1. Fine Arts September DLD: Setting Effective Learning Targets to Maximize Student Growth
District Learning Day
Orff Shelby Oaks Elementary
Visual Art & Overton High School
Band, Choir, Orchestra, Strings, & Graceland
8:30-11:00 AM
September 18, 2015

2. What is the difference between “TLW” statements and instructional objectives?
Think-Pair-Share
In the book Learning Targets: Helping Students Aim for Understanding in Today’s Lesson, “instructional objectives” and “learning targets” are differentiated in this way: “ A learning target is not an instructional objective. Learning targets differ from instructional objectives in both design and purpose. As the name implies, instructional objectives guide instruction, and we write them from the teacher's point of view. Their purpose is to unify outcomes across a series of related lessons or an entire unit. By design, instructional objectives are too broad to guide what happens in today’s lesson. Learning targets, as their name implies, guide learning. They describe, in language that students understand, the lesson-sized chunk of information, skills, and reasoning processes that students will come to know deeply. We write the learning targets from the students’ point of view and share them throughout today’s lesson so that students can use them to guide their own learning.”

3. Norms Be present and engaged.
Be respectful of differences in perspective while challenging each other productively and respectively.
Monitor “air time.”
Make the most of the time we have.
Stay focused on students.
Keep this slide – do not alter
We will adhere to the following norms.

4. Objectives Participants Will: Know Understand Be Able to Do
The TN Student Growth Measures System ensures a high quality balanced accountability process that results in high levels of teaching and learning for Arts Education.
Understand
The concepts of targeted learning objectives, purposeful sampling, and differentiation as they relate to portfolio construction.
The goals and requirements for constructing and scoring quality student growth collections for the Perform, Create, Respond, and Connect learning domains.
Be Able to Do
Create meaningful student growth evidence collections by applying best practices found in the training materials and planning templates.

5. TEM: An Overview
TEM contains five measures of performance. Measure weightings vary based on whether or not a teacher has his/her own student growth data.
Portfolio Teachers
The TEM model is the evaluation system used to measure teacher effectiveness. Our teacher evaluation model has 5 components that are scored on a scale of 1 to 5 with 1 being the lowest and 5 being the highest. Today we will discuss the student growth measure; the student growth measure counts for 35% of your evaluation and is based on your portfolio. If you score a 3 or higher on the portfolio you can use that for the 15% achievement measure.

6. 4 total evidence collections (with 2 points in time)
Purposeful Sampling
4 total evidence collections (with 2 points in time)
3 out of the 4 Domains
(Perform, Create, Respond, Connect)
Be proportionally representative of the teacher’s course load.
Contain evidence between varying time spans, leaning towards longer time spans within the year.
Show how the teacher impacts the learning of children from varying populations.
The completed portfolio will need to include evidence from a representative sampling of students as determined by criteria below. The portfolio must:
Contain 4 total evidence collections (each must contain evidence from 2 points in time within the year). One additional collection may be added if needed.
Contain collections that represent three of the four domains (Perform, Create, and Respond, Connect). Each collection can only be scored for one of the domains.
Be proportionally representative of the teacher’s course load.
Contain evidence leaning towards longer time spans within the year.
Demonstrate evidence of the teacher’s impact on the learning of children from varying populations. At least 2 of 4 collections must contain evidence of growth for 3 levels of learners (emerging, proficient, and advanced). This is considered a Type II collection, and more information can be found below on this. .

7. The Context of Student Growth Measures
The US Department of Education just released a publication to all states and districts: Emerging Approaches to Measuring Student Growth
The locally developed Portfolio System was one of two methods highlighted as methods to capture authentic student work samples for evaluative purposes.

8. The Context of Student Growth Measures, cont.
After 4 years of implementation, several “best practices” are emerging.

9. What do we now know about best practices around maximizing student growth?
How do you get your portfolio development off the runway? Planning Template
What is the difference between TWL statements and instructional objectives? Scoring Guide
How does this drive your decision making process for choosing quality objects and documenting student growth?

10. Airtight Activity: MODELING
Step 1- Establish a Standards-Based
Learning Target
Step 1: Establish a Standards-Based Learning Target
Use the curriculum maps and/or Student Scoring Guide/TN Fine Arts Standards to decide on an overall instructional objective that you will design your lesson around to help your students demonstrate mastery of a skill.
Complete this section on the Collection Explanation Template.

