1. Teacher Evaluation Training June 30, 2014
Virginia Department of Education
Division of Teacher Education and Licensure
Teacher Evaluation Training June 30, 2014
Virginia Middle and
High School Principals Conference

2. What are the purposes of Student Achievement Goal Setting?
Focuses on student results
Explicitly connects teaching and learning
Improves instructional practices and teacher performance
Serves as a tool for school improvement

3. What Does Early Research Indicate?
Teachers reported increased focus on student achievement and data use and increased use of evidence-based practices as a result of the student achievement goal-setting process (Community Training and Assistance Center, 2013; What Works Clearinghouse, 2009).

4. What Does Early Research Indicate?
Teachers using student achievement goals valued the opportunity to analyze data and plan instruction as part of the student achievement goal process and reported feeling “empowered” and taking a more active role in their evaluation after student achievement goals were implemented (Donaldson, 2012; TNTP, 2012).

5. What Does Early Research Indicate?
Some positive correlations have been found between the quality of student achievement goals and student achievement and between the number of objectives met by teachers and student achievement, but mixed results point to a need for more research (Austin Independent School District, 2010; Community Training and Assistance Center, 2013).

6. Goal-Setting Process Step 1: Determine needs Step 2:
Create specific learning goals using pre- assessment
Step 3:
Create and implement teaching and learning strategies
Step 4:
Monitor progress through ongoing formative assessment
Step 5:
Determine whether students achieved the goal

7. Step 1: Determine Needs Step 1: Determine needs Step 2:
Create specific learning goals using pre- assessment
Step 3:
Create and implement teaching and learning strategies
Step 4:
Monitor progress through ongoing formative assessment
Step 5:
Determine whether students achieved the goal

8. Teacher P Middle school history and social science teacher
Focus area for the goal: U.S. History II

9. Determining Needs Use the data for Teacher P.
What student needs are suggested by the data?
What instructional needs are suggested by the data?

10. Teacher P: U.S. History II Baseline Data
Reconstruction to Modern America
Turmoil and Change
United States Since WW II
Geography
Civics and Economics
TOTAL
CORRECT
Percent
Number of Questions 7 10 9 40
 100%
Student 1 1 2
5.0%
Student 2 3
7.5%
Student 3 4
10.0%
Student 4 5
12.5%
Student 5 6
15.0%
Student 6
Student 7
Student 8
Student 9 8
20.0%
Student 10
25.0%
Student 11
Student 12
Student 13
Student 14 11
27.5%
Student 15
Student 16
Student 17 12
30.0%
Student 18
Student 19 22
55.0%
Student 20 26
65.0%
AVERAGE
2.45
1.35
1.75
2.8
1.2
9.55
23.9%
PERCENTAGE OF QUESTIONS ANSWERED CORRECTLY IN REPORTING CATEGORY
35.0%
13.5%
19.4%
40.0%
17.1%

11. Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

12. Step 2: Create Goals Step 1: Determine needs Step 2:
Create specific learning goals using pre- assessment
Step 3:
Create and implement teaching and learning strategies
Step 4:
Monitor progress through ongoing formative assessment
Step 5:
Determine whether students achieved the goal

13. What is a Student Achievement Goal?
Goal … a statement of an intended outcome of your work:
Student Learning
Distinct from Strategies
Strategies = Means
Goal = End

14. Progress (Growth) vs. Achievement Goals
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.

15. Specific Measurable Appropriate Realistic, but Rigorous Time-bound
What makes goals SMART?
Specific Measurable Appropriate Realistic, but Rigorous Time-bound

16. Teacher P (U.S. History II) Evaluate: Is this goal SMART?
A good goal statement is one that is…
Specific
Measurable
Appropriate
Realistic, but Rigorous
Time-bound
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.

17. SPECIFIC
Does the goal focus on one content area or specific knowledge and/or skills in that content area?
Does the goal focus on the needs of ALL groups of learners?

18. Teacher P (U.S. History II) Evaluate: Is this goal specific?
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II by improving their knowledge in order to become productive citizens.
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.
Yes No

19. MEASURABLE
Has an appropriate instrument been chosen to measure the goal?
Can goal attainment be measured by the Standard 7 Student Achievement Goal-Setting Rubric?

20. Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric
Exemplary
More than 50 percent of students exceeded the goal with no more than 10 percent not meeting the goal
Proficient
At least 80 percent of students met or exceeded the goal

21. Developing/ Needs Improvement
Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric
Developing/ Needs Improvement
Less than 50 percent of students failed to meet the goal and 50 percent or more met or exceeded the goal
Unacceptable
More than 50 percent of students did not meet the goal

22. Teacher P (U.S. History II) Evaluate: Is this goal measurable?
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice assessment. All students will improve their pre-assessment scores by at least 40 percentage points on the post-assessment.
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.
Yes No

23. APPROPRIATE
Is it within the teacher’s control to affect change?

24. Teacher P (U.S. History II) Evaluate: Is this goal appropriate?
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II by improving their knowledge in order to become productive citizens.
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.
Yes No

25. REALISTIC, but RIGOROUS
Is the goal feasible?
Is it a “stretch” goal?
Does it use the “Goldilocks Principle?”

26. Teacher P (U.S. History II) Evaluate: Is this goal realistic?
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice assessment. All students will improve their pre-assessment score by at least 20 percentage points on the post-assessment.
Goal Statement:
During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.
Yes No

27. Balancing Realism and Rigor
Consider cut scores from Virginia Department of Education (or from other assessments)
22 out of 40 items = pass/proficient
34 out of 40 items = pass/advanced
Consider curriculum
What are the needs of the curriculum ( e.g., spiral curriculum)?
Have students been exposed to the information before?
Consider students’ backgrounds
How much growth have students historically made in this subject?

28. Is the goal contained to a single course or school-year?
TIME-BOUND
Is the goal contained to a single course or school-year?

29. Teacher P (U.S. History II) Evaluate: Is this goal timebound?
Goal Statement:
All students will make measurable progress in U.S. History II to become lifelong learners and productive citizens who understand and analyze the past and apply it to affect the present.
Goal Statement:
During this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.
Yes No

30. Things to Consider Considerations Guidance
Is the goal inclusive of all learners?
Review each student’s baseline data to ensure that growth or progress is captured in the goal.
How do we ensure that we meet learners’ needs who are performing significantly above the level measured by the pre-assessment?
Administer a different assessment to those learners performing above the level being measured by the pre-assessment.
Use different assessment tools appropriate for the varying needs in the classroom.
Create tiered goals based on varying needs.

31. Things to Consider Considerations Guidance
How do we ensure that we meet learners’ needs who are performing significantly below the level measured by the pre-assessment?
Administer a different assessment to those learners performing above the level being measured by the pre-assessment.
Use different assessment tools appropriate for the varying needs in the classroom.
Create tiered goals based on varying needs.
How do we ensure that the Standard 7 Decision Rules can be applied to goal attainment data?
When setting the goal, consult the Standard 7 Student Achievement Goal-Setting Rubric to ensure that goal attainment can be determined.

32. Questions
What is clear to you about creating goals using the SMART criteria?
What is unclear to you about creating goals using the SMART criteria?

33. Major Types of Goals
Whole-group goals
Tiered goals
Individual goals

34. Whole-Group Goals
The pre-assessment used to determine baseline data reports results in percentages or provides levels of performance
Data suggest that students come with relatively similar readiness levels for the content being taught.
For outliers (exceptionally low or exceptionally high performing students), individual goals may need to be developed.

35. Example Baseline Data Spanish I Assessment: Number of Students Scoring at Each Range

36. Example Goal
During the course of this school year, 100 percent of students will make measurable progress in Spanish I as measured by the division-developed assessment. All students will improve their pre-assessment score by 65 percentage points on the post-assessment.

37. Tiered Goals
The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance
Data suggest that students come with very different readiness levels for the content being taught.
For outliers (exceptionally low- or exceptionally high-performing students), individual goals may need to be developed.

38. Example Baseline Data Science Assessment: Number of Students Scoring at Each Level

39. Example Goal
During the course of this school year, 100 percent of students will make measurable progress in science as measured by the division-developed assessment. Students will improve their scores as follows:
Students scoring between 0 and 30 percent on the pre-assessment will improve their scores by 40 percentage points on the post-assessment.
Students scoring between 35 to 50 percent on the pre-assessment will improve their scores by 35 percentage points on the post-assessment.
Students scoring between 55 to 70 percent on the pre-assessment will improve their scores by 30 percentage points on the post-assessment.

