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Teacher Evaluation Institute July 23, 2013

Virginia Department of Education Division of Teacher Education and Licensure. Teacher Evaluation Institute July 23, 2013. Critiquing Elementary Goals. Afternoon Agenda. Critiquing goals using the SMART criteria Creating goals using the SMART criteria. Grade 3 Teacher Q.

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Teacher Evaluation Institute July 23, 2013

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  1. Virginia Department of Education Division of Teacher Education and Licensure Teacher Evaluation InstituteJuly 23, 2013

  2. Critiquing Elementary Goals

  3. Afternoon Agenda • Critiquing goals using the SMART criteria • Creating goals using the SMART criteria

  4. Grade 3 Teacher Q • Grade 3: Baseline Reading Data • Online reading assessment used • Beginning of the year reading levels • 2.7 and below = Below grade level • 2.8-3.2 = On grade level • 3.2 and above = Above grade level

  5. Teacher Q: Student Baseline Reading Data

  6. Student Baseline Reading Data: Tiers

  7. Teacher QEvaluate: Is this goal SMART? Goal Statement: From September 2012 to May 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. All students will improve their baseline score by 1.0 grade levels by the post-assessment. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound

  8. How would you improve this goal? Goal Statement: From September 2012 to June 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. All students will improve their baseline score by 1.0 grade levels by the post-assessment.

  9. Improved Goal: One Suggestion • Goal Statement: • From September 2012 to June 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. • Students scoring below grade level will improve their scores by 1.5 grade levels. • Students scoring at or above grade level will improve their scores by 1.0 grade levels.

  10. Goals for Students with Disabilities

  11. Teacher Q and Teacher of Special Education R: Student Baseline Data Students Identified with Disabilities Teachers Q and R teach using a collaborative model to deliver reading instruction.

  12. Goal Setting Considerations for Students with Disabilities • Does the student’s disability affect the student’s ability to reach the goal? • What has been the academic history of the student up to this point? • What types of instructional interventions have been provided to the student in the past?

  13. Student 5 Receives services for language arts (writing and reading) and speech Academic History: Reading • Discussion Questions: • Based on this data, is the improved goal written by Teacher Q appropriate for this student? • What other factors should be considered in determining an acceptable goal?

  14. Student 6 Receives services for language arts (writing and reading) and mathematics Academic History: Reading • Discussion Questions: • Based on this data, is the improved goal written by Teacher Q appropriate for this student? • What other factors should be considered in determining an acceptable goal?

  15. Student 7 Receives services for mathematics Academic History: Reading • Discussion Questions: • Based on this data, is the improved goal written by Teacher Q appropriate for this student? • What other factors should be considered in determining an acceptable goal?

  16. Music Teacher S • Grade 4: Music • Division-developed musical knowledge assessment • Instrument Identification (10 questions; 7 answered correctly is considered proficient) • Tempo Identification (10 questions; 7 answered correctly is considered proficient) • Musical Notation (10 questions; 7 answered correctly is considered proficient) • Music Styles (10 questions; 7 answered correctly is considered proficient)

  17. Teacher S: Student Baseline Data

  18. Teacher S Goal Critique: Is this goal SMART? Goal Statement: During the course of the instructional period, 70 percent of grade 4 students will score “Proficient” or higher on the division-developed musical knowledge assessment. • A good Goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound

  19. How would you improve this goal? Goal Statement: From September 2012, to June 2013, 70 percent of grade 4 students will score “Proficient” or higher on the division-developed musical knowledge assessment.

  20. Improved Goal: One Suggestion • Goal Statement: • From September 2012, to June 2013, grade 4 students will make measurable progress in musical knowledge as measured by the division-developed music assessment. • Students scoring 0-11 points will improve their scores by 30 points. • Students scoring 12-24 points will improve their scores by 15 points. • Students scoring above 25 points will improve or maintain their scores by 15 points on the grade 5 division-developed music assessment.

  21. Creating Goals

  22. Work with your table. Choose a content area appropriate for your level. Choose four areas that can be assessed in that content area. Review the baseline data. Write a SMART goal on chart paper. Goal Writing Practice

  23. Fill-in-Your-Content-Information

  24. Trade goals with the other table to which you are assigned. Evaluate the goal for the SMART criteria. Provide feedback. When it’s time to trade back goals, send one person back with the other table’s goal to explain the feedback. Afterward, rewrite your goal based on the comments. Directions

  25. Final Thoughts • 3 important things to keep in mind when setting goals • 2 things that worked well in this training • 1 question you still have

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