Student Growth Sources of Evidence to Establish Baseline

1

Student Growth Series

Sources of Evidence to Establish Baseline

2

3

Explain how multiple sources of evidence can contribute to a baseline score for goal-setting for student growth.

Target

Starting points for goal-setting

• As the school year begins, teachers use a variety of methods to determine where students are in reaching the level of proficiency intended in their standards.

• To goal-set, teachers identify enduring skills, concepts or processes as an area of focus based on the needs of their current students.

Establishing a Baseline• Easiest with a rubric or a

matrix.• Otherwise, consider:– Would you average

assessment items?– Would you add weight to any

items?– How would you determine a

single score?

A first goal: Looking back

For the 2012-2013 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.

By the end of the 2013-14 school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year.

More currently . . .

Data contributing to baseline• MAP data (DesCartes Continuum regarding

summarization skills)• Written summaries• Journal entries• M/C items where students identify main ideas

and supporting details

Sample Rubric

Establishing a Baseline: Examples

Discuss with your table group:–How is data collected through

everyday instructional practice?–How do multiple sources of data

contribute to both an individual and a collective score to establish baseline?–How can you confirm rubric

congruency with standards?

11

Explain how multiple sources of evidence can contribute to a baseline score for goal-setting for student growth.

Target

Establish BaselineTarget students’

priority need

Identify the sources of evidence that will need to be in place to measure student’s level of

proficiency in the Enduring Skills

Identify what proficiency looks like for the Enduring Skills

Identify the Enduring Skills in the content area standards

Know the expectation of content area standards

Befo

re A

ugus

t 201

4

During first

weeks of school