Post on 03-Jan-2016
After lunch - Mix it up!
Arrange your tables so that everyone else seated at your table
represents another district.1
Student Growth within the Teacher Professional Growth
and Effectiveness System (TPGES)Overview
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Proposed Multiple Measures
All measures are supported through evidence.
State Contribution:Student Growth %
Local Contribution: Student Growth Goals
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Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth
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Student Growth Process
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Step 1: Determining Needs
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Determine Needs: The Starting Line
1.1. Know the expectations of your content Know the expectations of your content area standardsarea standards
2.2. Know your students Know your students
3.3. Identify appropriate sources of evidenceIdentify appropriate sources of evidence
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Identify the enduring skills Identify the enduring skills and conceptsand concepts
for your content area. for your content area.
1. Know the content expectations1. Know the content expectations
endure beyond a single test date are of value in other disciplinesand/or are necessary for the next level of
instruction.
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Reflect & Discuss - What structures are in place (or are needed) to support:teachers identifying the enduring skills and concepts their students should master?teachers knowing/discovering what mastery looks like?
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2. Know your students and their 2. Know your students and their abilities in your content. abilities in your content.
Last year’s data This year’s evidence/data to determine
patterns, trends, and weaknesses
Pinpoint areas of need.Pinpoint areas of need.
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3. Identify appropriate 3. Identify appropriate sources of evidence.sources of evidence.
Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?
Sources of Evidence: Variety
Interim Assessments
LDC/MDC Classroom Evidence
Projects
Products
Student Portfolios
Student Performances
Common Assessments
DistrictLearning Checks
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RigorousRigorousCongruency to standards
Measures ask students to demonstrate mastery of the identified skills/concepts at the level of
rigor intended in the standard.
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Selected measures reach the level of rigor expected across the district.
ComparableComparable
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Reflect & discuss –
How can districts support teachers in identifying, revising, or developing assessment items that demonstrate where students are in meeting mastery of enduring skills/concepts?
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Your schools
will be rockin’.
Step 2: Creating Goals Using the SMART Process
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Components of a Quality Components of a Quality Student Growth GoalStudent Growth Goal
Meets SMART criteria
Includes growth target
Includes proficiency target
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Goal-setting for student growth - SMART Criteria
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Includes Growth & Proficiency
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.
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Proficiency
Growth
Step 3: Creating and Implementing Strategies
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Step 4: Monitoring Student Progress and Making Adjustments
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Assess How?Formatively!
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Multiple Choice items
Products
Observation
Discussion, Debates
Anecdotal notes
PerformancesShort answer prompts
How will I involve students in progress
monitoring?
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Engage Students
How will feedback occur regularly to move students forward in their learning?
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Step 5: Determining Goal Attainment
Post-Data
Proficiency
Growth
Resources & support
Add screen shot of guide to professional learning
Student Growth Series
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Student Growth in the TPGES (Overview)
Student GrowthSTEP 1
Lync
Student GrowthSTEP 2
Lync
Student GrowthSTEPS 3,4,5 Lync
Assessment Literacy &
Student Growth
Lync
A Resource Tool to Help You…A Resource Tool to Help You…
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STUDENT GROWTH STUDENT GROWTH THINK AND PLAN TOOLTHINK AND PLAN TOOL
Guiding Questions on Student Growth for
Teachers & Principals
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Reflect & Discuss-
What do districts need to do to support teachers and principals in implementing the student growth process so it leads to the desired impact on student learning?
Let’s Dig in to the SMART criteria
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Goal-setting for student growth - SMART Criteria
Let’s look at an example together…Let’s look at an example together…
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 Literacy Design Collaborative writing rubric. Furthermore, 80% of students will score a 3 or better overall.
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Team of 4: Home group.
Assign Expert Group: S M A or R
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Jigsaw: Analyze a student
growth goal.
In your expert groupIn your expert group• Use the SMART handout & Guiding
Questions to discuss and understand how each student growth goal sample meets your assigned criteria.
• Be ready to teach your home group.
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In your home groupIn your home group• Teach your group about your
assigned criteria.• Reference the SMART chart, the goal
samples and the Guiding Questions to support your explanation.
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• Together identify the growth and proficiency targets in each goal.
TIME-BOUNDTIME-BOUND• Is the goal designed to
stretch across the school-year or course?
• Is there sufficient time within the interval of instruction to determine goal attainment?
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TTime-bound- The goal is
contained to a single school year/course.
The goal is bound by a
timeline that is definitive
and allows for determining
goal attainment.
Time-Bound Can be….
• For the 2013-2014 school year……
• During the 9-week course……
• During the first trimester…..• During the 32 instructional
periods this class meets for the 2013-2014 school year…. 42
Special Education Collaborative Guidance
• Collaborate with the classroom teacher to create the goal.
• Differentiate the goal based on the student’s demonstrated needs from the baseline measure.
• Differentiated goal should be both rigorous and attainable for this group of students.
• Recognize that IEP goals are not the same as Student Growth Goals. They have separate purposes and are not interchangeable .
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For teachers in Program Review areas, evidence of student growth is also Program Review
evidence.
PL/CS Program Review
“. . . provides opportunities for all students to become health literate . . . support health-enhancing behaviors . . .”
“ . . . provides opportunities for all students to become physically literate . . . to adopt a physically active lifestyle . . .”
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Health & PE goal
Art goal & Arts & Humanities Program Review
“ . . . provide for the development of artistic theory, skills, and techniques through the development of student products . . .
“ . . . provide models of artistic performances and products to enhance students’ understanding . . . and to develop their performance/production skills.”
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LDC & Writing Program Review
“Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade level standards”
“ . . . Integrates strands of literacy across content areas to explicitly instruct and develop communication skills.”
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Reflect & Discuss-
What do districts need to do . . . to support teachers in writing quality student growth goals? . . . to help principals support their teachers?
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