1. Student Growth Developing Quality Growth Goals STEPS 3-4-5 4 Teacher Professional Growth & Effectiveness System (TPGES)

2. Student Growth Series 5 Overview of Student Growth Student Growth STEP 1 Lync Student Growth STEP 2 Lync Student Growth STEPS 3,4,5 Lync Assessment Literacy & Student Growth Lync

3. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 6

4. Proposed Multiple Measures All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals 7

5. Targets I can apply guiding questions to implement student growth goal-setting. I can determine effective teaching & learning strategies to support students’ goal attainment. I can implement strategies and monitor student progress toward goal attainment as a recursive process. I can determine goal attainment. 8

6. Student Growth Process 9

7. Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards. Determine what mastery of those skills, concepts & processes looks like. Pinpoint areas of need. 10 Determine needs.

8. 11 Decide on sources of evidence. Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need?

9. Sources of evidence for student growth goal setting must be... Rigorous – Comparable across classrooms –

10. It is the alignment to standards that make our measures both rigorous and comparable.

11. Step 2: Create goal 14

12. Components of a Quality Student Growth Goal Meets SMART criteria Includes growth statement/target Includes proficiency statement/target 15

13. SMART Goal Process for Student Growth 16

14. For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC argumentation rubric. Furthermore 80% of students will score a 3 or better overall. 23 Goal Sample

15. Step 3: Create & Implement Teaching & Learning Strategies 17

16. WHY? Strategies are… the how to link between goal context and goal attainment. how learning and school improvement happen. Dr. James Stronge 18

17. STEP 3: Start by deciding on Instructional Strategies for Goal Attainment. 19

18. Carefully chosen strategies are… supported by research developmentally appropriate appropriate for the subject matter Dr. James Stronge 20

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20. ASK YOURSELF… How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal? 21

21. Unpacking a Student Growth

22. For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC argumentation rubric. Furthermore 80% of students will score a 3 or better overall. 23 Goal Sample

23. 24

24. Selecting Strategies for our Sample Goal Engaging students in discussions, debates, and collaborative conversations Teaching students how to use graphic organizers to delineate arguments, plan their own arguments and give peer feedback 25

25. NEXT, ASK YOURSELF… What resources and supports do I need to implement these strategies with my students? 26

26. Multiple Resources & Supports 27 Research–based Strategies: Professional Publications & Webinars Collaboration with Others >Online Resources & Communications >CIITS Resources

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29. 30 1 2 3 4

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31. 32 APPLIES IN MULTIPLE CONTENT AREAS REFLECTION TRANSCRIPT

32. 33 Application in multiple areas

33. Collaborative Conversations with other teachers  with your principal

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35. Step 4: Monitor student progress 36

36. Plan for Progress Monitoring How and when will I monitor progress towards the SGG throughout the year/course? What formative assessment processes will I use for progress monitoring ? 37

37. Assess How? Formatively! 38 Multiple Choice items Products Observation Discussion, Debates Anecdotal notes Performances Short answer prompts

39. Goal sample from any Content Area For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a 3 or better overall. 40

40. 41

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42. How will I involve students in progress monitoring? 42 Engage Students

43. 43 From Classroom Assessment for Learning: doing it Right – Using it Well

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45. How will feedback occur regularly to move students forward in their learning? 45

46. Reflecting on Progress: A Formal Look How are students doing in meeting the goal? Are they progressing enough to meet the goal by the end of the course/year? How are the instructional strategies working? Do I need to adjust my instructional strategies? 46

47. Step 5: Determining Goal Attainment

48. Post-Data Proficiency Growth

49. Goal Sample Goal Sample For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall. 49

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51. Students

52. Teacher Practice

53. Collaborative Conversations --with your principal --with other teachers

54. Professional Learning

55. “Just in Time” Professional Learning PD 360 55

56. Next steps... 1. Use the guiding questions to begin thinking about your content and sources of evidence you might use to identify areas of need. 2. Stay tuned: Participate in the follow-up PGES Office Hours and future Lync sessions. 56

57. Targets 57 I can apply guiding questions to implement student growth goal- setting. I can determine effective teaching & learning strategies to support students’ goal attainment. I can implement strategies and monitor student progress toward goal attainment as a recursive process. I can determine goal attainment.

58. QUESTIONS 58

59. Contact Information Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals teacherleader@education.ky.gov 59