1. APS Teacher Evaluation A SMART Process for Student and Teacher Growth

2. Connecting Teacher Performance to Academic Progress via SMART Goal Setting

3. Agenda 1.An Overview of Student Achievement Goal Setting and Creating SMART Goals 2.Developing Strategies and Monitoring Progress 3.Determining Goal Attainment APS Revised Teacher Evaluation Process

4. Proposed APS Teacher Evaluation Process Overview Lesson Plans Writes Monitors Lesson Plans WritesCompilesParticipates ApprovesReviewsConductsFacilitates

5. Part 2 What is a SMART Goal?

6. What is student achievement goal setting? Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

7.  Focus on student/learner/program results  Explicitly connect teaching and learning  Improve instructional practices and teacher/education specialist performance  Tool for school improvement What are the purposes of Student Achievement Goal Setting?

8. The goal is within the teacher’s control to effect change. The goal is feasible for the teacher. The goal is contained within a single school year. R R ealistic T T ime limited A A ppropriate M M easurable S S pecific An appropriate instrument/measure is selected to assess the goal. The goal is focused on learner needs.

9. Sample SMART Goal Specific: Focused on two-dimensional landscape Measurable: Rubric used to assess performance Appropriate: The teacher teaches the content and skills contained in middle school art Realistic: The goal of increasing student performance by at least six points is realistic Time-bound: Goal attainment can be addressed by the end of the year with a performance task scored by a division-developed rubric In the current school year, using a 24-point division- developed rubric to measure texture, form, space, color, tone, and line (in which 20 points is considered proficient) students scoring a level 20 or higher will advance their skills by learning another artistic style, such as still life.

10. A minimum of 90% of all students; 66% SPED and 75% ELL students will answer more than 25/50 questions correctly on posttest (using released Biology SOL questions) and/or pass the EOC Biology SOL. Students who answer greater than 25/50 have a very high likelihood of passing the EOC Biology SOL. Example APS Smart Goals Secondary Science

11. For the current school year, all of my grade 1 students will make measurable growth on PALS by increasing their scores on the word list and spelling subtests by 5 points. In the spring 2013, 90% of my students will meet the spring benchmark (35). Example APS Smart Goals Elementary Reading

12. Applying a Goal Setting Rubric Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

14. SMART Goal Guide

15. Progress (Growth) vs. Achievement Goals PROGRESS Students will score X% greater on the post-test than on the pre-test. OR Students will increase their performance by X performance level on the rubric. ACHIEVEMENT X% of students will achieve a score of X or higher.

16. Examples

17. Teacher G– Second Grade During this school year, my students will improve on word knowledge and oral reading fluency. Teacher G Grade 2

20. Teacher G’s Baseline Data

22. Applying a Goal Setting Rubric Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

23. Teacher G’s Goal Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

24. Goal Statement: During this school year, 100% of my students will improve in instructional reading level. Each student will move up at least a grade level in oral reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years. Better goal for Teacher G?

25. Teacher H– Government Teacher For the current school year, my students will have the knowledge and skills to be productive members of their society because they will be able to analyze primary and secondary source documents. Teacher H Government

28. Applying a Goal Setting Rubric Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

29. Teacher H’s Goal Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

30. Better goal for Teacher H? Goal Statement: During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by one level on the rating rubric. Furthermore, 75% of students will score at “proficient” or above.

31. Teacher E Grade 5

32. http://screencast.com/t/Jwnf3pE0jOe

33. Teacher E’s Goal Goal Statement: In current school year, each student will make measurable progress on the STAR assessment. Each student will gain at least one year’s growth in grade level equivalency.

36. Applying a Goal Setting Rubric- Teacher E Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

37. Applying a Goal Setting Rubric- Teacher E Goal Setting Rubric for Feedback CANNOT MOVE FORWARD MOVE FORWARD The student learning and academic achievement goals are unrelated to identified student needs. The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking. The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year

38. Agenda 2. Developing Strategies and Monitoring Progress APS Revised Teacher Evaluation Process

39. What is student achievement goal setting? Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

40. Goal … a statement of an intended outcome of your work: Student Learning Distinct from Strategies Strategies = Means Goal = End What is a student achievement goal?

41. Agenda 3. Determining Goal Attainment APS Revised Teacher Evaluation Process

42. Monitor progress Adjust as needed Determining Goal Attainment

43. What data sources would be appropriate for … Establishing baseline data and determining goal attainment? Progress monitoring goal progress throughout the year? TOOL: APS Assessment Inventory TOOL

44. Benefits Based on what you have learned, what do you see as the benefits and challenges of student achievement goal setting? Challenges

45. 1.Data access & analysis – Robustness of data system – Teacher & administrator skills 2.Sufficient & appropriate assessments 3.Writing SMART goals 4.Clarifying the acceptable amount of progress 5.Developing instructionally-based strategies – See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc…. Common Challenges

46. Focuses on student results Connects teaching with learning Improved instruction in the classroom Contributes to school improvement Setting student achievement goals…

47. Agenda 1.An Overview of Student Achievement Goal Setting and Creating SMART Goals 2.Developing Strategies and Monitoring Progress 3.Determining Goal Attainment APS Revised Teacher Evaluation Process

49. APS Teacher Evaluation A SMART Process for Student and Teacher Growth