Transcript Student Growth in the TPGES - Overview 6-4-13

Student Growth
within the Teacher Professional Growth and
Effectiveness System (TPGES)
Overview
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Proposed Multiple Measures
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
formative
Professional
Growth
Self-Reflection
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
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© 2012, Stronge & Grant. Used with permission.
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Student Growth Process
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
Step 5:
Determine
whether
students
achieved the
goals
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Step 1: Determining Needs
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
Step 5:
Determine
whether
students
achieved the
goals
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Step 1
Determine Needs
A. Work with your grade level/content
specific colleagues to identify the essential
skills and content within your discipline.
B. Considering your current students’
abilities, pinpoint areas of need from the list
you created in part A.
Work Time
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Determine Needs
Step 1
C. Select an enduring skill or concept from list B that
can be measured over the course of the year.
D. Select a literacy connection which can be used as
part of the instructional process throughout the year to
improve the skill or concept. Note: The literacy strategy may be used
as the essential skill.
Work Time
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Determine Needs
Step 1
E. Decide on a source of
evidence that can provide pre- and postdata on student progress toward the
selected skills or concepts, and literacy
connections for your content area. (Assessment
Options – Formative, Unit, Quarterly; Rubric; Project; Performance) *STAR reading
may be the third measure for all core literacy connections.
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Which sources of evidence work best for
student growth goal setting?
Common
Assessments
Interim
Assessments
District
Assessments
Student
Portfolios
Rubrics
Products
Student
Performances
LDC/MDC
Classroom
Assessments
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Step 2: Creating Goals Using the
SMART Process
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
Step 5:
Determine
whether
students
achieved the
goals
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SMART Goal Process for Student
Growth
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.
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Create Goals
Step 2
Additional Required Components of
Student Growth Goal:
 Growth Statement - What will the
individual student accomplish?

Proficiency Target - How many of the
students will reach the level of growth? Note:
Proficiency is a minimum of 80%.
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Sample Growth Goal
For the 2011-2012 school year, 100% of
students will make measurable progress
in writing. Each student will improve by
one performance level in three or more
areas. Furthermore, 80% of students will
score a three or better as measured by
the LDC writing rubric.
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Create Goals
Practice
•
•
•
Pair up with another person at your table.
Is it SMART?
• Analyze your assigned goal against SMART criteria.
• What feedback would you give to the teacher who had this
goal
Sample Student Growth Goals
• Using the examples identify the SMART criteria in your
assigned goal.
• Identify the Growth statement and the Proficiency
statement.
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Create Your Goals
Work Time
Work with your grade level
Content specific partner(s).
 Write your goal from the enduring skill
you have selected. Be sure to include
the literacy connection.
 Write a literacy goal unless it is
connected to your content goal.

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Step 3: Creating and
Implementing Strategies
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
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
Step 5:
Determine
whether
students
achieved the
goals
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Step 5:
Determining Goal Attainment
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
Step 5:
Determine
whether
students
achieved the
goals
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QUESTIONS
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