Transcript What is a “message”? - North Clackamas School District
Student Growth Goals: An Introduction
Presented by: Cam Kitchen, Administrator Jodi Lee, Teacher Jenna Miller, Teacher Kelli Shurtliff, Human Resources Robin Troche, Teacher & NCEA Erin Whitlock, OEA
Student Growth Goals
Agenda for Today
Introduction to Oregon's Framework
Introduction to Student Growth Goals (SGG)
Analysis of Baseline data
Draft Student Growth Goals Determining Levels of Performance Aligning Practice to Support SGG
Student Growth Goals
Targets
I can explain the difference between a growth goal and achievement goal.
I can list, model and explain the five steps in the student growth goal setting process.
I can summarize the goal parameters/expectations for a variety of teaching assignments.
After analyzing a data set, I can write a SMART student growth goal.
Student Growth Goals
3
Framework Required Elements
Teacher Evaluation
Oregon Framework for Teacher Evaluation and Support
Measures are ways/tools to gather evidence in our evaluation and professional growth systems (1)
Standards of Professional Practice
(2)
Differentiated Performance Levels
(4 levels)
(3)
Multiple Measures
(4)
Evaluation and Professional Growth Cycle
(5)
Aligned Professional Learning
Student Growth Goals
Multiple Measures
(A)Professional Practice (C) Student Learning and Growth (B)Professional Responsibilities
Student Growth Goals
Multiple Measures
(A) Professional Practice Evidence of effectiveness of planning, delivery of instruction, and assessment of student learning •Multiple Observations •Artifact analysis (B) Professional Responsibilities Evidence of teachers’ progress toward their own professional goals and contribution to school wide goals, including collegial learning •Professional Goal •Self-Assessment
Student Growth Goals
Multiple Measures
(C) Student Learning and Growth “Student growth” defined as “the change in student achievement between two or more points in time.” Teachers, in collaboration with their supervisors/evaluators, will establish Student Growth Goals and select evidence from a variety of valid measures and regularly assess progress It is just practice this year!
Student Growth Goals
Process Point #1
Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): • Considering the information we have heard this far, what are our building-level needs?
Record all questions on your table's Questions Sheet (blue)
Student Growth Goals
Multiple Measures of Student Learning
Measures of student learning and growth includes three types of measures: Category Types of Measures of Student Learning (aligned to standards) Examples include, but are not limited to: 1 State or national standardized tests Oregon Assessment of Knowledge and Skills (OAKS), SMARTER Balanced (when adopted), English Language Proficiency Assessment (ELPA), Extended Assessments 3 3 2 Common national, international, regional, district-developed measures Classroom-based or school-wide measures Other school-wide or district-wide measures ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, other national measures; or common assessments approved by the district or state as valid, reliable and able to be scored comparably across schools or classrooms Student performances, portfolios, products, projects, work samples, tests Graduation rate, attendance rate, drop-out rate, discipline data, college ready indicators (PSAT, AP/IB)
Multiple Measures
DEFINITIONS FOR 2013-2014 SCHOOL YEAR
Teacher: Any individual holding a Teacher Standards and Practices Commission (TSPC) teaching license and instructing students 50% or more of their contracted day.
Administrator: Any individual holding a TSPC Administrator license who serves as a principal or an assistant principal in a school building for 50% or more of their contracted day.
Student Growth Goals
Multiple Measures
(C) Teachers Student Growth Goals (SGGs) Write two SGGs minimum Two of the three categories of Student Learning Measures must be used (last slide) If you are ELA (reading)/Math, Grades 4-8 & 11 • 1 of your 2 goals must use OAKS data • Your other goal must use student learning measures from category 2 or 3 If you are not ELA (reading)/Math Grades 4-8 & 11 • Your goals must include student learning measures from two of the three categories
Student Growth Goals
Multiple Measures
(C) Admin Student Growth Goals Write two goals minimum One goal must use OAKS data •Building-level data in reading and math, including all disaggregated groups of students Should align to Achievement Compact goals where applicable
Student Growth Goals
Growth Goals vs. Achievement Goals
Start with baseline data Intended to include all students regardless of ability level Students can show various levels of growth- students may have individualized finish lines Does not consider baseline data Student goals are a “one-size-fit-all” All students are expected to cross the same finish line regardless of where they start
Student Growth Goals
Example Goals
Growth Ex:
• By June of 2014, all students will grow in one trait of writing by one level as measured by the state level writing rubric for ___ grade.
