Student Learning Targets as a Measure of Teacher Effectiveness
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Transcript of Student Learning Targets as a Measure of Teacher Effectiveness
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Student Learning
Targets as a Measure of
Teacher Effectiveness
Prepared for South Dakota Education Professionals
July 30 – August 2, 2013
Delivered by:Marie McMillen Eddie Campbell
Brenda McGown
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What do you see as the benefits and challenges of
student learning targets?BENEFITS CHALLENGES
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Training Targets
I understand the student learning target creation process and its impact on student learning.
I can write, implement, and monitor a learning target written in SMART goal format that is appropriate for measuring long-term student growth.
I can help others work through the design and use of student learning targets.
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Measures of Professional Practice
(South DakotaFramework)
Quantitative Measures of Student
Growth(Learning Targets Assessment Data)
South DakotaTeacher
EffectivenessSystem
All measures are supported by evidence and artifacts.
Multiple Measures of Teacher Effectiveness
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Why Use Student Learning Targets?
Focus on student resultsExplicitly connect teaching and learning Improve instructional practice and teacher
effectivenessTool for school improvement
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Using SLTs to Measure Student GrowthStep 1: Developing Student Learning TargetsThe process begins with attaching structure to student learning expectations. Teachers or groups of teachers are responsible for developing SLTs but the principal’s guidance throughout the process is valuable.
Four Questions to Consider1. What do I most want my students to know and be able to do?
Identify the core concepts and standards2. Where are my students starting? Gather then analyze data to determine how well prepared students are to
learn core concepts and standards3. What assessments are available? Select or Develop an assessment
Select or develop an appropriate assessment to measure student learning
and growth4. What can I expect my students to achieve?
Leads to development of student growth targets with a strong rationale
supporting why the targets are appropriate
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Using SLTs to Measure Student Growth
Step 2: SLT Approval by the EvaluatorOnce developed, the SLT must be approved as the official measure of student growth for the evaluation period. This should be done early in the school year.
Submitting the SLT to the evaluator prior to any face-to-face meeting will provide him/her time to review the goal and offer any feedback needed to strengthen the goal.
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Initial Collaborative Learning Target Conference Assessment
How will progress be measured? What assessments are already in place and how were they developed? If applicable, how will the assessments be developed? Are the data sources/measures of student learning, growth, achievement, &/or proficiency/mastery appropriate for goal?
Are the identified assessments aligned to state, local, or national association standards?
Goals
Do the Student Learning Targets/Student Growth Goals respond to student needs reflected by the data?
Are the Student Learning Targets/Student Growth Goals aligned to content learning targets?
Do the Student Learning Targets/Student Growth Goals meet the criteria set forth on the Checklist?
Strategies Are identified strategies appropriate to positively impact the student goals?
How can the supervisor help support you with achieving these goals?
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Using SLTs to Measure Student Growth
Step 3: Ongoing Communication During the Instructional PeriodThe evaluator and teacher should be in contact throughout the year to determine progress toward the goal(s) and whether any accommodations are necessary. This is especially important during early stages of SLT implementation.
Feedback may occur electronically or as part of other evaluation-related meetings, i.e. post-observation conferences.
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Using SLTs to Measure Student Growth
Step 4: Preparing for the Summative ConferenceDiscussion of teacher’s student growth rating takes place during a summative conference at the end of the evaluation period.
To prepare for this conference, teachers should assemble, organize and deliver to the evaluator evidence of student growth.
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Student Growth Process
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific
learning targets based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goal(s) for
target
SD Step 1: Developing Student Learning Targets
SD Step 2: Administrative Approval
SD Step 3: On going communication
SD Step 4:SummativeConference
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Relationship Among Student Growth Process, SD Steps, and SD Framework for Teaching
Student Growth Process S D Steps Domain(s) from Danielson Framework
Content 1 Domain 1. Planning and Preparation
Context 1 Domain 1. Planning and Preparation
Baseline Data 1 Domain 1. Planning and Preparation
Student Learning Target Statement
2 Domain 4. Professional ResponsibilitiesStudent Growth
Instructional Strategies 3 Domain 1. Planning and PreparationDomain 3. Instruction
Monitoring SLT Acquisition 3 Domain 1. Planning and PreparationDomain 3. Instruction
Determining SLT Acquisition
4 Domain 4. Professional ResponsibilitiesStudent Growth
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Step 1: Determining Needs
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific learning
targets/ goals based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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Appropriate Needs Assessment
You must get the needs assessment correct to get the goal correct.
