Student Growth Developing Quality Growth Goals STEPS 3-4-5

1. Student Growth Developing Quality Growth Goals STEPS 3-4-5 Teacher Professional Growth & Effectiveness System (TPGES) 4

2. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain4: Professional Responsibilities

3. PGES Sources of Evidence Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth These provide multiple sources of evidence to inform professional practice State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

4. I can apply guiding questions to implement student growth goal-setting. I can determine effective teaching & learning strategies to support students’ goal attainment. I can implement strategies and monitor student progress toward goal attainment as a recursive process. I can determine goal attainment. Targets 8

5. Student Growth Process 9

6. Determine needs. Review from SG 1 • Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards. • Determine what mastery of those skills/learning, concepts & processes looks like. • Pinpoint critical areas of need.

7. Decide on sources of evidence. Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need? 11

8. Decide on sources of evidence. Review from SG 1 Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need? Think beyond paper and pencil tests.

9. Rigorous and Comparable across classrooms Sources of evidence for student growth goal setting must be. . .

10. It is the alignment to standards that make our measures both rigorous and comparable.

11. Step 2: Create goal 14

12. Meets SMART criteria Includes growth statement/target Includes proficiency statement/target Components of a Quality Student Growth Goal 15

13. SMART Goal Process for Student Growth 16

14. For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC argumentation rubric.Furthermore 80% of students will score a 3 or better overall. Goal Sample 23

15. Step 3: Create & Implement Teaching & Learning Strategies 17

16. Strategies are… the how tolink between goal context and goal attainment. how learning and school improvement happen. Dr. James Stronge WHY? 18

17. STEP 3: Start by deciding on Instructional Strategies for Goal Attainment. 19

18. supported by research developmentally appropriate appropriate for the subject matter Dr. James Stronge Dr. James Stronge Carefully chosen strategies are… 20

19. With your table partners – Share examples of some strategies you routinely use to support students as they learn your content? 35

20. ASK YOURSELF… How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal? 21

21. Student Growth Unpacking a

22. For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC argumentation rubric. Furthermore 80% of students will score a 3 or better overall. Goal Sample 23

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24. Engaging students in discussions, debates, and collaborative conversations Teaching students how to use graphic organizers to delineate arguments, plan their own arguments and give peer feedback Selecting Strategies for our Sample Goal 25

25. NEXT, ASK YOURSELF… What resources and supports do I need to implement these strategies with my students? 26

26. Multiple Resources & Supports Research–based Strategies: Professional Publications & Webinars Collaboration with Others >Online Resources & Communications >CIITS Resources 27

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31. TRANSCRIPT REFLECTION APPLIES IN MULTIPLE CONTENT AREAS 32

32. Application in multiple areas 33

33. with other teachers Collaborative Conversations  with your principal

34. Step 4: Monitor student progress 36

35. How and when will I monitor progress towards the SGG throughout the year/course? What formative assessment processes will I use for progress monitoring? Plan for Progress Monitoring 37

36. Multiple Choice items Discussion, Debates Short answer prompts Anecdotal notes Observation Products Performances Assess How?Formatively! 38

38. For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a 3 or better overall. Goal sample from any Content Area 40

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40. Think of a skill or concept your students will learn soon after school starts. • Share with your group – • what is that skill? • which formative assessment is the best match for that target? 35

41. How will I involve students in progress monitoring? Engage Students 42

42. From Classroom Assessment for Learning: doing it Right – Using it Well 43

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44. How will feedback occur regularly to move students forward in their learning? 45

45. How are students doing in meeting the goal? Are they progressing enough to meet the goal by the end of the course/year? How are the instructional strategies working? Do I need to adjust my instructional strategies? Reflecting on Progress: A Formal Look 46

46. Step 5: Determining Goal Attainment

47. Proficiency Post-Data Growth

48. For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall. Goal Sample 49

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50. Students