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Student Growth i n Kentucky

Student Growth i n Kentucky. Snapshots. What do you already know about student growth?. WHY WRITE STUDENT GROWTH GOALS?. What are your expectations for this workshop ?. Benefits. Reinforce Best Teaching Practices Are Uniquely Adaptable

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Student Growth i n Kentucky

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  1. Student Growth in Kentucky

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

  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 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? 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 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?

  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

  7. Locate the resource that we will use

  8. How do we get Started? • Identify Enduring Skills, Understandings, and Processes for subjects & courses • Identify how you are going to measure these • 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 • ENDURESbeyond 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. Sub Skills

  12. Sub Skills Strategy

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

  14. Architecture: ELA/Literacy

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

  16. Let’s Try It Out!

  17. But I Wonder …

  18. Let’s Try It Out!

  19. 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

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

  21. ACCURATE ASSESSMENT “Keys to Quality Classroom Assessment” Classroom Assessment for Student Learning Stiggins, Arter, Chappuis, Chappuis

  22. To Jury Progressions Deconstructions Anchor Standards Rigor– DOK/Bloom’s Content– Vocabulary & Interpretation

  23. LEARNING TARGET The starting point for effective assessmentis clarifying the

  24. Learning Targets • Knowledge • Reasoning • Performance/Skills • Products

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

  26. 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.

  27. 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

  28. 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.

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

  30. 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

  31. 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.

  32. 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.

  33. Target-Method MatchCh. 4 CASL ‘Sound Design’ • 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 • 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

  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. Now think about the types of assessment that would work best with each target.

  35. 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

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

  37. Standard 10 Quantitative, Qualitative, Reader and Task Considerations Assessing at increasingly complex levels

  38. Back to Student Growth…

  39. Locate the resource that we will use

  40. Student Growth Process

  41. Determining NeedsStep one begins with looking at data to get to know your students

  42. Student Growth Process

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

  44. 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?

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

  46. 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?

  47. 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?

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