1. Welcome SESC ISLN January

2. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth TPGES

3. Student Growth

4. TargetsI can…  … discuss why student growth goals are included in the TPGES.  … communicate and support the student growth goal setting process.  … use available resources to determine next steps for my district.

5. Targets Student Growth  Why…  What …  How…

6. The “why” behind student growth

7. Elementary and Secondary Education Act (ESEA) Waiver We are committed to:  Multiple measures of effectiveness,  Student growth data,  State-wide standardized tests  Local, formative assessments

8. “If a goal of evaluating teachers is to ensure student learning, then student learning must be a major part of what’s measured.” ~MET Study Measures of Effective Teaching (MET) www.metproject.org

11. …continuously improve instructional practices to improve student learning outcomes… TPGES Goal

12. MET Study Suggests … Rigorous Classroom Observations Student Feedback School Working Conditions Pedagogical Content Knowledge Student Growth MET Study

13. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation Professional Growth Self Reflection Student Voice Student Growth Student Growth State Contribution: Student Growth % Local Contribution: Student Growth Goals

14. Measure Student Growth?

15. Student growth measures in Kentucky’s field test State Contribution Student Growth Percentiles Local Contribution Student Growth Goal Student Growth Goal

16. Student Achievement Goal Setting: Honoring Progress and Getting Results © 2012, Stronge & Grant. Used with permission.

17. Student Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

18. Step 1: Determining Needs Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

19. You need to KNOW your students in order to design the goal.

20. Step 2: Creating Goals Using the SMART Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

21. SMART Goal Process S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. Time Bound Realistic Appropriate Measureable Specific

22. Step 3: Creating and Implementing Strategies Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

23. Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

24. Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

25. Sample assessments and goals. Let’s take a look.

26. Student Growth Goal Sample Checklist for Goal Quality Appropriate needs assessment? Assesses overarching concepts of the discipline? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all students? Comparable across classrooms? Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

27. Student Growth Goal Sample Checklist for Goal Quality Appropriate needs assessment? Assesses overarching concepts of the discipline ? Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

28. Student Growth Goal Sample Checklist for Goal Quality Specific? The goal addresses student needs within the content. The goal is focused on a specific area of need. Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

29. Student Growth Goal Sample Checklist for Goal Quality Measurable? An appropriate instrument or measure is selected to assess the goal. Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

30. Student Growth Goal Sample Checklist for Goal Quality Appropriate? The goal is clearly related to the role and responsibilities of the teacher. This goal was written by an 8 th grade Language Arts teacher. Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

31. Student Growth Goal Sample Checklist for Goal Quality Realistic/Rigorous? The goal is doable, but rigorous and stretches the outer bounds of what is attainable. Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 70% of students will score a “3” or better overall.

32. Student Growth Goal Sample Checklist for Goal Quality Time-bound? Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

33. Student Growth Goal Sample Checklist for Goal Quality Includes all students? Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

34. Student Growth Goal Sample Checklist for Goal Quality Comparable across classrooms? Baseline Data: Writing Baseline data on an 8 th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 _4_ 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

35. Includes All Students The goal addresses growth for all students in the classroom Based on Over-arching concepts The goal addresses growth in over-arching skills/concepts of the content vs. simply knowledge of content

36. Based on Over-arching concepts Examples could include ELA  Key ideas in informational text  Citing evidence from literature  Analyzing point of view  Figurative language  Writing argument  Language mechanics Math  Operations and Algebraic Thinking  Number and Operations – Fractions  Measurement and Data  Ratios and Proportional Relationships  Expressions and Equations

37. What? What assessment will work best for goal setting for student growth?

38. Determining Needs Step one begins with looking at data to get to know your students  Previous years’ data  Conversations with previous teachers  Formative assessment processes  Student work This is not baseline data used for developing a student growth goal. That comes later.

39. Once you know your students … Decide upon an assessment that can provide pre-, mid-course, and post-assessment data Getting Baseline data

40. Assessments for student growth goal setting must...  Be rigorous – Have high expectations for progress toward college and career readiness Provide data toward mastery of overarching skills/concepts based on standard(s)

41. Assessments for student growth goal setting must...  Provide data between two points in time (pre-/post-assessment) Provide baseline data Provide post data by end of goal- setting period  Be comparable across classrooms within or across districts

42. Comparable across classrooms The measures used to show student growth for a particular subject are comparable across similar classrooms within or across districts. The measures used in state non-tested subjects and grades are as rigorous as those in tested subjects and grades.

