including student growth in educator evaluation
DESCRIPTION
Including Student Growth in Educator Evaluation . Day 2 November/December 2013. Sessions Addressing Student Growth. Setting Student Growth Goals (SGGs) Monitoring SGGs Reflecting and evaluating SGGs Connecting with CCSS, SBAC and other initiatives. Session Norms. Pausing Paraphrasing - PowerPoint PPT PresentationTRANSCRIPT
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Including Student Growth in Educator Evaluation
Day 2November/December 2013
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Sessions Addressing Student Growth
• Setting Student Growth Goals (SGGs)
• Monitoring SGGs
• Reflecting and evaluating SGGs
• Connecting with CCSS, SBAC and other initiatives
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Session Norms
• Pausing• Paraphrasing• Posing questions• Putting ideas on the table• Providing data• Paying attention to self and others• Presuming positive intentions• Anything else?
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Structure of the Day
• Feedback from the October sessions• Plus / Delta • The Dilemma•Not possible to do it all• The Decision•Modify•Group Input
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Intended Outcomes for this Session
• Consider operational definitions of student growth terms
• Align sound student growth goals with appropriate measurement tool(s)
• Provide rationale for assessment choice
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Since our Last Session . . .
•How did you take the information back to your district?
What worked? What were your challenges?
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Essential Question #1
• How do we develop common language to establish and measure appropriate student growth goals?
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Operational Definitions of Rubric Terms
• Consider the language used in the Student Growth rubrics• As a team, consider your district’s definition of terms such as:
• SGG 3.1, 6.1:
• Establishes inappropriate goals• Establishes appropriate student growth goals• Full learning potential• High-quality sources of data
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Operational Definitions: Share Out
• Choose a spokesperson for your district
• Each district will have three minutes to share definitions of the terms
• Other districts record ideas for their own consideration
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Essential Question #2
• How do we develop common language to establish and measure appropriate student growth goals?
• How do we align appropriate measurement(s) with the established goals?
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Keys to Quality Classroom Assessment• Clear Purpose• Clear Targets• Sound Assessment Design• Effective Communication• Student Involvement
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Aligning Sound Student Growth Goals with Appropriate Assessments
• What do you know about your student growth goal(s)?• Cognitive demand
• Context
• Content
• What do you know about the assessments that best align?• Selected response• Written response• Performance assessment• Personal communication
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Cognitive Demand
• Refers to the kind of thinking process required of the student due to the complexity of the task
• Expectations of student thinking
• Can be identified using one of many taxonomies or frameworks• Consider through the lens of your district
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Exploring Cognitive Demand in Instruction and Assessment (2006)
• Everyone: Read the introduction to the article by Karin K. Hess• Half of your team focus on Bloom’s Taxonomy• Half of your team focus on Webb’s Depth of Knowledge Levels
• Team discussion prompts: How do these descriptions relate to your district’s vision of Rigor or Cognitive Demand?How does this concept relate to the CCSS and SBAC?
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Context• Circumstances under which the student has to meet the
conditions of the goal in which the content may be demonstrated• Consider 4 of the Big 5 (plus 1)• Who?• When?• Where?• Why?• How?
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Content
5th of the Big 5 (plus one)
• It’s the What
• Standards and/or learning targets
• That are appropriate for/aligned to the content standard(s)
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Application
• Examine your student growth goals to identify:• Cognitive demand• Context• Content
• Revise as appropriate through this lens
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Four Types of Goals
• Knowledge• Represent factual information, procedural knowledge, and conceptual
understandings that underpin each discipline
• Reasoning• Specify thought processes students are to learn to do well within a
range of subjects
• Skill Target• Demonstration or physical skill-based performance
• Product• Describe learning in terms of artifacts where creation of a product is
the focus of the learning target
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Assessment Methods• General Assessment Methods• SELECTED RESPONSE – multiple choice, true/ false . . . • WRITTEN RESPONSE – short or long-answer responses . . . • PERFORMANCE ASSESSMENT – performance task• PERSONAL COMMUNICATION – questions, interviews, oral
responses
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Target Method MatchAdapted from An Introduction to Student Involved Assessment FOR Learning, 6th ed.
Selected Response: Response from a list
Written Response: Short answer or extended response
Performance Assessment: Demonstration or product
Personal Communication: Structured and unstructured interactions
Knowledge
Reasoning
Skill
Product
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Examples for Target Method Match Activity• Knowledge: Math- “Recognizes various types of angles . . .”
• Reasoning: Social Studies – “Compares and contrasts points of view . . . “
• Skill Target: P.E. – “Performs CPR correctly . . . “
• Product: ELA – “Creates a visual display for use in a presentation . . . “
(Fill in the chart with Very Strong, Good, Partial or Poor)
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Application• Which type is your goal?:• Knowledge?• Reasoning?• Skill?• Product?
• Which type of assessment is the best match?
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Target Method MatchAdapted from An Introduction to Student Involved Assessment FOR Learning, 6th ed.
Selected Response: Response from a list
Written Response: Short answer or extended response
Performance Assessment: Demonstration or product
Personal Communication: Structured and unstructured interactions
Knowledge
Reasoning
Skill
Product
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Connection to Data Pyramid
Benchmark assessments, MAP (Measure of Academic Process),
DIBELS, music performances,) finals/mid-terms, common
assessments, RBA (ELA), fit-n-fun day
CBAs, unit test, project/exam = summative demonstration, practice MSP portfolio, grade-level
common assessments, oral exams, skills performance test, collaborative with classroom teachers - 6 trait
writing: transferable learning, PB exams, RCBM, Performance tasks
Unit test/project, common formative assessment, essays (all content areas), literature circles, writing groups presentation and
projects with rubric criteria, peer assessments, quizzes, writing samples, student self assessment, timed writing probes, weekly math-fact fluency,
writers workshop writing samples, AIMS (reading/math assessment), running records
Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pair-share, student reflection, note check, student dialogue/discourse/demonstration, student white boards, conferring with students, diagram labeled with words (ELL), student interviews,
hand votes, written responses, science lab, math practice
Annually
2-4 times a year
Quarterly or end of unit
1-4 times a month
Formative Practices
End of course exam (EOC), MSP, ACT, SAT, ASVAB, PSAT, IB tests, AP tests, WELPA (ELL), district
finals
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Essential Questions
• How do we develop common language to establish and measure appropriate student growth goals?
• How do we align appropriate measurement(s) with the established goals?
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Team Time
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For Your Consideration: Operational Definitions of Terms
As you apply these definitions “back home”
• Where will things go swimmingly?
• Where might you run into rough waters?
• What might you need to understand and explore more fully?
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For Your Consideration: Cognitive Demand of Student Growth Goals
• What will be the level of cognitive demand you will encourage/require within your district?
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For Your Consideration, Goals and Assessments
• Types of goals
• Type of assessments
• Types of data already collected and when?
• Level of match/mismatch
• Revisions that might need to be made
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Plus/ Delta
Please take a few minutes and create sticky notes for the Plus/Delta chart to let us know how well we met your needs today.
• Plus: What worked well in this session and should be continued?
• Delta: What could be done better or differently?
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Thank you!
• Next Session:• January 10, 2014 – OESD, Bremerton• January 22, 2014 – Port Angeles Site