The needs assessment must generate relevant student data.
Selected assessments must produce comparable data at beginning and ending of year/course.
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Step 2: Creating Student Learning Targets Using the SMART Process
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific learning
targets based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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SMARTA Format for Developing SLTs
SSpecific- The goal
addresses student needs within the
content.
The goal is focused on a
specific area of need.
MMeasurable- An
appropriate instrument or
measure is selected to assess
the goal.
The goal is measurable and
uses an appropriate instrument.
AAppropriate- The
goal is clearly related to the role and responsibilities
of the teacher.
The goal is standards-based
and directly related to the subject and students that the teacher teaches.
RRealistic- The goal
is attainable.
The goal is doable, but
rigorous and stretches the
outer bounds of what is
attainable.
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.
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SMART SLTs for Measuring Student Growth
SMART Goal:
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SMART SLTs for Measuring Student GrowthContext: (describe assessment and
determination of need)
SMART Goal:
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SMART SLTs for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?
Context:
SMART Goal:
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Specific
To be specific, the goal should state exactly what content is to be addressed.
The content should be tied directly to the standards for this grade and subject.
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SMART SLTs for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?
Context:
SMART Goal:
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MeasurableMeasures are stated by increases in:
rate, percentage, number, level of benchmark, level of performance, rubric standards, or juried level of standard.
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SMART SLT for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?
Context:
SMART Goal:
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Appropriate
To be appropriate, the goal should be directly related to the subject, to the standard(s), and to the students.
The goal is within the teacher’s realm of influence in the classroom.
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SMART SLTs for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?
Context:
SMART Goal:
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Realistic/Rigorous
Realistic goals are rigorous and should stretch the outer bounds of what is attainable.
Realistic goals are not easy goals.
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SMART SLTs for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound?
Context:
SMART Goal:
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Time-boundThe goal has a time frame for
accomplishing the measurable target.Ongoing progress monitoring provides
data for adjusting the learning experience toward the goal.
Data is collected between 2 points in time, as close to beginning and ending of course as possible.
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SMART SLTs for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all students?
Context:
SMART Goal:
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Includes All Students
The goal addresses growth for all students in the classroom.
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SMART SLTs for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all students?Comparable across
classrooms?
Context:
SMART Goal:
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Comparable across classrooms
The measures ensure that students are being measured with instruments and processes of comparable rigor across similar classrooms.
Based on the data, rigor of goals is comparable across similar classrooms.
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Model the SMART SLT Activity
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SMART SLT for Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all student?Comparable across
classrooms?
Context: Elementary ArtBaseline data show that less than 1% of
my students met the benchmark (80% score) on the art assessment developed by the district.
Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school.
SMART Goal:By the end of the current school year, atleast 80% of my students will meet orexceed the benchmark for art
assessment.
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By the end of the current school year, at least 80% of my students will meet or exceed the
benchmark for art assessment.
Specific? Measurable Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?
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How SMART is this SLT? By the end of the current school year, at least 80% of my students will
meet or exceed the benchmark for art assessment.
Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? Time-bound? by end of school year Standards based? assume the dist. assessment is standards based Rigorous? Yes, if 80% stretches the outer bounds of attainable Appropriate assessment? if the district assessment is based on state or national standards Data between 2 points in time? not stated, but probably understood that baseline was set
in beginning of year Comparable across classrooms? district assessment ensures comparable assessment, but
not sure if goal is comparable across classrooms. Includes all students? all students are included in the assessment, but the two students
already at benchmark are not addressed and there is no growth expectation for the other 20%.
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Original SMART SLT: By the end of the
current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.
Revised SMART SLT:
By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.
