Transcript Educator Effectiveness: Student Growth

EDUCATOR
EFFECTIVENESS
STUDENT GROWTH OBJECTIVES
TRAINING OUTCOMES
• Understand the State guidelines for Measures of
Student Learning
• State the basic steps within the Student Growth
Objective (SGO) process
• Gather tools for the SGO process
• Begin the process of designing academic goals in
the SGO format
• Develop a series of next steps with SGO
COLLABORATIVE TABLETOPS NORMS
• Listen to and respect the expertise brought by each
member of the group
• Recognize that we are all learning together
• Value the brainstorming process
• Problem-solve as a team
• Work towards positive solutions
• Be nice and be professional
EVALUATION FRAMEWORK
EVALUATION FRAMEWORK
REQUIREMENTS
50%
50%
Measures
Professional
of Student
Practice
Learning
Evaluation
Rubric,
Observations,
Surveys &
Artifacts
State & District
assessments; Other
assessments
measuring student
achievement and
growth
EVALUATION FRAMEWORK
REQUIREMENTS
50%
Measures
of Student
Learning
State & District
assessments; Other
assessments
measuring student
achievement and
growth
MEASURES OF STUDENT
LEARNING
STATE REQUIREMENTS
• Measure of Individually attributed student learning
outcomes
• Measure of Collectively attributed student learning
outcomes
• Statewide summative assessment (TCAP/ACT) results
and growth, when available
• Multiple Measures
DEFINITION OF “GROWTH”
• SB 191 rules define “Student Academic Growth”
as…
• The change in student achievement against Colorado
Academic Standards for an individual student between
two or more points in time…determined using…standardsbased measures that are rigorous and comparable across
classrooms of similar content areas and levels.
• May also include gains in progress towards postsecondary and workforce readiness.
• May include progress toward academic and functional
goals included in an individualized education program
and/or progress made towards student academic growth
objectives.
STUDENT GROWTH
OBJECTIVES (SGO)
EFFECTIVE PRACTICE & SGO
• Effective Teachers…
• Teach a curriculum aligned to standards
• Set goals for students
• Determine the needs of students using several methods
including a variety of assessments
• Differentiate instruction based on the needs of students
• Use high quality assessments to measure student
performance
• Work in collaborative groups to improve student
achievement
EFFECTIVE PRACTICE & SGO
• The SGO process adds two more components…
• Formalize and document this process
• Systematically determine students’ starting points
EFFECTIVE PRACTICE & SGO
• SGOs should be a reflection of what effective
teachers typically do
Assessment
SGO
Instruction
Standards
INTERNALLY DRIVEN
Administrator-supported
Provide a supportive and collaborative environment
Assess quality and provide approval and final score of
SGOs
Teacher-driven
Identify critical standards and develop assessments
Use appropriate data to set ambitious and achievable
targets
Monitor performance and adjust instruction as needed
Student-centered
What should my students learn by when?
How will I ensure they learn it?
How will I know they have learned it?
WHAT IS A SGO?
A Student Growth Objective is a
long-term academic goal that
teachers set for groups of
students and must be:
• Specific and measureable
• Aligned to standards
• Based on available prior student
learning data
• A measure of what a student has
learned over time
SGO & SMART GOALS
S
M
A
R
SMART
SGOs Must
Goals Are… Be…
SGOs Require a Teacher to…
Specific
Specific
Describe how many students learn “what”
or grow by “how much”
Measurable
Measurable
Compare starting points to ending points
using assessments of some type
Achievable
Ambitious
but
Achievable
Determine a reasonable amount of growth
according to knowledge of students
Relevant
Relevant
Align SGOs to standards
Timerelated
Set an appropriate instructional period
TimeT related
5 STEPS OF THE SGO PROCESS
Step 1
Choose or develop a quality assessments aligned to standards
Step 2
Determine students’ starting points
Step 3
Set ambitious and achievable SGOs
Step 4
Track progress & refine instruction
Step 5
Review results and score in consultation with your evaluator
STEP 1: CHOOSE/DEVELOP A
QUALITY ASSESSMENT
ASSESSMENTS ARE CRITICAL
• Central to SGOs
• Measure what students learn in relation to the
SGO set
• Must be chosen thoughtfully to provide a high
quality measure of learning
• Different subjects and grades call for different
types of assessments
SGO
Quality
depends upon
Assessment
Quality
Poorly designed assessments do not
accurately measure student knowledge
and learning.
If SGOs are based on low-quality
assessments, then the SGO process
cannot yield accurate or meaningful
results.
If SGOs do not yield accurate or
meaningful results, they will fail to
promote good instruction and improve
student learning.
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DISCLAIMER
Choosing or developing quality assessments is
an aspect of the process with which teachers
may initially struggle.
In the first year, you should make a good
faith effort to use the most appropriate
assessments for your students based on the
guidelines provided within the process. As you
become familiar with the SGO process and
the strengths and weaknesses of your
assessments, you should modify and improve
them each year.
The SGO process will improve and become
easier with time.
TYPES OF ASSESSMENTS
Teachers may use but are not limited to:
•
•
•
•
•
•
Portfolios
Performance Assessments
Benchmark Assessments
Finals (modified as needed)
Program-based Assessments
Standardized Tests, e.g. AP
Whether locally-developed or commercial, multiple choice or
rubric-based, assessments should follow the rules of good
assessment design.
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COMPONENTS OF QUALITY
ASSESSMENTS
1. Assessment Scope