40. Individualized Goals
The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance
Used for smaller groups of students with a variety of readiness levels and background knowledge
Acceptable amounts of progress are often dependent on students’ historical academic performances

41. Example Data and Goal for K-3 Self-Contained Special Education Classroom
For the school year, all my students will make measurable progress as measured by the online reading assessment. Based on their IEPs, their goals are as follows:
Student
Grade
Current Level
Goal Level
Student 1 K
Pre-K.1
K.6
Student 2
Pre-K.2
1.0
Student 3 1
Pre-K.5
K.5
Student 4 2
K.2
1.7
Student 5
K.4
2.0
Student 6 3
1.3
2.8

42. Questions What is clear to you about the major types of goals?
What is unclear to you about the major types of goals?

43. Step 3: Create Instructional Strategies
Determine needs
Step 2:
Create specific learning goals using pre- assessment
Step 3:
Create and implement teaching and learning strategies
Step 4:
Monitor progress through ongoing formative assessment
Step 5:
Determine whether students achieved the goal

44. Teacher P Instructional Strategies
Strategy
Evidence
Target Dates
Review the baseline data and create a year-long pacing chart that allows more instructional time on units where students have the least amount of background knowledge.
Yearly pacing chart
Ongoing
Provide a menu of differentiated activities for each unit so that students who have not mastered pre-requisite material can do so, and students who have mastered the basic concepts have the opportunities to apply their knowledge on higher-level tasks and expanded content topics.
Lesson plans; student work
Use Exit Cards* at least three times a week with all students to determine who has mastered the basic concepts and who needs review or remediation.
Lesson plans; exit cards and results
How do these strategies support the challenges noted from the baseline data?
Exit cards contain 1-3 questions on the lesson’s content to assess students’ mastery of the material.

45. Step 4: Monitor Progress
Determine needs
Step 2:
Create specific learning goals using pre- assessment
Step 3:
Create and implement teaching and learning strategies
Step 4:
Monitor progress through ongoing formative assessment
Step 5:
Determine whether students achieved the goal

46. Teacher P: U.S. History II Midyear Data
Reconstruction to Modern America
Turmoil and Change
United States Since WW II
Geography
Civics and Economics
TOTAL CORRECT
Percent
Number of Questions 7 10 9 40
 100%
Student 1 4 2 1 5 14
35.0%
Student 2 3 6 16
40.0%
Student 3
Student 4
Student 5
Student 6 15
37.5%
Student 7 17
42.5%
Student 8 12
30.0%
Student 9
25.0%
Student 10
Student 11 18
45.0%
Student 12 19
47.5%
Student 13
Student 14
Student 15
Student 16
Student 17 20
50.0%
Student 18
Student 19 27
67.5%
Student 20 33
82.5%
AVERAGE
5.25
2.7
1.65
5.45
2.2
17.25
43.1%
PERCENTAGE OF QUESTIONS ANSWERED CORRECTLY IN REPORTING CATEGORY
75.0%
27.0%
18.3%
77.9%
31.4%

47. Teacher P: U.S. History II Midyear Data
BASELINE DATA
Percent
MID-YEAR DATA
TOTAL
 100%
Student 1
5.0%
35.0%
Student 2
7.5%
40.0%
Student 3
10.0%
Student 4
12.5%
Student 5
15.0%
Student 6
37.5%
Student 7
42.5%
Student 8
30.0%
Student 9
20.0%
25.0%
Student 10
Student 11
45.0%
Student 12
47.5%
Student 13
Student 14
27.5%
Student 15
Student 16
Student 17
50.0%
Student 18
Student 19
55.0%
67.5%
Student 20
65.0%
82.5%
AVERAGE
23.9%
43.1%

48. Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

49. Step 5: Determine Goal Achievement
Determine needs
Step 2:
Create specific growth goals using pre- assessment
Step 3:
Create and implement teaching and learning strategies
Step 4:
Monitor progress through ongoing formative assessment
Step 5:
Determine whether students achieved the goal

50. Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric
Exemplary
More than 50 percent of students exceeded the goal with no more than 10 percent not meeting the goal
Proficient
At least 80 percent of students met or exceeded the goal

