1. Auburn School District Student Growth Goals June 2015 1

2. Intended Participant Outcomes Participants will know and be able to:  Understand the legislative requirements for using student growth data as one of several measures in an educator’s evaluation in Washington  Understand student growth in a focused versus comprehensive evaluation  Learn and apply the student growth rubric structure and language  Understand the creation of student growth goals in alignment with the evaluation criteria  Identify relevant measures of student growth by ASD expectations 2

3. Required by Law - ESSB 5895 Both E2SSB 6696 and ESSB 5895 contain language around student growth, including:  Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time. Changes…  Student growth data must be a substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria.  Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. 3

4. State Growth Criteria  Five Student Growth Criteria  3.1 Establish Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap)  3.2 Achievement of Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap)  6.1Establish Student Growth Goals using Multiple Student Data Elements Re: whole class based on grade-level standards and aligned to school and district goals  6.2 Achievement of Student Growth Goals Re: whole class based on grade-level standards and aligned to school and district goals  8.1 Establish Team Student Growth Goals Re: Teacher as part of a grade-level, content area, or other school/district team 4

5. 5 5 What is a student growth goal? A description of what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and curriculum. Establishing a focus for the student growth goal(s) is a critical first step. This can be done in an instructional team, in a conference between teacher and principal, or individually. Establishing the Focus for Student Growth

6. Creating Goals  In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right.  Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8) 6

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9. Goldilocks Approach: Example Goals 9 STUDENT GROWTH GOAL Literacy: Informational Text Writing K-5 Too NarrowJUST RIGHTToo Broad 6.1 Whole Group All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added. In the 2013-2014 year students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre- test, formative assessment, think~write~pair~share, reflective writing, and a post-test. All of my students will understand and apply grade level vocabulary to content areas.

10. Example of “Nested” Goals 3.1 Establish Student Growth Goals (individual or subgroups of students) Between September and May, all ELL Students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals) Between September and May, students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. 8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team) Between September and May, all 8 th grade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured by a four- point rubric. 10

11. Learning Activity: Creating Growth Goals  In your table groups, you will spend 5-10 minutes creating examples of student growth goals using the “goldilocks approach” – a goal that is too broad, a goal that is too narrow, and a goal that is just right.  You can choose the goal’s focus. Some suggestions are:  Art – elementary level  Literacy – kindergarten  Science – middle school level  Foreign language – high school level  Social science – high school level  Examples of goals are included in your packet.  Write these example goals on butcher paper and post so that other groups can view your work. 11

12. Learning Activity: Unpacking the Student Growth Rubric  Individually:  Read across the rows and highlight the key descriptions of performance at each level.  Look down the column and circle the key words or ideas that best summarize each of the four performance levels.  As a table group/district team answer these questions and create 3 charts:  What are the key differences between proficient and distinguished? Between proficient and basic? Between basic and unsatisfactory? 12 What does a teacher need to know, say, and do to demonstrate proficiency on these rubrics?

13. The Student Growth Rubric 13

14. Debrief Learning Activity  Gallery Walk: Review the goals from each group. Consider the rubric and Goldilocks as you evaluate the goals.  Provide colored marker feedback under each section. Include a colored mark for each – add comments if you wish.  Debrief  Was this brief experience harder or easier than you expected?  What about the goals did you like or wish to change?  What questions do you still have about goal writing? 14 Agree that this goal is “Just right” This is not a “Goldilock” goal

15. If on a Comprehensive Evaluation 15

16. If on a Focused Evaluation... 16

17. Think about: What Kind of Data Do Teachers Use? How Often? 17 Formative classroom assessments Formative common assessments Benchmark/interim common assessments Data about people, practices, perceptions Summative assessments Daily 1-4 times a month Quarterly or end of the unit 2-4 times a year Annually Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin, 2008. All rights reserved.

18. Think about: Possible Sources of Data 18 1-4 times a month Daily/ weekly Annually 2-4 times a year Quarterly or end of unit

19. Think about: Assessment Reliability and Validity 19 X Valid X Reliable X Valid Reliable Valid Reliable

20. Thank you 20