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Directions for activity
• Stand up, walk at least 10 steps to find a person you have not talked with today. Be sure to take the SMART Goal handout with you.
• Together, answer the check list questions.• Rewrite the provided Student Learning Target
if can be improved.• Share out.• Repeat until all goals have been reviewed.
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SMART SLT for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all student?Comparable across
classrooms?
Context: 4th Grade ReadingSTAR data reveals that 58% of students
are reading on or above grade level.
SMART Goal:For the current school year, all of my students will be reading on or above
grade level by the end of the school year as measured by the STAR assessment.
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For the current school year, all of my students will be reading on or above grade level by the end of the
school year as measured by the STAR assessment.
Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?
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How SMART is this SLT? For the current school year, all of my students will be reading on or above grade
level by the end of the school year as measured by the STAR assessment.
Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? Highly unlikely, but dependent on the pre-assessment data of the other
42% of students Time-bound? by end of school year Standards based? STAR is standards based Rigorous? add a stretch goal for the 58% who are already at grade level Appropriate assessment? yes Data between 2 points in time? yes, beginning and ending STAR assessments are
referenced Comparable across classrooms? district assessment Includes all students? all students are measured, but there is no growth
expectation for the 58% already at grade level
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Original SMART SLT: For the current school
year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.
Revised SMART SLT:
For the current school year, all 90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.
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SMART SLT for Measuring Student GrowthChecklist for Goal
QualityAppropriate needs
assessment? Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all student?Comparable across
classrooms?
Context: High School ScienceAs a pretest, biology students evaluated anexperiment and I scored their performanceusing a 4-level scientific rubric in which a core of 3 signifies proficiency. Question/Hypothesis – 2 Investigation Design – 1.5 Methods of Data Collection – 1.5 Data Analysis – 1.5
SMART Goal:During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform atthe 3 level in all 4 areas on a postperformance assessment.
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During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.
Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?
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How SMART is this SLT? During the school year, all of my students will make measurable progress in each of the 4
areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.
Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? yes Time-bound? by end of school year Standards based? Is this standards content? Rigorous? What about students already at the 3 level? Are all of the benchmark
and goal scores averages? What about all indiv. student growth? Appropriate assessment? Not sure if this is a district rubric. It should be or at
least aligned beyond the single classroom teacher. Data between 2 points in time? yes Comparable across classrooms? Not mentioned Includes all students? all students are included in assessment, but only as part of
the averages for benchmark and goals.
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Original SMART SLT: During the school year,
all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.
Revised SMART SLT: During the school year, all
of my students will make measurable progress in each of the 4 areas related to scientific investigation, as measured on the district scientific investigation rubric. The average performance score for all will be at the 3 level in all 4 areas on the post performance assessment.
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SMART SLT for Measuring Student GrowthChecklist for Goal
Quality Appropriate needs
assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all student? Comparable across
classrooms?
Context: Middle School Special EducationThe Woodcock-Johnson test was administered in August. The baseline data how that all the students are reading below grade level. The range of grade equivalency is 1.2 to 5.7.
SMART Goal:For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.
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For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will
increase their Woodcock-Johnson score by an average of 1.5 years.
Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?
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How SMART is this SLT? (For the current school year, all students will show measurable progress on the
Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.)
Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? yes Time-bound? yes Standards based? nationally validated? Rigorous? Is 1.5 average growth rigorous? Should measurable progress
be specified for all students? Appropriate assessment? ? Data between 2 points in time? yes Comparable across classrooms? yes, it is standardized nationally Includes all students? all students are included
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Original SMART SLT: For the current school
year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.
Revised SMART SLT: For the current school
year, all students will show measurable progress on the Woodcock-Johnson. will increase their score by ___ years and the average The students will increase of their Woodcock-Johnson score by an average of will be 1.5 years.
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Anna Tate
8th Grade Language Arts TeacherPre-Assessment of
Student Ability in Writing
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First, Anna must select or develop an appropriate needs assessment.
She decided to have each student do a free write on any subject (s)he selected.
These were scored using the District created writing rubric.
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Rubric used for Assessing Students1 2 3 4
Audience &
Purpose
The writer may identify a general topic but demonstrates little or no awareness of purpose or audience.