Achievement Ex:
• By June of 2014, all students will be proficient in one trait of writing as measured by the state level writing rubric for ___ grade.
Student Growth Goals
SGG Characteristics
Course-level requirements:
• Elementary: year-long Entire class is covered • Secondary: length of actual class/course Biggest amount of students possible (common preps) • Targeted SGG Can only do if the first goal already meets Course-level requirements Subgroups of students • All goals are for the “intact group” Have “pre-” and “post-” data for students
Student Growth Goals
Process Point #2
Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): • Considering the information we have heard this far, what are our potential roadblocks?
Record all questions on your table's Questions Sheet (blue)
Student Growth Goals
So, what data sources will you use?
Student Growth Goals
Data Source Possibilities
Interim Assessments Common Assessments Projects District Assessments Products Student Performances Student Portfolios
Student Growth Goals
Classroom Assessments
Data Source Possibilities
Interim Assessments Common Assessments Projects District Assessments Products Student Performances Student Portfolios
Student Growth Goals
Classroom Assessments
Student Learning Measures
Measures of student learning and growth include three types of measures: Category Types of Measures of Student Learning (aligned to standards) For my content area of: _____________________ Examples include, but are not limited to: 1 State or national standardized tests 2 3 Common national, international, regional, district-developed measures Classroom-based or school-wide measures 3 Other school-wide or district-wide measures
What does a SGG look like?
SGGs are detailed, measurable goals for student growth • Specific timeframe • Collaboratively developed • Based on student learning needs ID'd via baseline data • Step-by-step process to follow • Regular review/assessment of progress • The objective in a SGG is a SMART goal
S Specific- The goal addresses student needs within the content.
SMART Goal Process
M
Measurable-
An appropriate instrument or measure is selected to assess the goal, and a concrete criteria A
Appropriate-
The goal is clearly related to the role and responsibilities of the teacher.
R Realistic- The goal is attainable.
T
Time-bound-
The goal is contained to a single school year/course.
The goal is focused on a specific area of need.
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.
Student Growth Goals
Unacceptable SGGs
80% of students will pass the end-of-course exam.
Students scoring 80 or lower on the pre-assessment will increase their scores by at least 10 points. Any students scoring 81 or higher on the pre-assessment will maintain their scores.
Student Growth Goals
Student Growth Goals
Unacceptable SGGs:
80% of students will pass the end-of-course exam.
Does not show growth Timeframe is partially unclear Students scoring 80 or lower on the pre-assessment will increase their scores by at least 10 points. Any students scoring 81 or higher on the pre-assessment will maintain their scores.
Students scoring at 50 need to make greater gains Growth is non-existent for students at 81+, who may also need to be challenged with higher goal and/or additional assessment to illustrate growth No mention of post-assessment No specific time frame
Student Growth Goals
Student Growth Goals
Acceptable Student Growth Goals Unacceptable Student Growth Goals
By June ‘14, 15 of 25 students will meet their typical growth target within -3 RIT scores and the remaining 10 students will show growth within -5 7 RIT of their target (with at least 1 RIT growth) as measured by the OAKS Reading Assessment at __ grade at or above the 50%ile (typical growth).
Given the OAKS Reading Assessment at __ grade, 85% of students will achieve a score of ___ or above.
By Spring ’13, all English Language Learners scoring a 1-3 on the ELPA will increase one level or more as measured by the ELPA assessment. Students scoring higher than a 3 will show at least 10% growth as measured by a teacher-developed pre/post-language test.
By June ’14, each student will improve their Oral Reading fluency rate by at least 40wpm as measured by the Spring ORF easyCBM assessment.
At least 18 of 21 students achieve a score of 4 or higher on the Music Mastery Rubric At least 17 of 20 students achieve a score of 3 or higher on the AP Chemistry exam.
Student Growth Goals
Process Point #3
Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): • Considering the information we have heard this far, what are our potential opportunities?
Record all questions on your table's Questions Sheet (blue)
Student Growth Goals
Let
’
s Take A Brain Break!
