welcome sesc isln january. domain 1: planning & preparation domain 2: classroom environment...
TRANSCRIPT
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
• [email protected] Branch Manager, Office of Next Generation Professionals
• [email protected] Effectiveness Coach, SESC