1. Student Growth in Kentucky

2. Snapshots What do you already know about student growth? What are your expectations for this workshop? WHY WRITE STUDENT GROWTH GOALS?

3. Benefits Reinforce Best Teaching Practices Are Uniquely Adaptable Acknowledge the Value of Education Knowledge and Skill Encourage Collaboration Connect Teacher Practice to Student Learning AIR. “Student Learning Objectives.” 2012

4. Growth data can help all stakeholders answer important questions about student learning, such as: As a teacher, how will I know what kind of progress my students are making toward learning goals, and how can I adjust my instruction to meet their needs? As a district administrator, how can I evaluate our district’s programs for improvement planning? What’s working best? What should we stop doing? As a parent, how do I know my child is progressing? As a student, how do I know if I am learning and what do I need to work on next to reach my goals?

5. Defining Student Growth For the purposes of the professional growth and effectiveness system, KRS 156.557 was amended by House Bill 180 to define Student Growth as “ the change in student achievement for an individual student between two (2) or more points in time including achievement on state assessments required per KRS 158.6453.”

6. Two Measures of Student Growth Student Growth Percentiles Student Growth Goals KDE state assessment data. Teachers of Grades 4-8, reading and mathematics Rating based on each student’s rate of change, compared to academic peers Median SGP for a teacher’s class is compared to that of the state Measures progress for students at all performance levels The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over a specified period of time as indicated in the teacher’s Student Growth Goal (SGG).

7. List the Skill, Process, or Understan ding StandardsWhat does proficiency look like? How would I assess this? (Proficiency & Growth) What instructional strategies would help students achieve this target?

8. How do we get Started? 1)Identify Enduring Skills, Understandings, and Processes for subjects & courses 2)Identify how you are going to measure these 3)Identify how you are going to know where the students are at the beginning of the course

9. What are SOME of the Standards, Structural Documents, and Resources that accompany the standards in each content area? KCAS- Literacy/Science/Social Studies/Technical Subjects KCAS for Reading & ELA C3 Framework-Social Studies NGSS/KCAS- Practices/Concepts- Science KCAS- Math Standards World Language Standards KCAS -Visual Arts, PE, etc. KOSSA and Industry Certification Standards

10. Defining ENDURING SKILLS, PROCESSES, & UNDERSTANDINGS ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom worthy of embedded, course-long focus may be necessary for the next level of instruction

11. Writing Example EXAMPLESNON-EXAMPLES Write arguments to support claims with clear reasons and relevant evidence -Establish the significance of claims - Create logical organization of claims, reasons and evidence -Use words, phrases and clauses to create cohesion Sub Skills

12. Reading Example EXAMPLESNON-EXAMPLES Identify and Summarize key supporting details and ideas -Differentiate between bias and evidence -Differentiate between essential and irrelevant information -Skim or scan a text Sub Skills Strategy

13. Common Core Standards for ELA/Literacy College and Career Readiness Reading Anchor Standards Reading Informational K-12 Grade Specific Standards Reading Literature K- 12 Grade Specific Standards Reading Foundational Skills (K-5) Grade Specific Standards Literacy in History/Social Studies, Science, and Technical Subjects: Grades 6-12 Reading & Writing Standards College and Career Readiness Writing Anchor Standards Writing K-12 Grade Specific Standards College and Career Readiness Speaking & Listening Anchor Standards Speaking & Listening K- 12 Grade Specific Standards College and Career Readiness Language Anchor Standards Language K-12 Grade Specific Standards Reading History/Social Studies Grade Band Standards Writing History/Social Studies, Science, and Technical Subjects Grade Band Standards Reading Science and Technical Subjects Grade Band Standards Architecture: ELA/Literacy

15. 7 th Grade ELA Enduring Skill Components of Mastery Write arguments to support claims CCSS.ELA-LITERACY.W.7.1 CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.  CCSS.ELA-LITERACY.W.7.1.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-LITERACY.W.7.1.A  CCSS.ELA-LITERACY.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-LITERACY.W.7.1.B  CCSS.ELA-LITERACY.W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. CCSS.ELA-LITERACY.W.7.1.C  CCSS.ELA-LITERACY.W.7.1.D Establish and maintain a formal style. CCSS.ELA-LITERACY.W.7.1.D  CCSS.ELA-LITERACY.W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-LITERACY.W.7.1.E CCSS.ELA-LITERACY.RI.7.1 CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

16. Resources to Support (KDE Website) Evaluate the given list What do you want to: – Add? – Take away? – Alter? – Adapt?

17. List the Skill, Process, or Understan ding StandardsWhat does proficiency look like? How would I assess this? (Proficiency & Growth) What instructional strategies would help students achieve this target?

18. But I Wonder …

19. List the Skill, Process, or Understan ding StandardsWhat does proficiency look like? How would I assess this? (Proficiency & Growth) What instructional strategies would help students achieve this target?