Student Growth Goals
SGG Evaluation Cycle
V
Summative Conference: Discussion of impact on practice and summative rating/professional growth
I
SGG Development Process
II
SGG Initial Collaborative Goal Meeting
IV
Summative Conference: Final review of SGG & Scoring
III
SGG Mid-Course Review
Student Growth Goals
I – SGG Development
Generally includes the following 5 steps:
1. Identify core content and standards 2. Gather and analyze student data 3. Determine the focus of the SGG (St/course) 4. Select or develop an assessment(s) 5. Develop a SMART goal statement and rationale:
Student Growth Goals
Let’s Write a Student Growth Goal Student Growth Goals
Step 1: Identify Core Content & Standards
Step 1: ID Core Content & Standards Step 2: Gather & Analyze Student Data Step 3: Determine focus of SGG Step 4: Select or develop assessment Step 5: Develop a SMART Goal statement and rationale
Student Growth Goals
Step 1: ID Core Content & Standards
Guiding Questions: • What national or state standards are addressed by the course?
• What are the essential skills and content knowledge that students will need in order to be successful next year?
• In which of these essential skills and content knowledge are students struggling?
• What are the specific academic concepts, skills or behaviors the SGG will target?
Student Growth Goals
Step 2: Gather & Analyze Student Data
Step 1: ID Core Content & Standards Step 2: Gather & Analyze Student Data Step 3: Determine focus of SGG Step 4: Select or develop assessment Step 5: Develop a SMART Goal statement and rationale
Student Growth Goals
Step 2: Gather & Analyze Student Data You need to KNOW your students abilities before you develop the goal.
Student Growth Goals
Step 2: Gather & Analyze Student Data
Other data that is important to consider could include:
• Attendance data • Demographics information • Student support needs IEP ELL • Any others that you can think of?
Student Growth Goals
Student
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20
Indicator 1
2 1 3 3 2 2 3 3 3 3 1 1 2 2 3 3 3 2 1 3
Indicator 2
2 1 3 3 1 2 2 3 2 3 1 1 2 2 3 2 2 1 1 3
Indicator 3
2 1 2 4 1 1 2 4 2 3 1 1 1 1 4 2 2 1 1 3
Baseline Data
On your template: 1. Complete the baseline data information 2.Where are my (your) students now?
3.Based on the data, have a conversation at your table about what needs to happen in your classroom as far as student learning
Student Growth Goals
Process Point #4
Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): • Considering the information we have heard this far, what are our burning questions?
Record all questions on your table's Questions Sheet (blue)
Student Growth Goals
Step 3: Determine focus of SGG
Step 1: ID Core Content & Standards Step 2: Gather & Analyze Student Data Step 3: Determine focus of SGG Step 4: Select or develop assessment Step 5: Develop a SMART Goal statement and rationale
Student Growth Goals
Step 3: Determine focus of SGG
Remember that: • Elementary: year-long & entire class is covered • Secondary: length of actual class/course & biggest amount of students possible (common preps) Tiered targets within a course-level SGG • If data analysis shows wide range of skill/ability • Different targets for different groups of students • Can choose to have individual targets as well
Student Growth Goals
Examples
of
Tiered Targets Goal
1.From Oct to January, all students will meet their target score as measured by the American Government pre-/post-assessment:
Baseline Score Range Target Score on Post-Test
20-30 31-50 51-70 71-85 86-95 70 77 85 90 96 2.From Fall ‘13 to Spring ’14, all students at __ level will improve their reading fluency by 25 wpm, students at __ level improve by 35 wpm, and Sts at __ will improve by 40wpm, as measured by an ORF assessment.