The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task than the actual purpose or intended audience.
The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion.
The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information.
Idea
Development
The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. No examples or details are provided or support is irrelevant.
The writer demonstrates inconsistent development of ideas often presenting facts with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support.
The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments.
The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments.
Organization
& Structure
The writer offers little or no organizational structure, placing ideas in no logical order. There is little or no variety in sentence structures.
The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, these appear alongside mostly simple sentences.
The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to ideas, though connections between some ideas are less clear on occasion.
The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures.
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Student Audience & Purpose
IdeaDevelopment
Organization & Structure
Average
Student 1 2 2 1 1.67Student 2 3 3 4 3.33Student 3 1 1 1 1Student 4 2 2 1 1.67Student 5 3 2 2 2.33Student 6 3 2 2 2.33Student 7 2 1 1 1.33Student 8 1 1 1 1Student 9 3 3 3 3Student 10 2 2 1 1.67Student 11 3 2 2 2.33Student 12 3 3 3 3Student 13 1 1 1 1Student 14 3 3 4 3.33Student 15 3 2 2 2.33Student 16 2 2 2 2Student 17(no response) 0 0 0 0
Student 18 3 3 2 2.67Student 19 3 3 4 3.33Student 20 2 1 1 1.33Average 2.25 1.95 1.9
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Student Performance by GroupsLow Performing
Students
Mid Performing
Students
High Performing
Students
Audience &
Purpose.75 2.54 3.0
Idea
Development.75 2.08 3.0
Organization
& Structure.75 1.62 4.0
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Baseline Data What are the learning
needs of my students? What are the assessments
or evidence sources I will use?
Attach supporting data.
I worked with the other LA teachers in the district to create a common assessment using criteria from the writing rubric. The data from the pre-assessment shows that 4 students scored very low, 3 scored very high and all areas of writing are low. I then grouped the students according to their scores to see that the low performers averaged .75 in all three areas of the rubric which is significantly lower that the mid performing group. The high performing group avg. 4.0 on Organization and Structure, but the other two group avg. below 2.
Baseline Data
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Anna’s Student Learning Target
Student Learning Target 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 student learning target is one that is…
Specific Measurable Appropriate Realistic Time-bound
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Anna’s SLT
Student Learning 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 student learning target is one that is…
Specific Measurable Appropriate Realistic Time-bound
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You need to KNOW your students before you can
judge the appropriateness of the student learning target.
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Step 2: Creating SLTs Using the SMART Process
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific learning
targets based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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Step 3: Creating and Implementing Strategies
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific
learning goals based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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Relationship between Student Learning Targets and the
Professional’s Learning Needs
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• 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.
Student Growth vs. Professional Growth Strategies
• I will implement strategies learned during the Writer’s Workshop 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.
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Step 4: Monitoring Student Progress and Making Adjustments
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific
learning targets based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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Monitoring Student Progress
• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.
• Make adjustments to strategies as needed.
• Meet with evaluator for a mid-year review
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So, what data sources will you use?
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Data Source Possibilities
Interim Assessments
Classroom Assessments
ProjectsProducts
Student Portfolios
Student Performances
Common Assessments
DistrictAssessments
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Data Source Possibilities
Interim Assessments
Classroom Assessments
ProjectsProducts
Student Portfolios
Student Performances
Common Assessments
DistrictAssessments
Aligned to
Standards
Descriptive
Rubrics
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Anna Tate8th Grade Language Arts Teacher
Goal Statement:
For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas; audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.
Baseline and Mid-Year Data
25% 50%
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Anna’s Mid-year Reflection on Strategies
Goal Strategy Adjustments to Strategies
Implement writer’s notebook for student writing practice.
I will incorporate opportunities for peer response groups to write collaboratively using writer’s notebook activities, assessing specifically for idea development using rubric criteria. I will focus my modeled writing lessons around how writers create and build on topic ideas.
Implement peer response groups.
I will model decision-making about suggested revisions as students provide feedback on my writing samples. I will provide students more intentional practice making revisions to their writing and allow them to share those revisions in peer response groups.