43. Not a unit assessment Addresses skills and concepts students need to develop across the year

44. Data Source Possibilities Interim Assessments LDC/MDC Classroom Assessments Projects Products Student Portfolios Student Performances Common Assessments District Assessments

45. Data Source Possibilities Interim Assessments Classroom Assessments Projects Products Student Portfolios Student Performances Common Assessments District Assessments Aligned to Standards Descriptive Rubrics Overarching Skills & Concepts Comparable across Classrooms

46. Assessment Inventory Worksheet: Which assessments might your teachers use for goal-setting? Sample – See Handout

47. Continue the discussion in your district. Which assessments might your teachers use for goal-setting for student growth?

48. Student Growth Goal Setting Feedback. What type of assessments do you have in your district that could be used for growth goal setting? Go to: titanpad.com/JQ8VEhbt3e (Case sensitive!)

49. Step 5: Determining Goal Attainment Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

50. Monitoring Student Progress: Formative Assessment Process Monitor both student progress toward goal attainment AND strategy effectiveness. Make adjustments to strategies as needed. Goals are not adjusted; strategies are adjusted.

52. Conversations to have….. 1. Examine Assessments Do we have quality assessments that  provide data to measure student growth  meet the waiver criteria -rigorous and comparable -two data points in time 2. Plan for inclusion of all subject/content areas  Common assessments  Unique circumstances 3. Provide Training Assessment Literacy  Identifying needs/choosing appropriate assessment  Data analysis  Use of formative assessment SMART Goal Process 4. Utilize PLCs to support Teacher Effectiveness System

53. How can you start? Sample PLC Schedule – Meeting #1: Identify the Need (context, baseline data) – Meeting #2: Identify the goal (SMART process) – Meeting #3: Correlate Best Practices with Current Practices (research) – Meeting #4: Plan and Implement Professional Development – Meeting #5: Analyze Results and Refocus Efforts Modified from: O’Neill, J. and Conzemius, A. (2006).The Power of SMART Goals: Using Goals to Improve Student Learning Blooming, IN: pp. 25-27, Solution Tree Press.

54. How can you deepen your understanding? Winter Summit Winter Summit – February 2013: Have you registered? Other Research-Based Resources – The Power of SMART Goals: Using Goals to Improve Student Learning Jan O’Neill and Anne Conzemius – Student Achievement Goal Setting: Using Data to Improve Teaching and Learning James Stronge and Leslie Grant

55. KDE Resources – KDE Home Page TPGES Field Test District Page, http://education.ky.gov/teachers/hieffteach/pages/pge s-field-test-districts-.aspx http://education.ky.gov/teachers/hieffteach/pages/pge s-field-test-districts-.aspx Student Growth Percentiles, (DAC Monday Email: 9/17/2012) mms://video1.education.ky.gov/On- Demand2012/Overview_NGL_part2.wmv mms://video1.education.ky.gov/On- Demand2012/Overview_NGL_part2.wmv TPGES Overview from Summer Trainings, http://education.ky.gov/teachers/hieffteach/pages/pge s--overview-series.aspx http://education.ky.gov/teachers/hieffteach/pages/pge s--overview-series.aspx CIITS/EDS Resources, https://powersource.pearsonschoolsystems.com/portal /ciits/pges-field-test/ https://powersource.pearsonschoolsystems.com/portal /ciits/pges-field-test/ Means to an End http://education.ky.gov/commofed/msgs/documents/ means to and end templates (5).doc http://education.ky.gov/commofed/msgs/documents/ means to and end templates (5).doc

56. Feedback on Student Growth Goals What I really need now is _______ Go to: http://titanpad.com/Emh99dhvNO to answer this question. The address is case sensitive!

57. QUESTIONS

58. Contact Information Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals Mike.York@education.ky.gov Effectiveness Coach, SESC