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Welcome!

Welcome!. Please sit with your PLC folks…. Presented by: Michelle Cuddeback Becky DeSalvo Karen Green Jay Preskenis. Student Learning Goals: Focus on Student Learning & Growth through Multiple Measures. This Session’s Learning Objectives:. SLG Writing Process

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Welcome!

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  1. Welcome! • Please sit with your PLC folks…

  2. Presented by: Michelle Cuddeback Becky DeSalvo Karen Green Jay Preskenis Student Learning Goals: Focus on Student Learning & Growth through Multiple Measures

  3. This Session’s Learning Objectives: • SLG Writing Process • Differentiate between Student Achievement Goals and Student Growth Goals • Ascertain Appropriate Assessments • Draft Sample Student Learning Goals

  4. SLG Evaluation Cycle **page 11 in handbook

  5. What are the purposes ofGoal Setting? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Tool for school improvement

  6. Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290) MULTIPLE MEASURES FOR TEACHER & ADMINISTRATOR EFFECTIVENESS All measures are supported through artifacts and evidence. Student Learning and Growth Professional Responsibilities (Domains 5 & 6) Professional Practice (Domains 1-4) Evidence Evidence Evidence

  7. Multiple Measures Student Learning GOALS • Write two Student Learning Goals minimum • Two of the three categories of Student Learning Measures must be used (see next slide) • If you are ELA/Math, Grades 4-8 • 1 of your 2 goals must use OAKS data • Your other goal must use student learning measures from category 2 or 3 • If you are not ELA/Math Grades 4-8 • Your goals must include student learning measures from two of the three categories

  8. Multiple Measures of Student Learning Measures of student learning and growth include three types of measures: ** page 5 in handbook

  9. SLG Development • Generally includes the following 5 steps: • Identify core contentand standards • Gather and analyze student baseline data • Determine the focus of the SLG • Select or develop formative assessments • Develop a SMART goal statement and rationale • Goal form page 20 in handbook • More information on process on page 26 in handbook

  10. Step 1: Determining Needs ** page 30 in handbook

  11. Anna Tate 8th Grade Language Arts Teacher Pre-Assessment of Student Ability in Writing • 98 students in four heterogeneously grouped classes • 19 IEP students

  12. Identify Content/Standards and Determine Baseline Data Assessment • Guiding Questions: • What national or state standards are address by the course? • What are the essential skills and content knowledge that students will need in order to be successful next year? • In which of these essential skills and content knowledge are students struggling? • What are the specific academic concepts, skills or behaviors the SLG will target?

  13. Rubric used for Assessing Students

  14. Student Performance by Groups

  15. Baseline Data

  16. Step 2: Creating Goals Using the SMART Process **Page 30 in handbook

  17. Goal Must • Account for 100% of students in course between both goals • Be SMART • Be Growth Goal

  18. 100% of Students Covered • Course-level SLGs • Entire caseload in that course is covered • Easiest to do this with common preps or self-contained classes • Tiered targets within a course-level SLG • If data analysis shows wide range of skill/ability • Different targets for different groups of students • Targeted SLG (can only do if other goal already meets Course-level requirements) • Subgroups of students or specific skills

  19. Define HEID for SLG

  20. SMART Goal Process** page 30 in handbook

  21. Let’s Practice With a partner, • Decide if the goal provided is SMART. • Refer to the SMART Criteria. • If it is not SMART, discuss possible adjustments to meet SMART criteria. • Decide if the goal is Achievement or Growth • If it is not a growth goal, discuss possible adjustments to make it a growth goal..

  22. P.E. Teacher’s Goal • For the 2013-14 school year: • Curl ups: • Level 1 students will increase their baseline by 9; Level 2 students by 7; Level 3 students by 4 • Mile Run: • Level 1 students will decrease their baseline by 4 min.; Level 2 students by 2 min.; Level 3 by 1 min. • Reach and stretch: • Level 1 students will increase their baseline by 7 cm.; Level 2 by 5 cm.; Level 3 by 2 cm. • As measured by the Presidential Fitness Test How SMART is this Goal?

  23. How SMART is this Goal? Science Teacher’s Goal For the current school year, all of my students will make measurable progress in each of the four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis). All students will achieve at the 3 level of performance on a 4-point rubric in each area.

  24. How SMART is this Goal? Art Teacher’s Goal All students will demonstrate measurable progress in each of the rubric areas (Elements & Principles, Creativity & Originality, Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric.

  25. Growth Goals • It is just practice this year (2013-14) • Notabout: • How many kids “meet” or “exceed” standards • How much I “grow” the number of kids who meet/exceed

  26. Anna’s Goal Student Growth Goal Statement: For the 2012 – 13 school year students will make measurable progress in writing- 80% of the students will score a “3” or better overall. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic • Time-bound

  27. Anna’s Goal Student Growth Goal Statement: For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic • Time-bound

  28. Lets Take A Brain Break!

  29. So, what data sources will you use?

  30. Brainstorm Assessments • In your PLC, identify assessments you currently use • Identify which are: • Category 1 • Category 2 • Category 3

  31. Multiple Measures of Student Learning Measures of student learning and growth include three types of measures: ** page 5 in handbook

  32. Data Source Possibilities Common Assessments Formative Assessments Classroom Assessments Projects DistrictAssessments Student Performances Student Portfolios Products

  33. Data Source Possibilities Common Assessments Formative Assessments Aligned to Standards Classroom Assessments DistrictAssessments Projects Descriptive Rubrics Student Performances Student Portfolios Products

  34. Select or Develop Assessments • Guiding Questions: • Is this assessment the best way to measure student progress toward the objective? • Does this assessment allow all students to demonstrate developmentally appropriate growth? • Does this assessment follow district and state guidelines? • How will I ensure assessments are graded in a fair and unbiased manner?

  35. Strategies for Improvement • Brainstorm strategies Anna can implement to meet her goal and record on Goal Template.

  36. Strategies for Improvement Student Behaviors Teacher Behaviors • Students will use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes. • Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing. • Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development. • I will implement strategies learned during Rigor and Relevance training and develop writing prompts for students to use in their writer’s notebooks. • I will refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing. • I will refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.

  37. SLG Evaluation Cycle **page 11 in handbook

  38. Time to Think about YOU! • Find someone you might want to collaborate with this year • Begin the process to drafting ideas…

  39. This Session’s Learning Objectives: • SLG Writing Process • Differentiate between Student Achievement Goals and Student Growth Goals • Ascertain Appropriate Assessments • Draft Sample Student Learning Goals

  40. Contacting TOSAs • Leave questions on targets • Leave questions/ comments/ feedback on reflection sheet • E-mail us at evaluation@ashland.k12.or.us

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