Analyze modes of writing.
I will model thinking aloud, and ask students to do the same, to think through characteristics expected for narrative, informational/explanatory, and argumentative writing.
Incorporate digital writing opportunities.
I will incorporate opportunities to students to write for specific audiences and purposes using digital technologies. Students will collaborate to write, share ideas and will provide and receive feedback using digital tools.
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Step 5: Determining Goal Attainment
Step 1:Determine
needs
Step 2:Collaborate
with administration
to create specific
learning goals based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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Anna Tate8th Grade Language Arts Teacher
Baseline, Mid-Year, End of Year Data
50%
80%
25%
Goal Statement:
For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.
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Anna Tate8th Grade Language Arts Teacher
Baseline, Mid-Year, End of Year Data
50%
78%
25%
Goal Statement:
For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.
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Student Audience & Purpose
IdeaDevelopment
Organization & Structure
Average
Student 1 2/3 2/3 1/3 3Student 2 3/4 3/4 4/4 4Student 3 1/2 1/2 1/3 2.33Student 4 2/3 1/3 1/3 3Student 5 3/3 2/3 2/4 3.33Student 6 3/3 2/3 2/3 3Student 7 2/4 1/3 1/3 3.33Student 8 1/2 1/3 1/2 2.33Student 9 3/3 3/3 3/4 3.33Student 10 2/3 2/3 1/4 3.33Student 11 3/4 2/4 2/3 3.67Student 12 3/3 3/3 3/3 3Student 13 1/2 1/2 1/2 2Student 14 3/3 3/4 4/4 3.67Student 15 3/3 2/3 2/3 3Student 16 2/3 2/3 2/3 3Student 17(no response) 0/2 0/2 0/2 2
Student 18 3/3 3/3 2/3 3Student 19 3/3 3/4 4/4 3.67Student 20 2/3 1/4 1/3 3.33Average 2.25/2.95 1.95/3.1 1.9/3.15
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End of the Year Reflection• What worked (i.e., strategies, support, resources,
goal(s), assessment)? • What did not work? Why? • What would you do differently? Why? • How did the Student Learning Goal setting process
impact your professional practice, professional responsibilities, and/or student learning?
• How do these results impact professional growth or directed improvement plan targets? What additional training or learning is needed?
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Summative Reflection on goal(s) status and next steps
Based on the results of your original identified measures of goal attainment, to what extent did you achieve your goal(s)?How will I use these results to support my professional growth?
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One thing I want to
know more about is
_______________
I teach ________
at __________
grade level
NAME________________
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Questions?Thoughts?
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How SMART is this SLT?
P.E. Teacher’s SLTFor 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
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How SMART is this SLT?
Science Teacher’s SLT
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.
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How SMART is this SLT?
Art Teacher’s SLTAll 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.
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Let’s Practice
On your own, Decide if the goal provided is SMART.Refer to the SMART Criteria.
Next, Share your thinking and rationale. Others at your table may have the same goal. If it is not SMART, discuss possible adjustments
to meet SMART criteria.
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Using Baseline DataThe next two activities ask that you write SLTs based on the provided data.
After the first data set is presented, move to a different part of the room and find a partner you have not yet worked with. Together you will write a SMART Student Learning Target that addresses the base line data.
Once you have completed your SLT, share your work with another duo. Make suggestions to strengthen the work.
You may be asked to share your work with the rest of the group.
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8th Grade Math TeacherPercentile Rank Distribution of
Students on the STAR*
Mathematics Assessment
Students performing at the 50th percentile are
said to be on grade level.
*Acronym Stands for the Standardized Test for Assessment of Reading (STAR)*Acronym Stands for the Standardized Test for Assessment of Reading (STAR)
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Base Line Data Continued
After the data is presented, please stand up if you were born in Jan., Feb., March, April, May or June. Select a partner from the folks seated. Together you will write a SMART Student Learning Target that addresses the base line data.
Once you have completed your SLT, share your work with another duo. Make suggestions to strengthen the work.
You may be asked to share your work with the rest of the group.
