Five Steps for Setting Student Growth Goals

1. Five StepsforSetting Student Growth Goals Facilitated by: BCPS Instructional Coaches May 1, 2014

2. The Five Steps

3. Step 1: Determine Needs

4. How to Determine Needs… • Teachers will spend the first 4-6 weeks of school getting to know students’ abilities and formatively assessing students level of proficiency before targeting a priority area of need

5. Which sources of evidence work best for determining student needs? MAP strands, DRA, etc. Pre-Assessments Writing Samples (ERQ, SCR, ODW) Multiple Choice Questions Student Performance Tasks Running Records Anecdotal Notes/ Observations

6. Mrs. Smith: 4th grade teacher • She will spend the first 4-6 weeks of school collecting data. • Mrs. Smith finds that her students struggle in the areas of finding main ideas, paraphrasing a text, recalling main topics from the text, and sequencing. • After sharing her findings with her PLC, Mrs. Smith begins to group these skills under one priority area.

7. Sprint Session #1(5 minutes) Discuss at your table group: • What sources of data can be used to determine student need? • After analyzing data, how will a teacher determine a priority area of need? • Parking Lot

8. Step 2: Identifying Enduring Skill

9. Defining an ENDURING SKILL 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, • is necessary to develop high level thinking

11. Sub Skills Strategy

12. Sub Skills

13. Sub Skill Strategy Disposition

14. Activity

15. Sprint Session #2(5 minutes) At your table group: • Underline the enduring skill in each example student growth goal. • Why does the enduring skill underlined match the criteria? • Parking Lot

16. What’s Next for Mrs. Smith? • Mrs. Smith has looked at her student needs: finding main ideas, paraphrasing a text, recalling main topics from the text, and sequencing (sub-skills). • She also understands enduring skills. • Now, she is ready to match her student needs to an enduring skill. • Mrs. Smith goes to her standards.

17. CCR ELA Anchor Standard 2 • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Mrs. Smith determines her enduring skill is “summarizing the key supporting details and ideas” because the student needs (subskills) fall under CCR Anchor Standard 2.

18. Where to look for enduring skills? • ELA CCR Anchor Standards • Mathematical Practices • CC Literacy Anchor Standards for History, Science and Technical Subjects • http://education.ky.gov/teachers/PGES/Pages/Student-Growth-Page.aspx • Common Core App

19. Sprint Session #3(10 minutes) At your table group: • Look through the enduring skills lists provided for all subject areas. • Discuss thoughts, ideas, questions, etc. you have about enduring skills. • Parking Lot

20. Step 3: Writing the Student Growth Goal

21. Before Mrs. Smith writes her SGG… • Mrs. Smith will determine what proficiency looks like for the enduring skill at her grade level • She develops a summarization rubric using a progression of grade level standards to set proficiency and growth • She will develop her baseline assessment which is a performance task • After all this is complete, Mrs. Smith will administer the baseline assessment and score each student according to the rubric • This baseline data will be used to write her SGG

22. SMART Goal Process for Student Growth

23. Four Components of the SGG • Enduring Skill • Growth • Proficiency • Measurement Tool At your table group: Identify components 2-4 in each sample SGG with the appropriate mark. (5 minutes)

24. Mrs. Smith’s SGG For the 2014-2015 school year, 100% of my students will show growth in summarizing key ideas and details (enduring skill). Each student will improve by 2 or more levels (growth) on the summarization rubric (measurement tool). In addition, 80% of students will score proficient or above (proficiency) on the summarization rubric (measurement tool) by the end of the year.

25. Sprint Session #4: Non-Example SGGs(7 minutes) • For the 2014-2015 school year, 95% of my 4th grade students will show growth in Reading as evidenced by Winter and Spring MAP RIT scores and unit assessments throughout the Spring semester. • For the 2014-2015 school year, 100% of my students will show growth in their understanding of the civil war. Furthermore, 100% of my students will score 95% or better on the unit test. • Parking Lot

26. Step 4: Monitor Student Progress of SGG

27. Multiple Choice items Discussion, Debates Short answer prompts Anecdotal notes Observation Products Performances Mrs. Smith will continually assess using multiple assessment measures: 38

28. Sprint Session #5(5 minutes) Discuss at your table group: • How can teachers monitor their SGG throughout the year? • Why use multiple measures? • Parking Lot

29. Keeping the Pace Suggestions • Bringing student data to PLCs • Using student data notebooks/journals • Using data for team planning • Monday Workdays (2014-2015)

30. Step 5: Determine Success

31. Mrs. Smith down the stretch… • In the spring, Mrs. Smith gives a performance task and scores each individual student using the summarization rubric. • Mrs. Smith analyzes the data to determine if her students have met the growth and proficiency goals within her SGG for the year. • She will then present her data to the principal and reflect on student growth and proficiency.