Educator Evaluation Goal Setting Webinar March 14, 2013

Future Webinars March 28 th, 2013Educator Evaluation: Summative Evaluation3:30 PM Mark your calendar for up-coming WVDE Webinar trainings on the Educator Evaluation System.

Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years Al;ksdjf Summative Conference/Evaluation by June 1 Nov. 1 Oct. 1

Overview Goal Setting – Why do Educators Set Goals? – Goal Setting across the System – What are the components of the Student Learning Goals in the online system? – What are the requirements for insuring meaningful Student Learning Goals? Ideas from the Field – Donna Talerico, Assistant Superintendent Monongalia County Schools 2 Years of Experience with the Evaluation System

Why Do Educators Set Goals?

Outcomes of Implementing Student Learning Goals

Broader Research Findings: Student Learning Goals and Teacher Practice Foster more effective use of baseline data in planning instruction Shift the concept of achievement to individual student growth Increase early awareness of individual students, promoting differentiation Stimulate searches for the best instructional strategies to meet individual needs Provide evidence-based collaboration: teacher-to-teacher and teacher-to-principal

Goals Across the System Teacher 2 student learning goals Due in system Nov 1 Counselor 2 goals targeted at performance improvement Due in system Nov 1 Principal 1 student learning goal 1 goal around a professional standard Due in system Nov 1

What are the components of the student learning goals? Specific Context Content area Baseline data The goal Strategies Collaboration Measures

What are the requirements of the Student Learning Goals?

What are the components of the student learning goals? 1.Two data points 2.Rigorous 3.Comparable across classrooms

Two Data Points Clear Beginning and End – Quarter – Semester – Academic Year Results by end-of- year evaluation conference Examples of Assessments Teacher-Created Pre- and Post-Test Problem-Based Unit

Measures of Progress WESTEST II data cannot be used as a measure of progress of student learning within a goal because the data will not be available by June 1.

Rigorous West Virginia’s Next Generation Standards West Virginia Content Standards and Objectives Challenging to all learners

Comparable Across Classrooms

Ensuring Meaningful Goals SSpecific MMeasureable AAchievable RRelevant T Timebound

Monongalia County Schools Leader Student Learning Goal – Middle Schools GOAL: 1.By the end of the year SMI benchmark assessment, both all students and randomly selected Economically Disadvantaged sixth through eighth grade students will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores. ASSESSMENT: SMI for Math

Monongalia County Schools Leader Student Learning Goal – Middle Schools GOAL: 1.By the end of the year SMI benchmark assessment, both all students and randomly selected Economically Disadvantaged sixth through eighth grade students will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores. ASSESSMENT: SMI for Math SSpecific MMeasureable AAchievable RRelevant TTimebound

Reviewing Student Learning Goals Is the Goal S.M.A.R.T.? Is the goal Specific? If it is a specific goal, you should be able to answer the following questions: Is the goal measurable? If goal is specific and measurable, one should be able to establish concrete criteria for measuring progress toward the attainment of each. Is the goal attainable? Given resources available, goal must be realistic and attainable. ? Is the goal relevant? Ultimately, goals should help achieve better student outcome. Is your goal time-bound? Goals should have starting points, ending points, and fixed durations. Does the goal use a measure that employs at least two Points in Time? Is the goal/measure appropriately rigorous? Is the measure proposed comparable? Is the goal collaborative in nature? Number of Measures Used Achieved

Student Learning Goal Requirements ComponentAnswers the Following… S.M.A.R.TWhat is being taught? How will it be measured? Is it attainable? What is the relevance of the goal? Is it time-bound? RigorousConsidering the context of the classroom, are the targets rigorous? Are the measures used rigorous? Comparable Across ClassroomsAre the strategies used able to be successfully replicated in another WV school? Are the measures used able to be successfully replicated in another WV school? Two Points in TimeWhat is the baseline? What two measures will be used and when will they be taken to determine growth?

District Systems Demonstrated a successful model of on-site, customized teacher professional development Showed the importance of district support systems on the front-end of new initiatives Served as a catalyst for institutional emphasis on student growth Recognized SLGs by C&I and practitioners as instructional best practice Highlighted the significance of two-way communication in new initiatives

Ideas from the field

Monongalia County has utilized the Leadership Standards as a rubric for having collaborative conversations among and with Principals/Assistant Principals for the last 3 years. The Self-Reflection allows us to have deep and thoughtful discussions on each of the Standards. It is the most effective technique for building capital with the staff.

The goal setting process evolved by reviewing a wealth of academic data, culture and climate survey data and the self-reflection data. Key to the focus on Leadership was the StrenghtsQuest training, identification and utilization of each individual’s top five strengths. This enabled us to work from a position that incorporated and nurtured those qualities that most correlate to student achievement. The second key to our leadership emphasis has been a monthly application of “Leaders in Action”. Hearing the voices of well- known leaders such as Lincoln, celebrated Generals, and even Santa Claus, have their place as a catalyst for school improvement.

Monongalia County Schools Leader Student Learning Goal – Elementary Schools GOAL: 1.By the end-of-the-year vocabulary benchmark assessment, both all students and a group of randomly selected Economically Disadvantaged students in second through fifth grade will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores. ASSESSMENT: Common School Wide Grade Level Assessments for Vocabulary

Monongalia County Schools Leader Student Learning Goal – High Schools GOAL: 1.85% of students in the 10 th grade will complete the ACT PLAN test. 2.When comparing the 8 th grade EXPLORE assessment with the 10 th grade PLAN for a single cohort, there will be an increase (5%) in the percent of students performing at or above the benchmark score and a decrease (3%) in those in the lowest performing ranges. 3.Score reports on the 11 th grade DCST ACT will show an increase on one of the areas of weakness from their 10 th grade ACT PLAN. 4.Students will show a consistent increase in performance from the 8 th grade EXPLORE, to the 10 th grade PLAN, and the 11 th grade DCST. ASSESSMENT: ACT Explore and Plan

Future Webinars March 28 th, 2013Educator Evaluation: Summative Evaluation3:30 PM Mark your calendar for up-coming WVDE Webinar trainings on the Educator Evaluation System.

Questions? Questions / Comments / Concerns Contact Information: Trent J. Danowski Teacher Quality Coordinator / WVDE