20. Proficiency: Congruent to the Standards If a student demonstrated ______________, I would know that they have mastered the expectation of the grade level standard(s) and enduring skill. Deconstructed Standards: – whole standard vs. targets

21. Deconstructing Standards Work through PLC standards process –Guiding Questions for 7 th Reading Standards AND/OR Deconstruction chart CASL Messages Types of Targets Model Deconstruction

22. ACCURATE ASSESSMENT ASSESS HOW? WHAT METHOD? WRITTEN WELL? SAMPLED HOW? AVOID BIAS HOW? WHY ASSESS? WHAT’S THE PURPOSE? WHO WILL USE THE RESULTS? ASSESS WHAT? WHAT ARE THE LEARNING TARGETS? ARE THEY CLEAR? ARE THEY GOOD? “Keys to Quality Classroom Assessment” Classroom Assessment for Student Learning Stiggins, Arter, Chappuis, Chappuis

23. Connect your content with appropriate standard/target Make meaning of the standard Does each question capture the intent of the standard/target labeled? Progressions Deconstructions Anchor Standards Content– Vocabulary & Interpretation Rigor– DOK/Bloom’s

25. assessment The starting point for effective assessment is clarifying the LEARNING TARGET

26. Learning Targets Knowledge Reasoning Performance/Skills Products

27. Knowledge Targets What do I need to know? Usually knowledge targets begin with words like: Knows, lists, names, identifies, recalls

28. Knowledge Examples Know examples of energy (heat, electrical, light, motion of objects, chemical, etc.) Describe the exchange of energy between hot objects and cold objects Identify the parts of a plant.

29. Reasoning Targets What can I do with what I know? Reasoning targets start out with mental processes like: Predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, generalizes

30. Reasoning Examples Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a meaningful interpretation.

31. Performance Skills Performance skills require the students to demonstrate their mastery of a learning target and to be observed.

32. Performance Skills Targets The development of proficiency in doing something where the process is most important.  Use simple equipment and tools to gather data  Participates in civic discussions with the aim of solving current problems  Dribbles to keep the ball away from an opponent

33. Product Targets The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. Example: Create a bar graph.

34. Target Assessment Match RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. KnowledgeReasoningPerformanceProduct Identify textual evidence. Draw inferences from a text. Analyze textual evidence to support ideas. Cite textual evidence. N/A

35. Target-Method Match Ch. 4 CASL ‘Sound Design’ As a table group, read each target and determine the strongest assessment method for that target. Four Assessment Options –Selected response: T/F, Multiple Choice, Matching, Fill- in-the-Blank –Written response: short or extended –Performance assessment: includes product targets –Personal Communication Figure 4.2 Assessment Methods Selected Response  Multiple choice  True/False  Matching  Fill-in-the-blank Written Response  Short answer items  Extended written response Performance Assessment  Performance task  Performance criteria Personal Communication  Questions during instruction  Interviews and conferences  Participation  Oral Exams  Student journals and logs

36. Target Assessment Match RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. KnowledgeReasoningPerformanceProduct Identify textual evidence. Draw inferences from a text. Analyze textual evidence to support ideas. Cite textual evidence. N/A Now think about the types of assessment that would work best with each target.

37. Assessment Methods Identify the targets for the standard. As a table discuss the methods that will best match the targets you created. Which method would best match: Short response, Extended response, Performance Assessment, Personal Communication

38. Assessment Examples EngageNY.org: Annotated 2013 Test Questions – Evaluate items for ELA Assessment PARCC Released Assessment items: Begins at 3 rd grade PARCC Released Assessment items: Begins at 3 rd grade

39. ASSESSING AT INCREASINGLY COMPLEX LEVELS Standard 10 Quantitative, Qualitative, Reader and Task Considerations

40. Back to Student Growth…

42. 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 42

43. Determining Needs begins Determining Needs Step one begins with looking at data to get to know your students 43 Compare your List of Enduring Skills, Processes, Understanding To evidence of Student Learning Consider all data sources that you have available To determine the Area of Focus for your SGG

44. 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 44

45. Getting Baseline data 45 Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.

46. 46 Decide on sources of evidence Do they provide the data needed to accurately measure where students are in mastering grade- level standards for the identified area(s) of need?

47. Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Assessments Aligned to Standards Comparable across Classrooms Enduring Skills, Concepts & Processes Provide pre- and post-data 47

48. Rigor Congruency to standards Do the measures provide an opportunity for students to demonstrate mastery of the identified skills, concepts or processes at the level of rigor intended in the standard? 48

49. Comparable across classrooms Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor? Do my selected measures reach the level of rigor expected across the district? 49

51. Any County Rubric

53. Assessment Design Target-Method Match – Knowledge – Reasoning – Performance – Communication

55. List the Skill, Process, or Understan ding StandardsWhat does proficiency look like? How would I assess this? (Proficiency & Growth) What instructional strategies would help students achieve this target?

56. Components of a Quality Student Growth Goal  Meets SMART criteria  Includes growth statement/target  Includes proficiency statement/target 56

57. 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. 57

59. Practice Evaluating Goals

60. For the 2012-2013 school year, 100% of my students will make measurable progress in writing arguments to support claims. On the District 8 th Grade Writing Assessment: Each student will improve by at least one performance level in Focus, Controlling Idea, Reading/Research, & Development of the LDC argumentation rubric 80% of my students will score an average of a 3 or higher on a summative rating of the LDC argumentation rubric Practice: Can you identify the SMART criteria? Proficiency target? Growth target?

63. But I Wonder …

64. 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 64

66. Monitoring Progress & Adjusting Instruction **Please note that this video uses state assessments to set growth goals. However, KPREP data will not provide the information Kentucky teachers would need to set growth goals. KPREP may be one source of data used to inform a needs assessment for growth setting.

67. What initiatives/practices do you see in schools that support the student growth goal process for monitoring progress and adjusting instruction? Give One, Get One

68. List the Skill, Process, or Understan ding StandardsWhat does proficiency look like? How would I assess this? (Proficiency & Growth) What instructional strategies would help students achieve this target?

69. 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

71. Determining a Student Growth Rating The process for determining the results of student growth (high, expected, low) will be a district decision. Please consult your district’s certified evaluation plan for further information.

72. Clear Connections Between Student Growth Goal Setting & Program Review Areas

74. Framework Connections

75. KDE Resources