51. Developing/ Needs Improvement
Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric
Developing/ Needs Improvement
Less than 50 percent of students failed to meet the goal and 50 percent or more met or exceeded the goal
Unacceptable
Greater than 50 percent of students did not meet the goal

52. Teacher P: U.S. History II End-of-Year Data
Reconstruction to Modern America
Turmoil and Change
United States Since WWII
Geography
Civics and Economics
TOTAL CORRECT
Percent
Number of Questions 7 10 9 40
 100%
Student 1 5 3 6 22
55.0%
Student 2 4 27
67.5%
Student 3 8 28
70.0%
Student 4
Student 5
Student 6
Student 7 32
80.0%
Student 8 29
72.5%
Student 9
Student 10 35
87.5%
Student 11
Student 12
Student 13
Student 14 33
82.5%
Student 15
Student 16 39
97.5%
Student 17 34
85.0%
Student 18
Student 19
Student 20
100.0%
AVERAGE
5.8
7.15
6.6
5.95
5.55
31.05
77.6%
PERCENTAGE OF QUESTIONS ANSWERED CORRECTLY IN REPORTING CATEGORY
82.9%
71.5%
73.3%
79.3%

53. Teacher P: U.S. History II End-of-Year Data
BASELINE DATA
Percent
POST DATA
GOAL for POST-TEST
TOTAL
 100%
Student 1
5.0%
55.0%
60%
Did not meet
Student 2
7.5%
67.5%
Met
Student 3
10.0%
70.0%
65%
Exceeded
Student 4
12.5%
Student 5
15.0%
70%
Student 6
Student 7
80.0%
Student 8
72.5%
Student 9
20.0%
75%
Student 10
25.0%
87.5%
80%
Student 11
Student 12
Student 13
Student 14
27.5%
82.5%
Student 15
Student 16
97.5%
Student 17
30.0%
85.0%
85%
Student 18
Student 19
Student 20
65.0%
100.0%
95%
AVERAGE
23.9%
77.6%

54. Teacher P: U.S. History II End of Year Data
Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.
BASELINE DATA
Percent
POST DATA
GOAL for POST-TEST
TOTAL
 100%
Student 1
5.0%
55.0%
60%
Did not meet
Student 2
7.5%
67.5%
Met
Student 3
10.0%
70.0%
65%
Exceeded
Student 4
12.5%
Student 5
15.0%
70%
Student 6
Student 7
80.0%
Student 8
72.5%
Student 9
20.0%
75%
Student 10
25.0%
87.5%
80%
Student 11
Student 12
Student 13
Student 14
27.5%
82.5%
Student 15
Student 16
97.5%
Student 17
30.0%
85.0%
85%
Student 18

55. Teacher P: U.S. History II End of Year Data
Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.
BASELINE DATA
Percent
POST DATA
GOAL for POST-TEST
TOTAL
 100%
Student 19
55.0%
85.0%
85%
Met
Student 20
65.0%
100.0%
95%
Exceeded

56. Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

57. Determining Assessments

58. Questions to Consider for Assessment Use in Student Achievement Goal Setting
Does the assessment measure progress over time?
Is the assessment closely aligned to curriculum content?
Do assessment results permit you to be able to determine goal attainment by the end of the year?

59. How will goals be determined when no state assessment exists?
Keep In Mind the Following
Collaborate to create common assessments
Increase the number of high-quality assessments that are utilized across grades/subjects within the school division
Use division or regionally-developed assessments
Use teacher-made assessments, developed by groups of teachers, as the school division develops common assessments; monitor for validity and reliability

60. Determine Division Rules for How Specific Goals Will Be Set When No State Assessment Exists
Will the division require the use of existing, common divisionwide assessments for any specific grade/subject? NO
Are there grades/subjects where the division wants to prioritize buying or creating additional divisionwide assessments?
YES
Identify which grades/ subjects and assessments.
Will they be division, regional, or third party created?
What will the division require for any remaining teachers who are not yet covered?

61. In summary…

62. What are the purposes of Student Achievement Goal Setting?
Focuses on student results
Explicitly connects teaching and learning
Improves instructional practices and teacher performance
Serves as a tool for school improvement