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Student Growth Goals. Work Session. Sources of Evidence. Teacher Professional Growth and Effectiveness System. Professional Growth. Peer Observation. Self-Reflection. Observation. Peer Observation. All measures are supported through evidence. Student Voice. Student Growth.
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Student Growth Goals Work Session
Sources of Evidence Teacher Professional Growth and Effectiveness System Professional Growth PeerObservation Self-Reflection Observation Peer Observation All measures are supported through evidence. Student Voice Student Growth
Goals for the day • Describe a process for developing student growth goals • Understand the components of the student growth goal setting process
Enduring Learning • 1 minute free-write on post-it notes: • What do you want students to take from your class ten years from now?
Defining ENDURING Learning that • ENDURESbeyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom, • is worthy of embedded, course-long focus, • may be necessary for the next level of instruction.
Table Share Out • Share with your table group and place your post-it notes on the chart paper • Label the chart paper with your grade levels and content
Assessing Learning • What are ways you could assess the enduring learning that you’ve described on your chart paper? • What would proficiency look like at your grade level? • Use additional post-it notes to show your ideas of assessing this learning
SGG Basics… • SMART goal • Proficiency component & Growth component • One classroom of students, one content area
SGG Criteria • The SGG is congruent with KCAS and appropriate for the grade level and content area for which it was developed. • The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school. • The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. • The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.
Sample Goals to Critique • With a partner, develop some questions you would ask the teacher, to determine if there is evidence to support the SGG criteria.
The process before the goal.. • Collaborate to determine enduring learning for your grade level content • Match standards to that enduring learning • Determine what mastery/proficiency looks like for your grade level. • What do you already use or have available to you to use as a source of evidence of this mastery? • What needs to be developed as sources of evidence?
From Now to the Beginning of School… • Collaborate with peers to determine ‘enduring learning’ for your content and grade level • ELA: Anchor Standards • Math: Critical Areas • Science: Practices/Cross-Cutting Concepts • Social Studies: Framework • PL/VS: Understandings • Arts and Humanities: Understandings • Foreign Language: Understandings
From Now to the Beginning of School… • Collaborate with peers to determine appropriate assessment methods for the enduring learning standards (The list, below, is provided for “talking points” purposes.) • ELA: LDC? ACT? MAP? • Math: AchieveTheCore.org; Map.mathshell.org • Science: ACT? Common Assessments? • Social Studies: Common Assessments? LDC? • PL/VS: CTE assessments? Performance? • Arts and Humanities: Performance? • Foreign Language: Performance?
August--September • Assess to establish a baseline. • Develop or fine-tune a rubric or some other resource to establish and measure both growth and proficiency.
Data Descriptions • Diagnostic –3rd Grade Math Standards • Pre-Test Data Summary • Based on need, SGG standards were determined and a rubric was developed from the standards showing a clear progression of learning (underpinning/supporting standards were determined) • A performance assessment was created based on the SGG standards, aligned with the rubric.
Data Descriptions • A determination of baseline knowledge, recorded on the rubric. Next Steps: Determine an appropriate SGG for the data. (Be aware of the district SGG decisions in the district CEP.)
Your task: • Think as a teacher. (This is your students’ data.) • Talk with your partner to determine an appropriate SGG
What’s missing? • This school year, 2014-2015, 100% of my students will move at least 4 levels on the 3rd grade fraction understanding rubric. Additionally, at least 70% of my students will score proficient (level 8) by the end of the year.
End-of-Year Data • Use the data and the district rules to determine the teacher’s overall student growth goal rating.
Discussion Questions • Considering that art, drama, music, physical education, and practical living/vocational studies teachers may have multiple grade levels in one class, how might this process be different for them? • Many elementary principals are considering having teachers write either a reading or a math goal, possibly keeping grade levels consistent. What are pros/cons to this? • What processes within a school and/or district would assist the SGG learning for teachers? • How can this process be streamlined for principals? What needs will they have? Will it be different for elementary, middle, and high school principals? • What is the greatest need, regarding TPGES SGGs, for your district right now and for the upcoming year?