11. Airtight Activity: MODELING
Step 1- Establish a Standards-Based
Learning Target
Step 2- Determine the most effective way to capture student work that aligns with the learning target (1st point in time)
Step 2: 1st Point in Time/Point A – Determine the most effective way to capture student work that aligns with the learning target.
Will this be a Type I or Type II collection? What would work best? [usually Type II works best]
How will students achieve mastery of the learning target? What will they need to do?
Choose your resource that will be used in the lesson.
Will it be a song, poem, rhythmic speech?
Will the students sing, move, and/or play instruments?
Plan the lesson step by step. Teach the lesson as you have processed/sequenced it out by steps.
What will you do?
What will the students do?
Assess your students’ achievement of mastery according to the scoring guide or a student/teacher rubric based on the scoring guide.
Capture the student performance of mastery in the most effective way
Level your students into groups varying levels of achievement – Emerging, Proficient, and Advanced
Upload the evidence to your portfolio folder on your desktop – in the appropriate grade level folder
Rename the Point A evidence something that you will remember and is descriptive of the lesson.
Upload evidence into GLADiS Sandbox
Complete these sections on your Collection Explanation Template

12. Airtight Activity: MODELING
Step 1- Establish a Standards-Based
Learning Target
Step 2- Determine the most effective way to capture student work that aligns with the learning target (1st point in time)
Step 3- Determine the most effective way to capture student work that aligns with the learning target (2nd point in time)
Step 3: 2nd Pont in Time/Point B - Determine the most effective way to capture student work that aligns with the learning target.
How will students achieve mastery of the learning target? What will they need to do?
Choose your resource that will be used in the lesson.
Will it be a song, poem, rhythmic speech? 
Will the students sing, move, and/or play instruments?
Plan the lesson step by step. Teach the lesson as you have processed/sequenced it out by steps.
What will you do?
What will the students do?
Assess your students’ achievement of mastery according to the scoring guide or a student/teacher rubric based on the scoring guide.
Capture the student performance of mastery in the most effective way
Level your students into groups varying levels of achievement – Emerging, Proficient, and Advanced
Upload the evidence to your portfolio folder on your desktop – in the appropriate grade level folder
Rename the Point B evidence something that you will remember and is descriptive of the lesson.
Upload evidence into GLADiS Sandbox
Complete these sections on your Collection Explanation Template

13. Airtight Activity: MODELING
Step 1- Establish a Standards-Based
Learning Target
Step 2- Determine the most effective way to capture student work that aligns with the learning target (1st point in time)
Step 3- Determine the most effective way to capture student work that aligns with the learning target (2nd point in time)
Step 4: Determine the amount of growth, according to the scoring guide.
Compare student achievement in Point A to student achievement in Point B
Use the scoring guide to determine the amount of growth
Self-score the collection according to the scoring guide based on the amount of student growth from Point A to Point B
Step 4- Determine the amount of growth according to the scoring guide.

