Transcript TPGES Day 2 Student Growth PGP and Reflection

Welcome
SESC ISLN
January
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
Domain 5: Student Growth
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.
Targets
Student 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
TPGES
Goal
…continuously improve
instructional practices to improve
student learning outcomes…
MET Study Suggests …
Rigorous
Classroom
Observations
Student
Feedback
Student
Growth
Pedagogical
Content
Knowledge
MET Study
School
Working
Conditions
Proposed Multiple Measures
Observation
Teacher
Professional
Growth and
Effectiveness
System
Peer Observation
Professional
Growth
State
Contribution:
Student
Growth %
Self Reflection
Student Voice
Student
Growth
Local
Contribution:
Student
Growth
Goals
Measure Student Growth?
Student growth measures
in Kentucky’s field test
State Contribution
Student Growth Percentiles
Local Contribution
Student Growth Goal
Student Achievement Goal Setting:
Honoring Progress and Getting Results
© 2012, Stronge & Grant.
Used with permission.
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
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
You need to KNOW your
students in order to design
the goal.
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
SMART Goal Process
S
A
R
T
Time Bound
Realistic
Appropriate
The goal is
focused on a
specific area
of need.
Measureable
Specific
Specific- The
goal addresses
student needs
within the
content.
M
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.
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
Step 4: Monitoring Student
Progress and Making
Adjustments
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
Step 4: Monitoring Student
Progress and Making
Adjustments
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
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 Sample
Checklist 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 Sample
Checklist 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 Sample
Checklist 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 Sample
Checklist 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 Sample
Checklist 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 Sample
Checklist 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 Sample
Checklist 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 concepts
The goal addresses growth in
over-arching skills/concepts
of the content vs. simply
knowledge of content
Based on Over-arching concepts
Examples could include
ELA






Key ideas in
informational text
Citing evidence from
literature
Analyzing point of
view
Figurative language
Writing argument
Language mechanics
Math





Operations and
Algebraic Thinking
Number and
Operations – Fractions
Measurement and Data
Ratios and Proportional
Relationships
Expressions and
Equations
What?
What
assessment
will work
best for goal
setting for
student
growth?
Determining Needs
Step 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.
Getting Baseline data
Once you know your students …
Decide upon an assessment that
can provide pre-, mid-course, and
post-assessment 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 data
 Provide post data by end of goalsetting 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
Common
Assessments
Interim
Assessments
District
Assessments
Projects
Products
Student
Performances
Student
Portfolios
LDC/MDC
Classroom
Assessments
Data Source Possibilities
Interim
Assessments
District
Assessments
Common
Assessments
Projects
Products
Student
Performances
Student
Portfolios
Classroom
Assessments
Assessment Inventory Worksheet:
Which assessments might your teachers use
for goal-setting?
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
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
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…..
1. Examine Assessments
Do we have quality assessments that
 provide data to measure student growth
meet the waiver criteria
-rigorous and comparable
-two data points in time
2. Plan for inclusion of all subject/content areas
 Common assessments
 Unique circumstances
3. Provide Training
Assessment Literacy
Identifying needs/choosing appropriate assessment
Data analysis
Use of formative assessment
SMART Goal Process
4. Utilize PLCs to support Teacher Effectiveness System
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?
• Winter Summit
– February 2013: Have you registered?
• Other Research-Based Resources
– The Power of SMART Goals: Using Goals to
Improve Student Learning
Jan 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/pge
s-field-test-districts-.aspx
• Student Growth Percentiles, (DAC Monday Email: 9/17/2012)
mms://video1.education.ky.gov/OnDemand2012/Overview_NGL_part2.wmv
• TPGES Overview from Summer Trainings,
http://education.ky.gov/teachers/hieffteach/pages/pge
s--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!
QUESTIONS
Contact Information
• [email protected]
Branch Manager, Office of Next Generation
Professionals
• [email protected]
Effectiveness Coach, SESC