Transcript What is a “message”? - Ashland School District


Please sit with your PLC folks…





Presented by:
Michelle Cuddeback
Becky DeSalvo
Karen Green
Jay Preskenis
 SLG Writing Process
 Differentiate between Student Achievement Goals
and Student Growth Goals
 Ascertain Appropriate Assessments
 Draft Sample Student Learning Goals
Self
Assessment/
Reflection
(Aug/Sept)
(June)
Summative
Evaluation
(May/June)
Ongoing
Professional
Goal Setting
(Sept/Oct)
Initial Conference
(Oct 15-31)
Development
Observation/
Collection of
Observation/
Collection of
Evidence
Evidence
(Sept-May)
Formative
Assessment/Mid
Year Review
(Jan/Feb)
**page 11 in handbook




Focus on student results
Explicitly connect teaching and
learning
Improve instructional practices and
teacher performance
Tool for school improvement
MULTIPLE MEASURES FOR TEACHER &
ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation
and Support Systems (aka SB290)
All measures are supported through artifacts and evidence.
Professional
Practice
(Domains 1-4)
Evidence
Professional
Responsibilities
(Domains 5 & 6)
Student Learning
and Growth
Evidence
Evidence
Student Learning GOALS
– Write two Student Learning Goals minimum
– Two of the three categories of Student Learning Measures
must be used (see next slide)
– If you are ELA/Math, Grades 4-8
– 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/Math Grades 4-8
– Your goals must include student learning measures
from two of the three categories
Measures of student learning and growth include 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
2
Common national,
international, regional,
district-developed
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
3
Classroom-based or
school-wide measures
Student performances, portfolios, products, projects,
work samples, tests
** page 5 in handbook
Generally includes the following 5 steps:
1. Identify core content and standards
2. Gather and analyze student baseline data
3. Determine the focus of the SLG
4. Select or develop formative assessments
5. Develop a SMART goal statement and rationale
– Goal form page 20 in handbook
– More information on process on page 26 in handbook
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
** page 30 in handbook
Step 5:
Determine
whether
students
achieved the
goals
8th Grade Language Arts Teacher
Pre-Assessment of
Student Ability in Writing

98 students in four heterogeneously grouped classes
 19 IEP students
Guiding Questions:
 What national or state standards are address 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 SLG will target?
Audience &
Purpose
Idea
Development
Organization
& Structure
1
2
3
4
The writer may
identify a general topic
but demonstrates little
or no awareness of
purpose or audience.
The writer identifies a
generalized purpose or
audience but does not
maintain focus on both.
Instead, the writer focuses
more on the task than the
actual purpose or intended
audience.
The writer adequately
establishes focus on the
intended audience and
purpose, but may not
consistently maintain this
focus, losing sight of
audience or purpose on
occasion.
The writer establishes and
maintains focus on
audience and purpose and
effectively engages the
audience by providing
relevant background
information.
The writer gives little
or no purposeful
development of ideas,
interpretation, insight
or clarification. No
examples or details
are provided or
support is irrelevant.
The writer demonstrates
inconsistent development
of ideas often presenting
facts with little insight,
interpretation, or
clarification. The writer
provides minimal or
irrelevant examples
and/or details for
support.
The writer develops ideas
with adequate support,
and clarification of the
topic through examples,
details, facts,
explanations,
descriptions, or
arguments.
The writer consistently
develops ideas with depth
and complexity to provide
insight, support, and
clarification of the topic. The
writer consistently develops
ideas using appropriate and
effective examples, details,
facts, explanations,
descriptions or arguments.
The writer offers little
or no organizational
structure, placing
ideas in no logical
order. There is little or
no variety in sentence
structures.
The writer demonstrates
some attempt at
organization, but often
places ideas in an unclear
order that disrupts the
natural flow or cohesion.
The writer occasionally uses
varied sentence structures,
these appear alongside
mostly simple sentences.
The writer adequately
organizes the writing by
using a logical
progression of ideas that
generally flows from idea
to ideas, though
connections between
some ideas are less clear
on occasion.
The writer consistently
organizes the writing by
using a logical progression
of ideas that flows within
and between paragraphs.
The writer consistently uses
a variety of sentence lengths
and structures.
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
Audience &
Purpose
2
3
1
2
3
3
2
1
3
2
3
3
1
3
3
2
1
3
3
2
Idea
Development
2
3
1
2
2
2
1
1
3
2
2
3
1
3
2
2
1
3
3
1
Organization &
Structure
1
4
1
1
2
2
1
1
3
1
2
3
1
4
2
2
1
2
4
1
Audience &
Purpose
Idea
Development
Organization &
Structure
Low Performing
Mid Performing
High Performing
Students
Students
Students
1.0
2.54
3.0
1.0
2.08
3.0
1.0
1.62
4.0
Baseline Data
Baseline Data
•What are the learning
needs of my students?
•Attach supporting data
I worked with the other LA teachers in the district
to create a common assessment using criteria from
the writing rubric. The data from the preassessment shows that 4 students scored very low,
3 scored very high and all areas of writing are low.
I then grouped the students according to their
scores to see that the low performers averaged 1.0
in all three areas of the rubric which is significantly
lower that the mid performing group. The high
performing group avg. 4.0 on Organization and
Structure, but the other two group avg. below 2.
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
**Page 30 in handbook
Step 5:
Determine
whether
students
achieved the
goals



