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Math Content Network Update

The Power of Mistakes Student Engagement Culture of Learning Growth Mindset Congruent Tasks. Math Content Network Update. Implement a Formative Assessment Lesson Bring back 5-10 pieces of student work (pre & post assessments)

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Math Content Network Update

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  1. The Power of Mistakes • Student Engagement • Culture of Learning • Growth Mindset • Congruent Tasks Math Content Network Update

  2. Implement a Formative Assessment Lesson • Bring back 5-10 pieces of student work (pre & post assessments) • Collect evidence showcasing formative assessment strategies 2, 4, or 5. • Can be in the form of student work, lesson outline, data collected, pictures, videos, etc. Math Content Network Follow-Up

  3. Congruent Classroom Assessment Items • Text-Dependent Questions • LDC – What Results? Scoring Student Work • TPGES 3c – Student Engagement • Narrative Writing What can you expect your content teachers to know? Content Specialists’ Services ELA Content Network Update

  4. Measuring Student Growth

  5. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

  6. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Reflective Practice Professional Growth All measures are supported through evidence. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

  7. Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES)

  8. I can explain why student growth goals are included in the new teacher effectiveness system. • I can communicate and support the student growth goal setting process. • I can identify the current status of implementation of student growth goals in my district/school and use available resources to determine next steps. Targets

  9. Why Measure Student Growth?

  10. Elementary and Secondary Education Act (ESEA) Flexibility Waiver

  11. Seniority High Level of Principal Input Degrees Earned Past Evaluations

  12. “If a goal of evaluating teachers is to ensure student learning, then student learning must be a major part of what’s measured.” ~MET Study

  13. Rigorous Classroom Observations Student Feedback Student Growth MET Study Suggests … School Working Conditions Pedagogical Content Knowledge MET Study

  14. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice PeerObservation formative Self Reflection ProfessionalGrowth All measures are supported through evidence. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

  15. Student Growth Measures in Kentucky’s Field Test State Contribution Student Growth Percentiles – applies to grades 4 – 8 reading & math Local Contribution Student Growth Goal – applies to all teachers

  16. Student Growth Process

  17. Step 1Determining Needs

  18. Previous years’ data • Conversations with previous teachers • Formative assessment processes • Student work This is not Baseline data used for developing a student growth goal Determining NeedsStep one begins with looking at data to get to know your students

  19. Once you know your students … Decide upon an assessment that can provide pre-, mid-course, and post-assessment data Getting Baseline Data

  20. Step 2 Creating Goals Using the SMART Process

  21. SMART Goal Process

  22. Baseline Data: Writing Baseline data on an 8th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 4 25% 45% 30% 0% Overall, 30% of students scored a “3” or better. Student Growth Goal: For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall. Student Growth Goal Sample

  23. The goal addresses growth for all students in the classroom Based on Over-arching concepts The goal addresses growth in over-arching skills/concepts of the content vs. simply knowledge of content Includes All Students

  24. You need to KNOW your students in order to critique the goal.

  25. Step 3Creating and Implementing Strategies

  26. Step 4 Monitoring Student Progress and Making Adjustments

  27. Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes • Make adjustments to strategies as needed • Goals are not adjusted; Strategies are adjusted Monitoring Student Progress

  28. Step 5Determining Goal Attainment

  29. Are teachers and administrators skillful collaborators? • Can teachers write measurable goals focused on student learning? • Are teachers knowledgeable about the instructional and leadership practices that will have the greatest impact on the achievement of their goals? • Do teachers know how to measure or assess the effectiveness of those practices? • Do teachers know how to analyze student and system data? • Can teachers adjust their practices in ways that will better serve their particular population of learners? Building Skills to Support the Student Growth Process

  30. Supporting Student Goal Setting Through Collaboration Looking Closer at Quality Goals and Appropriate Assessment Continuing the Conversation

  31. Winter Summit • February 2013: Specific dates vary by location (Feb 5th: BG; Feb 6th: KDV) • Other Research-Based Resources • The Power of SMART Goals: Using Goals to Improve Student Learning (Jan O’Neill and Anne Conzemius) • Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (James Stronge and Leslie Grant) How can you deepen your understanding?

  32. KDE Resources • KDE Home Page • TPGES Field Test District Page, http://education.ky.gov/teachers/hieffteach/pages/pges-field-test-districts-.aspx • TPGES Overview from Summer Trainings, http://education.ky.gov/teachers/hieffteach/pages/pges--overview-series.aspx • CIITS/EDS Resources, https://powersource.pearsonschoolsystems.com/portal/ciits/pges-field-test/ • Mean to an Endhttp://education.ky.gov/commofed/msgs/documents/means to and end templates (5).doc

  33. QUESTIONS

  34. cathy.white@education.ky.gov Branch Manager, Office of Next Generation Professionals • monica.osborne@education.ky.gov Effectiveness Coach, GRREC Contact Information

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