Determine the educational goals, instructional period,
and the appropriate standards that will be captured by
the assessment
2. Assessment Quality
 Choose or develop an assessment, analyze it for quality,
and modify as necessary
3. Collection of Evidence

Ensure that scoring and administration of assessments
relies on fair, accurate, and reliable systems
Let’s look briefly at each component…
SCOPE
1. Assessment Scope

Determine the educational goals, instructional period,
and the appropriate standards that will be captured by
the assessment
Scope Considerations:
Key concepts and skills students can be expected to
master in a course
Handout: Planning Guide for Choosing or
Developing a Quality Assessment
QUALITY
2. Assessment Quality

Choose or develop an assessment, analyze it for quality,
and modify as necessary
Quality Considerations:
Standards Alignment & Coverage (Content Match)
Rigor, Depth of Knowledge, Complexity
(Cognitive Match)
Handouts: Assessment Rigor & DOK Analysis; DOK
Levels
EVIDENCE
3. Collection of Evidence

Ensure that scoring and administration of assessments
relies on fair, accurate, and reliable systems
Evidence Considerations:
Fair & Unbiased
Clear Scoring Guidelines
Defined Performance Levels
Handouts: Assessment Checklist
& Assessment Review Tool
NEXT STEPS
• Take a few minutes to share your next steps with
choosing/developing a quality assessment
STEP 2: DETERMINE STUDENTS’
STARTING POINTS
CONSIDERATIONS
• What sources of student data are
available to you?
• Is a pre-assessment something you
should be using? If so, how alike
are your pre- and postassessments? What are the
advantages and disadvantages to
making them identical? How do
you control test integrity?
• Is grouping students by
preparedness levels appropriate or
useful?
EVIDENCE OF PRIOR LEARNING
Source of Performance Data to
Determine Students’ Starting Points
Examples and Notes
Grades/performance in current year • Based on all aspects of work during
the first few weeks of school
Beginning-of-course diagnostic tests
or performance tasks
• Department-generated preassessment
• Early course test
Prior-year test results that assess
knowledge and skills that are prerequisites to current subject/grade
• TCAP
• MAP/NWEA
• End-of-course assessments
Test results in other relevant subjects
from prior years
• A physics teacher uses results of her
students’ math tests from last year
Students’ grades in previous classes
• Teachers should make sure they
understand the basis for the grades
STEPS FOR DETERMINING STARTING
POINTS
• Choose 1-3 sources of data to determine starting
points
• Gather achievement data on all of your students
• Determine how you should group your students for
your SGO:
 On the average starting point
 On individual staring points
 Around group starting points
• Handout: Identify and Approve
Starting Points
NOTE: This step must be decided before entering an
SGO into the Dashboard
STEP 3: SET GROWTH
OBJECTIVES
LEVELS OF LEARNING
• Knowing your students’ starting points,
understanding your assessment, and using your
professional judgment will allow you to set
standards that are ambitious but achievable for
your students
SGO ATTAINMENT
Using a four-point scale, teachers set the standard for
what is referred to as “full attainment.”
Descriptions of each level of attainment are provided
below.
Exceptional
Full
Partial
Insufficient
4
3
2
1
Teacher has
demonstrated
an exceptional
impact on
learning by
exceeding the
objective.
Teacher has
demonstrated a
considerable
impact on
learning by
meeting the
objective.
Teacher has
demonstrated
some impact on
learning but did
not meet the
objective.
Teacher has
