1. Connections to the TPGES Framework for Teaching Domains Student Growth Peer Observation Professional Growth Planning Reflection

2. 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 2

3. During first weeks of school Teacher Knowledge

4. Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom (applying learning to new and unique situations) is worthy of embedded, course-long focus, may be necessary for the next level of instruction. Requires critical thinking (analyzing, creating and evaluating)

5. ENDURING LEARNING Reading Example EXAMPLESNON-EXAMPLES Summarize key supporting details and ideas -Identifying main ideas of a text -Differentiate between bias and evidence. -Differentiate between essential and irrelevant information. -Skimming or scanning a text. Sub Skills Strategy

6. ENDURING LEARNING Science Example EXAMPLESNON-EXAMPLES Develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution. Create a model of an erupting volcano using vinegar and baking soda. Activity

7. ENDURING LEARNING Social Studies Example EXAMPLESNON-EXAMPLES Produce an argument to support claims with appropriate use of relevant historical evidence. Describe point of view for primary and secondary sources. Use Chicago Style correctly when citing evidence. Improve student perception of history. Sub Skill Strategy Disposition

8. Talk with a Partner What’s the enduring skill related to your work?

9. Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom (applying learning to new and unique situations) is worthy of embedded, course-long focus, may be necessary for the next level of instruction. Requires critical thinking (analyzing, creating and evaluating)

11. SMART Goal Process for Student Growth 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. 11

12. Sample Science Goal This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 12

13. Components of a Quality Student Growth Goal Meets SMART criteria Focuses on a standards-based enduring skill/learning Includes growth target Includes proficiency target 15

14. Identify SMART criteria, the growth target and the proficiency target in the goal.

15. SPECIFIC This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 15

16. MEASURABLE This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 16

17. APPROPRIATE This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 17

18. REALISTIC This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 18

19. TIMEBOUND This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 19

20. Science sample growth goal This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 20 Enduring Skills

21. Science sample growth goal This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 21 Growth Target

22. Science sample growth goal This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric. 22 Proficiency Target

23. Craft a sample SGG.

24. 24

25. Sample Student Growth Goal (SGG) For the 2011-2012 school year, 100% of my students will make measurable progress in writing arguments to support claims. 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. 25

26. Why use rubrics? Look over the rubric you are using. Talk at your table: What should rubrics do? 26

27. What rubrics should do (CASL, pg.200) Define quality for ourselves. Describe quality for students. Make judgments more objective, consistent, accurate. Guide instructions Provide a common language. Promote descriptive feedback to students. Promote student self- assessment and goal- setting. Make expectations for students explicit. Eliminate bias. Focus teaching. Track student learning. 27

28. Rubrics and Student Growth Goal-Setting An analytic rubric can help teachers combine multiple sources of data to – determine a baseline score for goal-setting – determine if students met the goal at the end of the course, and – formatively assess, provide feedback, and adjust instruction along the way When developed together can meet expectation for rigor and comparability 28

29. Don’t forget Test your rubric with student work Continue to refine your rubric 29

30. Engaging Students Students rewrite rubrics in student-friendly language Students use models to identify criteria for quality Students analyze poor models using the rubric and identify how to improve Students develop rubrics Students use rubrics to provide peer feedback 30

31. Using Rubrics to create formative and summative assessments Get a start: Work with a partner or small group to brainstorm a list of formative or summative assessments you would create that informs progress toward standards. Be ready to share. 31

32. Formative & Summative Assessment Ideas/Next Steps Peer review using the rubric (teachers and students)…introduce the rubric prior to instruction and use during peer/teacher conferencing (immediate feedback using the rubric) Gallery walk using the rubric (peer/teacher feedback) Organized checklist (spreadsheet) to collect anecdotal records…focused on certain parts of the rubric 32

33. Formative & Summative Assessment Ideas/Next Steps Peel and stick labels detailing specific areas of the rubric…less overwhelming for kids Intentional feedback on strips of paper Rubric broken down to correspond with steps in mini-units student self-assessment throughout process Coding text against criteria Assessing parts of essay/writing (intro., etc.) and focusing on areas of difficulty 33

34. Formative & Summative Assessment Ideas/Next Steps Cold prompt…individual writing assessment to determine current level of performance Conferencing about last year’s on-demand score Pull data from a variety of sources to get an idea of where kids are 34

35. 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 35