Account for 100% of students in course
between both goals
Be SMART
Be Growth Goal
• Course-level SLGs
 Entire caseload in that course is covered
 Easiest to do this with common preps or selfcontained classes
• Tiered targets within a course-level SLG
 If data analysis shows wide range of skill/ability
 Different targets for different groups of students
• Targeted SLG (can only do if other goal already meets Course-level
requirements)
 Subgroups of students or specific skills
Define HEID for SLG1
Fill in the blank row with concrete numbers to delineate between the
levels for summative assessment.
Highly
Improvement
Does Not Meet:
Effective:
Few students
Effective:
Necessary:
Significant
Exceptional
number of
students achieve
goal (Eg. 90% or
above)
number of
students achieve
goal (Eg. 80%89%)
Less than significant achieve goal (Eg.
number of students below 70%)
achieve goal (Eg.
70%-79%)
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.
Growth Goals
Achievement Goals
Start with baseline data
Does not consider
baseline data
Intended to include all
students regardless of
ability level
Student goals are a “onesize-fit-all”
Students can show
various levels of growthstudents may have
individualized finish lines
All students are expected
to cross the same finish
line regardless of where
they start
With a partner,
 Decide if the goal provided is SMART.
 Refer
to the SMART Criteria.
If it is not SMART, discuss possible adjustments to
meet SMART criteria.
 Decide
if the goal is Achievement or Growth
If it is not a growth goal, discuss possible adjustments
to make it a growth goal..
P.E. Teacher’s Goal
For the 2013-14 school year:
Curl ups:
•Level 1 students will increase their baseline by 9; Level 2
students by 7; Level 3 students by 4
Mile Run:
•Level 1 students will decrease their baseline by 4 min.; Level 2
students by 2 min.; Level 3 by 1 min.
Reach and stretch:
•Level 1 students will increase their baseline by 7 cm.; Level 2
by 5 cm.; Level 3 by 2 cm.
As measured by the Presidential Fitness Test
Science Teacher’s Goal
For the current school year, all of my students
will make measurable progress in each of the
four areas related to scientific investigation
(hypothesis, investigative design, data collection, data analysis).
All students will achieve at the 3 level of
performance on a 4-point rubric in each area.
Art Teacher’s Goal
All students will demonstrate measurable
progress in each of the rubric areas
(Elements & Principles, Creativity & Originality,
Craftsmanship/Skill).
At least 50% of students
will score 3 on the 5-point rubric.
It is just practice this year (2013-14)
Not about:
•How many kids “meet” or “exceed”
standards
•How much I “grow” the number of kids who
meet/exceed
Student Growth Goal
Statement:
A good goal statement
is one that is…
For the 2012 – 13 school year
students will make measurable
progress in writing- 80% of the
students will score a “3” or better
overall.

Measurable

Appropriate

Realistic

Time-bound

Specific
Student Growth Goal
Statement:
A good goal statement
is one that is…
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 areas of the rubric
(audience/purpose, idea development,
organization & structure). Furthermore,
80% of the students will score a “3” or
better overall.

Measurable

Appropriate

Realistic

Time-bound

Specific
• In your PLC, identify assessments you currently
use
• Identify which are:
Category 1
Category 2
Category 3
Measures of student learning and growth include 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
2
Common national,
international, regional,
district-developed
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
3
Classroom-based or
school-wide measures
Student performances, portfolios, products, projects,
work samples, tests
** page 5 in handbook
Common
Assessments
Formative
Assessments
District
Assessments
Projects
Classroom
Assessments
Student
Performances
Student
Portfolios
Products
Common
Assessments
Formative
Assessments
District
Assessments
Projects
Classroom
Assessments
Student
Performances
Student
Portfolios
Products
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?

Brainstorm strategies Anna can
implement to meet her goal and record
on Goal Template.
Strategies for Improvement
Student Behaviors
• Students will use a writer’s
notebook for writing practice,
specifically developing ideas and
focusing on specific audiences for
specific purposes.
• Students will analyze organizational
structure of narrative,
informational/explanatory, and
argumentative writing and apply to
their own writing.
• Students will participate in peer
response groups to give/receive
feedback on audience awareness,
purpose, and idea development.
Teacher Behaviors
•
•
•
I will implement strategies learned
during Rigor and Relevance training and
develop writing prompts for students to
use in their writer’s notebooks.
I will 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.
I will 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.
Self
Assessment/
Reflection
(Aug/Sept)
(June)
Summative
Evaluation
(May/June)
Goal Setting
(Sept/Oct)
Ongoing
Initial Conference
Professional
(Oct 15-31)
Development
Observation/
Collection of
Observation/
Collection of
Evidence
Evidence
(Sept-May)
Formative
Assessment/Mid
Year Review
(Jan/Feb)
**page 11 in handbook


Find someone you might want to collaborate
with this year
Begin the process to drafting ideas…
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
 SLG Writing Process
 Differentiate between Student Achievement Goals
and Student Growth Goals
 Ascertain Appropriate Assessments
 Draft Sample Student Learning Goals



Leave questions on targets
Leave questions/ comments/ feedback on
reflection sheet
E-mail us at
[email protected]