Student Growth Goals
OAKS & Growth Goals
It is just practice this year 2013-14 Not about: • How many kids “meet” or “exceed” OAKS • How much I “grow” the number of kids who meet/exceed Based on OAKS Growth targets • Oregon Growth Model – DO NOT USE FOR SGG In 3-years or by 11 th grade, these targets aim to get students to “Meets” • Typical Growth Model – Use this model with trend data to help you write goal Based on prior year's score, this is what 50%ile typically score in their current year
Student Growth Goals
OAKS & Growth Goals
Reading - 3rd to 4th Grade Growth 3rd Grade Score 4th Grade Target
186 187 188 189 190 191 192 193 210 210 210 210 210 211 211 211
Typical Growth
200 200 200 201 201 202 203 204
3rd Grade Score 4th Grade Target Typical Growth
197 198 199 200 201 202 203 204 213 214 214 214 215 215 216 216 194 212 204 205 216
Student Growth Goals
217 217 207 208 210 211 212 213 214 214 215 216 217
Example OAKS Goal – 4
th
Grade
B y June 2014: •50% of 4 th grade students will meet their growth target (see attached data) as measured by OAKS-Reading 4 show growth). th grade exam; this is using the typical growth (50%ile) model. Additionally, students who do not meet or exceed their growth target will be within at least -7 RIT scores of their target (so all students are expected to •100% of students will grow by at least 30% on the pre-/-post comprehension test, with at least half of students growing by 50%.
Student Growth Goals
Example OAKS Goal – 11
th
Grade
By June 2014 •55% of 11 th grade students in my class who have not yet passed OAKS-Math (and will thus be taking it again) will demonstrate growth on the OAKS Math for 11 th grade at or above the 50%ile (typical growth). Since statistically only about 50% of students hit this growth target, having over 50% hit it is quite rigorous. I will expect all students who do not hit the target to be within at least 5-7 RIT scores of their typical growth target and still show growth.
Student Growth Goals
Step 4: Select or develop an assessment
Step 1: ID Core Content & Standards Step 2: Gather & Analyze Student Data Step 3: Determine focus of SGG Step 4: Select or develop assessment Step 5: Develop a SMART Goal statement and rationale
Student Growth Goals
Step 4: Select or develop an assessment
Guiding Questions: •Is this assessment the best way to measure student progress toward the objective?
•Does this assessment allow all students to demonstrate developmentally appropriate growth?
•Does this assessment follow district and state guidelines?
•How will I ensure assessments are graded in a fair and unbiased manner?
Student Growth Goals
Step 5: Develop SMART Goal Statement
Step 1: ID Core Content & Standards Step 2: Gather & Analyze Student Data Step 3: Determine focus of SGG Step 4: Select or develop assessment Step 5: Develop a SMART Goal statement and rationale
Student Growth Goals
Step 5: Develop SMART Goal Statement Growth goals developed with specific indicators of growth
Guiding Questions: • How was the baseline data used to inform the growth goal?
• Are tiered targets appropriate for the student population included in the SGG?
• Are expectations rigorous yet realistic?
Rationale for growth goal was well developed
Guiding Questions: • How will this goal address student needs?
• Why is this goal important?
• What baseline data informed this goal?
• How will attainment of this goal help the student learn necessary content for future grade levels?
Student Growth Goals
Process Point #5
Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): • Considering the information we have heard this far, what are our next steps in-building?
Record all questions on your table's Questions Sheet (blue)
Student Growth Goals
Draft Your Goal
Draft a goal based on baseline data Make sure it is growth: • All students • • Considers baseline Is not an achievement goal Make sure it is S.M.A.R.T.
THEN… • Rotate to another group's goal • Give them feedback on their goal using the criteria above
Student Growth Goals
A Possible Goal
Student Learning Objective Statement:
For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more indicators of the rubric.
A good goal statement is one that is…
Specific Measurable Appropriate Realistic Time-bound
Student Growth Goals
Strategies for the Goal
Students will….
use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes.
analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing.
participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development.
I will….
implement strategies learned during Rigor and Relevance training and develop writing prompts for students to use in their writer’s notebooks.
refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing.
refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.
Student Growth Goals
District Expectations
Elementary • Two SGGs and professional goals by Oct 15 th Secondary • If you teach a year-long course, two SGGs and professional goals by Oct 15 th .
• If you teach a semester or quarter class a minimum of professional goals and SGGs timeframe identified (+ goal if applicable to first term) by Oct 15 th .
Student Growth Goals
Target Check
I can explain the difference between a growth goal and achievement goal.
I can list, model and explain the five steps in the student growth goal setting process.
I can summarize the goal parameters/expectations for a variety of teaching assignments.
After analyzing a data set, I can write a SMART student growth goal.
Student Growth Goals
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