14. Airtight Activity: MODELING
Step 1- Establish a Standards-Based
Learning Target
Step 2- Determine the most effective way to capture student work that aligns with the learning target (1st point in time)
Step 3- Determine the most effective way to capture student work that aligns with the learning target (2nd point in time)
HOW TO SCORE AN EVIDENCE COLLECTION:
While the section above outlines the philosophical framework guiding the scoring process, this section breaks down the process into concrete and clear steps. It is, however, important to use these steps along with the framework in order to score thoughtfully and holistically.
Step 1: Identifying Student Achievement
The scoring guide below contains indicators designed to reflect the grade/course level expectations from Tennessee state standards. These are meant to serve as a guide to rating artifacts.  Because the domains (Perform, Create, Respond, Connect) contain “Checks for Understanding” and “Student Performance Indicators” from a combination of state standards, this guide should not be understood as a checklist of indicators. Rather, a score should be determined by looking for the performance level that fits the preponderance of the evidence and represents the best fit.  Clarification of the qualifiers (masterfully, exceptionally, sufficiently, inconsistently, and insufficiently) may be found in the “Checks for Understanding” and the “Student Performance Indicators” of the state standards.
Step 2: Calculating Student Growth
Once artifacts have been rated for achievement using the scoring guidelines below, student growth may be determined. This is essentially a calculation of the growth in achievement from the first to the second (or last) artifact. For example, if an early artifact from a student is judged to be a ‘3’, while a later one is judged to be a ‘5,’ this would represent two levels of students growth. Note that evidence collections may include artifacts from multiple students or a group of students – in this case you would determine the typical student growth across the entire collection.
Step 3: Determining Teacher Effectiveness
The determination of teacher effectiveness results from a comparison of the achieved student growth to the expected student growth. We define expected student growth as one level (roughly approximately to one year) of growth. Based on the effectiveness levels defined by the state of Tennessee, each evidence collection should receive a score of 1 through 5, according to the following guidelines:
Level 1 – Significantly Below Expectations – No/Limited student growth
Level 2 – Below Expectations – On average, less than one level of student growth
Level 3 – At Expectations ­– On average, one level of student growth
Level 4 – Above Expectations – On average, approximately two levels of student growth
Level 5 - Significantly Above Expectations – More than two levels of student growth, or two levels AND demonstration of some of the following: meta-cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem solving and ideation.
*Please note that these guidelines should be appropriately differentiated for diverse circumstances. For examples, students whose early artifacts are deemed a ‘4’ or a ‘5’ cannot grow two levels. It is imperative, in such instances, that evaluators not limit their consideration of student growth to these numerical limits and use their expertise to consider whether students have demonstrated more or less than expected growth. Additionally, it is important that evaluators consider teaching conditions when scoring. Educators should have access to a satisfactory teaching environment that meets the desirable minimum standards as outlined in the Opportunity-to-Learn Standards. When this is not the case, evaluators should consider the impact that challenging teaching assignments have on expected student growth and differentiate accordingly.
t B
Step 4- Determine the amount of growth according to the scoring guide.

15. Airtight Activity: MODELING
Step 1- Insert Quality Objective
Step 2- Insert Quality Evidence Aligned to Objective
Step 3- Insert Quality Evidence Aligned to Objective
In your small groups, work together to complete the steps as modeled for you.
Step 4- Determine the amount of growth according to the scoring guide.

16. Reflection: MODELING
What resonated with you?
What is similar to your current practice?
What is different than your current practice?
What are you going to change as a result?

17. Activity: Application
Complete a high quality sample “collection explanation” template using the methods learned today. Found Here -Think-Pair-Share-Report Out

18. Reflection: Application
What was easiest for you?
What was most difficult?
What else do you need to learn/do prior to applying to your classroom?

19. Reflection: One minute paper on post-it
Jot down your “Take-Aways”
Consider what you need to know and be able to do to successfully implement what you have learned in this session.
What is still unclear?
What professional development or additional resources do you need?
Presenters please collect post-it notes at the end of each session.
Prepare an analysis of the responses and be prepared to share out in DLD debrief.

20. Closing
Item 1- Log in to your safeschools account and complete the required portfolio training module developed by the SCS Arts Staff. Follow up by completing the required assessment.
Item 2- Request Portfolio for inside Gladis. Provide a brief narrative of your teaching context. Upload a collection planning template.

21. Revisit Objectives Participants Will: Know Understand Be Able to Do
The TN Student Growth Measures System ensures a high quality balanced accountability process that results in high levels of teaching and learning for Arts Education.
Understand
The concepts of targeted learning objectives, purposeful sampling, and differentiation as they relate to portfolio construction.
The goals and requirements for constructing and scoring quality student growth collections for the Perform, Create, Respond, and Connect learning domains.
Be Able to Do
Create meaningful student growth evidence collections by applying best practices found in the training materials and planning templates.
Revisit Objective in closing section.
How will you measure successful implementation of the topics covered in your presentation?

22. Next steps and Important Dates
 September 25, 2015           
Upload Practice Video
April 11, 2016                   
SCS Deadline for Submission
 April 15, 2016
Last Day to Submit Portfolios without Penalty
Participants are expected to attend the items and adhere to the deadlines as listed.

23. Reflection: One minute paper on post-it
Jot down your “Take-Aways”
Consider what you need to know and be able to do to successfully implement what you have learned in this session.
What is still unclear?
What professional development or additional resources do you need?
Presenters please collect post-it notes at the end of each session.
Prepare an analysis of the responses and be prepared to share out in DLD debrief.

24. District Contacts Dr. Dru Davison, Music and Dance Supervisor
Wincle Sterling, Orff Music and Class Piano Supervisor
James Wells, Visual Art and Theatre Supervisor