Transcript TPGES Day 2 Student Growth PGP and Reflection

After lunch Mix it up!
Arrange your tables so that
everyone else seated at your table
represents another district.
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Student Growth
within the Teacher Professional Growth
and Effectiveness System (TPGES)
Overview
2
Proposed Multiple Measures
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
formative
Professional
Growth
All measures are
supported through
evidence.
Self-Reflection
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
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Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
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Student Growth Process
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
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Step 1: Determining Needs
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
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Determine Needs: The Starting Line
1.
Know the expectations of your content
area standards
2.
Know your students
3.
Identify appropriate sources of evidence
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1. Know the content expectations
Identify the enduring skills
and concepts
for your content area.
endure beyond a single test date
 are of value in other disciplines
and/or
 are necessary for the next level of
instruction.

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Reflect & Discuss What structures are in place (or
are needed) to support:
 teachers identifying the enduring
skills and concepts their students
should master?
 teachers knowing/discovering
what mastery looks like?
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2. Know your students and their
abilities in your content.


Last year’s data
This year’s evidence/data to determine
patterns, trends, and weaknesses
Pinpoint areas of need.
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3. Identify appropriate
sources of evidence.
Do the sources of evidence provide the
data needed to accurately measure where
students are in mastering grade-level
standards for the identified area(s) of need?
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Sources of Evidence: Variety
Student
Performances
District
Learning Checks
Student
Portfolios
Products
Common
Assessments
Projects
Interim
Assessments
LDC/MDC
Classroom
Evidence
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Rigorous
Congruency to standards
Measures ask students to demonstrate mastery
of the identified skills/concepts at the level of
rigor intended in the standard.
Comparable
Selected measures reach the level of rigor
expected across the district.
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Reflect & discuss –
 How
can districts support
teachers in identifying, revising,
or developing assessment items
that demonstrate where students
are in meeting mastery of
enduring skills/concepts?
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Step 2: Creating Goals Using the
SMART Process
Step 2:
Step 1:
Determine
needs
Create
specific
learning
goals based
on preassessment
Step 3:
Create and
implement
teaching
and learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
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Components of a Quality
Student Growth Goal

Meets SMART criteria

Includes growth target

Includes proficiency target
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Goal-setting for student growth SMART Criteria
S
M
A
R
T
Specific- The
goal addresses
student needs
within the
content.
Measurable- An
appropriate
instrument or
measure is
selected to
assess the goal.
AppropriateThe goal is
clearly related
to the role and
responsibilities
of the teacher.
Realistic- The
goal is
attainable.
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
measurable
and uses an
appropriate
instrument.
The goal is
standardsbased and
directly related
to the subject
and students
that the teacher
teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds
of what is
attainable.
The goal is
bound by a
timeline that
is definitive
and allows for
determining
goal
attainment.
The goal is
focused on a
specific area
of need.
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Includes Growth & Proficiency
For the 2011-2012
school year, 100% of
my students will make
measurable progress in
argumentative writing.
Each student will
improve by at least one
performance level in
three or more areas of
the LDC writing rubric.
Furthermore, 80% of
students will score a 3
or better overall.
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Step 3: Creating and
Implementing Strategies
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
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Step 4: Monitoring Student Progress
and Making Adjustments
Step 1:
Determine
needs
Step 2:
Create
specific
learning
goals based
on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
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Step 5:
Determine
whether
students
achieved the
goals
Assess How?
Formatively!
Multiple Choice
items
Short answer
prompts
Discussion,
Debates
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Engage Students
How will I involve
students in progress
monitoring?
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How will feedback occur regularly to move
students forward in their learning?
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Step 5:
Determining Goal Attainment
Post-Data
Resources & support
Add screen shot of guide to professional learning
Student Growth Series
Student
Growth
STEP 1
Lync
Student
Growth in
the TPGES
(Overview)
Assessment
Literacy &
Student
Growth
Lync
Student
Growth
STEP 2
Lync
Student
Growth
STEPS
3,4,5
Lync
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A Resource Tool to Help You…
STUDENT GROWTH
THINK AND PLAN TOOL
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Guiding Questions on
Student Growth for
Teachers & Principals
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Reflect & DiscussWhat do districts need to do to
support teachers and principals in
implementing the student growth
process so it leads to the desired
impact on student learning?
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Remember . . .
Julie Stone
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Let’s Dig
in to the
SMART
criteria
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Goal-setting for student growth SMART Criteria
S
M
A
R
T
Specific- The goal
addresses
student needs
within the content.
Measurable- An
appropriate
instrument or
measure is
selected to
assess the goal.
Appropriate- The
goal is clearly
related to the role
and
responsibilities of
the teacher.
Realistic- The
goal is attainable.
Time-bound- The
goal is contained
to a single school
year/course.
The goal is
measurable
and uses an
appropriate
instrument.
The goal is
standards-based
and directly
related to the
subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds
of what is
attainable.
The goal is
bound by a
timeline that is
definitive and
allows for
determining
goal
attainment.
The goal is
focused on a
specific area of
need.
Let’s look at an example together…
For the 2011-2012 school year, 100% of
my students will make measurable
progress in argumentative writing. Each
student will improve by at least one
performance level in three or more areas
of the Literacy Design Collaborative
writing rubric. Furthermore, 80% of
students will score a 3 or better overall.
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Jigsaw:
Analyze a student
growth goal.
Team of 4: Home group.
Assign Expert Group:
S M A or R
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In your expert group
• Use the SMART handout & Guiding
Questions to discuss and understand
how each student growth goal
sample meets your assigned criteria.
• Be ready to teach your home group.
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In your home group
• Teach your group about your
assigned criteria.
• Reference the SMART chart, the goal
samples and the Guiding Questions
to support your explanation.
• Together identify the growth and
proficiency targets in each goal.
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TIME-BOUND
T
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
bound by a
timeline that
is definitive
and allows for
determining
goal
attainment.
• Is the goal designed to
stretch across the schoolyear or course?
• Is there sufficient time
within the interval of
instruction to determine
goal attainment?
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Time-Bound Can be….
• For the 2013-2014 school
year……
• During the 9-week
course……
• During the first trimester…..
• During the 32 instructional
periods this class meets for
the 2013-2014 school
year….
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Special Education Collaborative
Guidance
• Collaborate with the classroom teacher to
create the goal.
• Differentiate the goal based on the student’s
demonstrated needs from the baseline
measure.
• Differentiated goal should be both rigorous
and attainable for this group of students.
• Recognize that IEP goals are not the same as
Student Growth Goals. They have separate
purposes and are not interchangeable .
•
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For teachers in Program Review
areas, evidence of student growth is
also Program Review evidence.
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Health & PE goal
PL/CS Program Review
“. . . provides opportunities for all students to
become health literate . . . support healthenhancing behaviors . . .”
“ . . . provides opportunities for all students to
become physically literate . . . to adopt a physically
active lifestyle . . .”
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Art goal &
Arts & Humanities Program Review
“ . . . provide for the development of artistic
theory, skills, and techniques through the
development of student products . . .
“ . . . provide models of artistic performances and
products to enhance students’ understanding . . .
and to develop their performance/production
skills.”
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LDC & Writing Program Review
“Teachers develop and implement a plan to
monitor student progress in writing and
communication skills consistent with grade level
standards”
“ . . . Integrates strands of literacy across content
areas to explicitly instruct and develop
communication skills.”
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Reflect & DiscussWhat do districts need to do
 . . . to support teachers in
writing quality student growth
goals?
 . . . to help principals support
their teachers?
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