Achievement Goal Setting:Honoring Progress and Getting Results

© 2012, Stronge & Grant. Used with permission.

Student Growth Process

Step 1: Determining Needs

You need to KNOW your students in order to design

the goal.

Step 2: Creating Goals Using the SMART Process

SMART Goal ProcessT

ime B

ound

Realistic

Appropriate

Measureable

Specific

Step 3: Creating and Implementing Strategies

Step 4: Monitoring Student Progress and Making Adjustments

Step 4: Monitoring Student Progress and Making Adjustments

Sample assessments and goals.

Let’s take a look.

Student Growth Goal Sample

Checklist for Goal Quality

Appropriate needs assessment? Assesses overarching concepts of the discipline?

Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all students? Comparable across

classrooms?

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0% Overall, 30% of students scored a “3”

or better. Student Growth Goal: For the 2011-2012 school year, 100%

of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal Sample

Checklist for Goal Quality

Appropriate needs assessment? Assesses overarching concepts of the discipline?

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0% Overall, 30% of students scored a “3”

or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal

Quality Specific?

The goal addresses student needs within the content.

The goal is focused on a specific area of need.

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal Quality Measurable?

An appropriate instrument or measure is selected to assess the goal.

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal Quality

Appropriate? The goal is

clearly related to the role and responsibilities of the teacher.

This goal was written by an 8th grade Language Arts teacher.

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal Quality Realistic/Rigorous?

The goal is doable, but rigorous and stretches the outer bounds of what is attainable.

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 70% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal Quality Time-bound?

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal Quality Includes all

students?

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Student Growth Goal SampleChecklist for Goal Quality Comparable across

classrooms?

Baseline Data: Writing Baseline data on an 8th grade school

wide writing assessment utilizing the LDC argumentative writing rubric:

Score: 1 2 3 _4_

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal: For the 2011-2012 school year,

100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Includes All Students

The goal addresses growth for all students in the classroom

Based on Over-arching conceptsBased on Over-arching concepts

The goal addresses growth in The goal addresses growth in over-arching skills/concepts over-arching skills/concepts of the content vs. simply of the content vs. simply knowledge of content knowledge of content

Based on Over-arching conceptsExamples could include

ELAKey ideas in informational textCiting evidence from literatureAnalyzing point of viewFigurative languageWriting argumentLanguage mechanics

MathOperations and Algebraic Thinking Number and Operations – Fractions Measurement and DataRatios and Proportional RelationshipsExpressions and Equations

What?What

assessment will work

best for goal setting for

student growth?

Determining NeedsStep one begins with looking at data to get to know your students

Previous years’ data Conversations with previous teachers Formative assessment processes Student work

This is not baseline data used for developing a student growth goal. That comes later.

Once you know your students …

Decide upon an assessment that can provide pre-, mid-course, and post-assessment data

Getting Baseline data

Assessments for student growth goal setting must . . .

Be rigorous – Have high expectations for

progress toward college and career readiness

Provide data toward mastery of overarching skills/concepts based on standard(s)

Assessments for student growth goal setting must . . .

Provide data between two points in time (pre-/post-assessment)Provide baseline dataProvide post data by end of goal-

setting period Be comparable across classrooms

within or across districts

Comparable across classrooms

The measures used to show student growth for a particular subject are comparable across similar classrooms within or across districts.

The measures used in state non-tested subjects and grades are as rigorous as those in tested subjects and grades.

• Not a unit assessment

• Addresses skills and concepts students need to develop across the year

Data Source Possibilities

Interim Assessments

LDC/MDC Classroom

Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Descriptive RubricsOverarching

Skills &

Concepts

Comparable across Classrooms

Assessment Inventory Worksheet: Which assessments might your teachers use

for goal-setting?

Sample – See

Handout

Continue the discussion in your district.

Which assessments might your teachers use for goal-setting

for student growth?

Student Growth Goal Setting Feedback.

What type of assessments do you have in your district that could be

used for growth goal setting?

Go to: titanpad.com/JQ8VEhbt3e

(Case sensitive!)

Step 5: Determining Goal Attainment

Monitoring Student Progress: Formative Assessment Process

• Monitor both student progress toward goal attainment AND strategy effectiveness.

• Make adjustments to strategies as needed.

• Goals are not adjusted; strategies are adjusted.

Conversations to have…..Conversations to have…..1. Examine Assessments

Do we have quality assessments that provide data to measure student growthmeet the waiver criteria

-rigorous and comparable-two data points in time

2. Plan for inclusion of all subject/content areasCommon assessmentsUnique circumstances

3. Provide Training Assessment Literacy

Identifying needs/choosing appropriate assessmentData analysisUse of formative assessment

SMART Goal Process4. Utilize PLCs to support Teacher Effectiveness System

How can you start?How can you start?

Sample PLC Schedule– Meeting #1: Identify the Need (context, baseline data)– Meeting #2: Identify the goal (SMART process)– Meeting #3: Correlate Best Practices with Current

Practices (research)– Meeting #4: Plan and Implement Professional

Development– Meeting #5: Analyze Results and Refocus Efforts

Modified from: O’Neill, J. and Conzemius, A. (2006).The Power of SMART Goals: Using Goals to Improve Student Learning Blooming, IN: pp. 25-27, Solution Tree Press.

How can you deepen your understanding?How can you deepen your understanding?• Winter Summit Winter Summit

– February 2013: Have you registered?• Other Research-Based Resources

– The Power of SMART Goals: Using Goals to Improve Student LearningJan O’Neill and Anne Conzemius

– Student Achievement Goal Setting: Using Data to Improve Teaching and Learning James Stronge and Leslie Grant

• KDE Resources– KDE Home Page

• TPGES Field Test District Page, http://education.ky.gov/teachers/hieffteach/pages/pges-field-test-districts-.aspx

• Student Growth Percentiles, (DAC Monday Email: 9/17/2012) mms://video1.education.ky.gov/On-Demand2012/Overview_NGL_part2.wmv

• TPGES Overview from Summer Trainings, http://education.ky.gov/teachers/hieffteach/pages/pges--overview-series.aspx

• CIITS/EDS Resources, https://powersource.pearsonschoolsystems.com/portal/ciits/pges-field-test/

• Means to an End http://education.ky.gov/commofed/msgs/documents/means to and end templates (5).doc

Feedback on Student Growth Goals

What I really need now is _______

Go to: http://titanpad.com/Emh99dhvNO

to answer this question. The address is case sensitive!

QUESTIONSQUESTIONS

Contact Information

• Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals

• Mike.York@education.ky.gov Effectiveness Coach, SESC