1 Teacher Evaluation Institute July 23, 2013 Virginia Department of Education Division of Teacher Education and Licensure

2 Critiquing Elementary Goals

3 Afternoon Agenda Critiquing goals using the SMART criteria Creating goals using the SMART criteria Critiquing goals using the SMART criteria Creating goals using the SMART criteria

4 Grade 3 Teacher Q Grade 3: Baseline Reading Data Online reading assessment used Beginning of the year reading levels  2.7 and below = Below grade level  = On grade level  3.2 and above = Above grade level Grade 3: Baseline Reading Data Online reading assessment used Beginning of the year reading levels  2.7 and below = Below grade level  = On grade level  3.2 and above = Above grade level

5 Teacher Q: Student Baseline Reading Data StudentBaseline Score Student 11.3 Student 21.5 Student 31.5 Student 41.5 Student 51.6 Student 61.7 Student 72.2 Student 82.3 Student 92.6 Student Student Student Student Student Student Student Student Student Student Student 204.0

6 Student Baseline Reading Data: Tiers

7 Teacher Q Evaluate: Is this goal SMART? Goal Statement: From September 2012 to May 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. All students will improve their baseline score by 1.0 grade levels by the post-assessment. A good goal statement is one that is… Specific Measurable Appropriate Realistic, but Rigorous Time-bound

8 How would you improve this goal? Goal Statement: From September 2012 to June 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. All students will improve their baseline score by 1.0 grade levels by the post-assessment.

9 Improved Goal: One Suggestion Goal Statement: From September 2012 to June 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. Students scoring below grade level will improve their scores by 1.5 grade levels. Students scoring at or above grade level will improve their scores by 1.0 grade levels.

10 Goals for Students with Disabilities

11 Teacher Q and Teacher of Special Education R: Student Baseline Data StudentBaseline Score Student 11.3 Student 21.5 Student 31.5 Student 41.5 Student 51.6 Student 61.7 Student 72.2 Student 82.3 Student 92.6 Student Student Student Student Student Student Student Student Student Student Student Students Identified with Disabilities Teachers Q and R teach using a collaborative model to deliver reading instruction.

12 Goal Setting Considerations for Students with Disabilities Does the student’s disability affect the student’s ability to reach the goal? What has been the academic history of the student up to this point? What types of instructional interventions have been provided to the student in the past? Does the student’s disability affect the student’s ability to reach the goal? What has been the academic history of the student up to this point? What types of instructional interventions have been provided to the student in the past?

13 Student 5 GradeBaseline ScoreEnd-of-Year Score KPK.3K.1 1 K.8 2K Receives services for language arts (writing and reading) and speech Academic History: Reading Discussion Questions: Based on this data, is the improved goal written by Teacher Q appropriate for this student? What other factors should be considered in determining an acceptable goal?

14 Student 6 GradeBaseline ScoreEnd-of-Year Score KPK.2K.2 1K Receives services for language arts (writing and reading) and mathematics Academic History: Reading Discussion Questions: Based on this data, is the improved goal written by Teacher Q appropriate for this student? What other factors should be considered in determining an acceptable goal?

15 Student 7 GradeBaseline ScoreEnd-of-Year Score KPK.5K.2 1K Receives services for mathematics Academic History: Reading Discussion Questions: Based on this data, is the improved goal written by Teacher Q appropriate for this student? What other factors should be considered in determining an acceptable goal?

16 Music Teacher S Grade 4: Music Division-developed musical knowledge assessment  Instrument Identification (10 questions; 7 answered correctly is considered proficient)  Tempo Identification (10 questions; 7 answered correctly is considered proficient)  Musical Notation (10 questions; 7 answered correctly is considered proficient)  Music Styles (10 questions; 7 answered correctly is considered proficient) Grade 4: Music Division-developed musical knowledge assessment  Instrument Identification (10 questions; 7 answered correctly is considered proficient)  Tempo Identification (10 questions; 7 answered correctly is considered proficient)  Musical Notation (10 questions; 7 answered correctly is considered proficient)  Music Styles (10 questions; 7 answered correctly is considered proficient)

17 Teacher S: Student Baseline Data Instrument IDTempo IDMusical NotationMusical Styles TOTAL QUESTIONS 10 possible 7 = Proficient 10 possible 7 = Proficient 10 possible 7 = Proficient 10 possible 7 = Proficient 40 possible 28 = Proficient Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student AVERAGE

18 Teacher S Goal Critique: Is this goal SMART? Goal Statement: During the course of the instructional period, 70 percent of grade 4 students will score “Proficient” or higher on the division-developed musical knowledge assessment. A good Goal statement is one that is… Specific Measurable Appropriate Realistic, but Rigorous Time-bound

19 How would you improve this goal? Goal Statement: From September 2012, to June 2013, 70 percent of grade 4 students will score “Proficient” or higher on the division-developed musical knowledge assessment.

20 Improved Goal: One Suggestion Goal Statement: From September 2012, to June 2013, grade 4 students will make measurable progress in musical knowledge as measured by the division-developed music assessment. Students scoring 0-11 points will improve their scores by 30 points. Students scoring points will improve their scores by 15 points. Students scoring above 25 points will improve or maintain their scores by 15 points on the grade 5 division-developed music assessment.

21 Creating Goals

22 Goal Writing Practice Work with your table. Choose a content area appropriate for your level. Choose four areas that can be assessed in that content area. Review the baseline data. Write a SMART goal on chart paper. Work with your table. Choose a content area appropriate for your level. Choose four areas that can be assessed in that content area. Review the baseline data. Write a SMART goal on chart paper.

23 Fill-in-Your-Content-InformationFill-in-Your-Content-Information FILL IN CATEGORY TOTAL 10 possible 40 possible Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student AVERAGE

24DirectionsDirections Trade goals with the other table to which you are assigned. Evaluate the goal for the SMART criteria. Provide feedback. When it’s time to trade back goals, send one person back with the other table’s goal to explain the feedback. Afterward, rewrite your goal based on the comments. Trade goals with the other table to which you are assigned. Evaluate the goal for the SMART criteria. Provide feedback. When it’s time to trade back goals, send one person back with the other table’s goal to explain the feedback. Afterward, rewrite your goal based on the comments.

25 Final Thoughts 3 important things to keep in mind when setting goals 2 things that worked well in this training 1 question you still have 3 important things to keep in mind when setting goals 2 things that worked well in this training 1 question you still have