demonstrated
an insufficient
impact on
learning by
falling far short
of the objective.
ATTAINMENT STANDARDS
• In order to make your goal measurable…
• Specify what “full attainment” of your objective actually
means using the steps outlined below
• Develop a quantitative value of student performance that
shows your students have demonstrated “considerable”
learning
• To determine full attainment find…
• A target score on the final assessment that indicates
“considerable” learning
• The number of your current students that could reasonably
meet this mark
• The percentage of students in the course that this represents
• A 10-15% (suggested) range around this number
Step in Setting “Full
Attainment” Score
Example
A target score on the
final assessment that
indicates “considerable”
learning
You and your evaluator decide that 80% on
a challenging assessment indicates
“considerable” learning
The number of your
current students that
could reasonably meet
this mark
Based on the data you collected to
determine the starting points of your 65
students, your evaluator agrees with your
assessment that about 50 of them could
reasonably make the target score at the
end of the year
The percentage of
students in the course
that this represents
50/65 x 100 = 77%
So 77% of the students could meet the target
score of 80% on the assessment
A 10-15% (suggested)
range around this
number
Using 14% as the range, calculate by adding
7 to and subtracting 7 from 77. This results in
a range of 70% - 84%.
TARGET SCORE EXAMPLE
Using the full attainment score range as a starting
point, you can assign ranges to the other attainment
standards. For consistency, 14% ranges are used in
the “partial” category.
Target Score
Attainment Level in Meeting SGO
80% or
Higher on
Final
Assessment
Exceptional
4
Full
3
Partial
2
Insufficient
1
Percent of
Students
Meeting
Target
Greater than
84%
70 – 84%
55 – 69%
Less than
55%
CHANGE IN PROFICIENCY/LEVEL
EXAMPLE
The previous example used a “target score” that a
certain number of students must attain. You may
choose to use a measure of “change in proficiency”
rather than an absolute proficiency score.
Change in
Proficiency
Attainment Level in Meeting SGO
Students
increase at
least one
proficiency
level on the…
Exceptional
4
Full
3
Partial
2
Insufficient
1
Percent of
Students
Meeting Target
Greater
than 95%
85 – 95%
75 – 84%
Less than
75%
TIERED EXAMPLE
Attainment scores may also be tiered…
Preparedn
ess Group
Target
Score on
Final
Assessme
nt
Low
70
Medium
80
High
90
Objective Attainment Based on Percent (and
Number) of Students Achieving Target Score
Exceptional
4
Full 3
Partial 2
Insufficient
1
At least
90%
At least
80%
At least
70%
Less than
70%
SAMPLE SGO
SAMPLE SGO
REFLECTIONS
BRINGING IT ALL TOGETHER
• Connect – Extend – Challenge
• How are the ideas and information presented
connected to what you already knew?
• What new ideas did you get that extended or
broadened your thinking in new directions?
• What challenges or puzzles have come up in your
mind from the ideas and information presented?
• Next Steps
• What are your next steps
Tabletop
in the process?
Discussion
FINAL THOUGHTS ON SGOS
• Continue doing what is effective for your
students
• Use or adapt assessments that you already
have
• Support each other and share
• Don’t let perfection get in the way of the
good
• Learn, Grow & Get Better Together
RESOURCES
• Colorado Department of Education
http://www.cde.state.co.us
• Achieve NJ for Teachers
http://www.state.nj.us/education/AchieveNJ/teach
er/objectives.shtml
• Woodland Park Website
http://www.wpsdk12.org/departments/educatoreffectiveness/
THOUGHTS & QUESTIONS