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Baseline Data ContinuedReflecting on the work of his past students, Mr. Wright realized that his pre law students often had difficulty presenting information and developing persuasive arguments as they wrote legal briefs. To verify this concern, he decided to give a pre test, providing them with the details of an incident and then requiring them to prepare a legal brief.
Number and Percent of Students Earning Each Score Point on the EssaysUnscora
ble1 2 3 4 5 6
Expository 3 (5%) 7 (12%) 12 (21%) 19 (33%) 8 (14%) 5 (9%) 3 (5%)Persuasive 2 (4%) 9 (16%) 14 (25%) 23 (40%) 5 (9%) 4 (7%) 2 (4%)
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Gallery Walk• Facilitators will group you into triads based
on the exit slip information.• Each triad will pick a content area, then
develop an overarching appropriate SLT.• Write the SLT on the provided chart paper
and then post along the wall.• During the gallery walk, you will provide
feedback using post it notes.• Collect the chart paper and review feedback.
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1. What do I most want my students to know and be able to do?Identify the core concepts and standards
2. Where are my students starting? Gather then analyze data to determine how well
prepared students are to learn core concepts and standards
3. What assessments are available? Select or Develop an assessment
Select or develop an appropriate assessment to measure student learning and growth
4. What can I expect my students to achieve?Leads to development of student growth targets with a
strong rationale supporting why targets are appropriate
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Based on what you have learned, what do you see as the benefits and challenges of
student achievement goal setting?BENEFITS CHALLENGES
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Common Challenges1. Data access & analysis
– Robustness of data system
– Teacher & administrator skills
2. Sufficient & appropriate assessments
3. Writing SMART Student Learning Targets
4. Clarifying the acceptable amount of progress
5. Developing instructionally-based strategies – See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc….
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What does research say about setting student learning targets?
Linked to mastery learning• 1 standard deviation higher on average compared with conventional instruction (Bloom, 1984)• Includes formative assessments, frequent corrective feedback
Linked to enhancing pre-requisite cognitive skills• .7 standard deviation higher on average compared with conventional instruction (Walberg, 1984)• Includes initial skills assessment and teaching prerequisite skills that are lacking
Linked to assessment for learning• Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment
Reform Group, 2000) Linked to standards-based performance assessment
• Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000)
Linked to standards-based instruction• 18-41 percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, &
Pollock, 2001) Linked to data-based decision-making
• School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003
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Setting student achievement goals…
Focuses on student results
Connects teaching with learning
–Improved instruction in the classroom
Contributes to school improvement
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Credits
The information shared in this presentation was based on the work of Dr. James Stronge and his peers at William and Mary.Materials developed by the Kentucky Department of Education and the Virginia Department of Education helped inform the presentation.
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SLTs and Teacher Effectiveness Pilot
ReviewRequirements
RecommendationsReady to Go
Dr. Janeen Outka, EDEC
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Are we doing it right?
• Good news: This is a pilot project.• Good news: We have time to fine tune this
process before statewide implementation.• Good news: You are allowed to make this
process flexible for your school.
– KEEP MOVING FORWARD!
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SMART SLTs for Measuring Student GrowthChecklist for Goal QualityAppropriate needs assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all students?Comparable across classrooms?
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Who is writing SLTs?• Teacher Pilot
– Pilot Schools: 100 percent of teachers being evaluated in the pilot year (number varies by district)
– Scale-up schools: District decision, learning opportunity
• Principal Pilot– If administrator is a principal of a teacher pilot
school, 100 percent of teachers being evaluated– Otherwise, 25 percent of teachers under the
principals charge.
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Options for establishing SLTs
• Can set uniform SLTs forthe whole class
• Can establishmultiple, differentiated targets based on students’ initial mastery of the content standard
• Can be individualized to a specific teaching assignment
• Can be established collaboratively by a PLC
• Can be structured to conform to school or district goals
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How many SLTS do I need?
• In the pilot year, teachers can start with just one SLT– To think about for the future. . .
• Elementary teachers• Secondary teachers• K-12 teachers• Teachers with multiple preps
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What is the timeline for writing, incorporating, and assessing SLTs?
• School calendar• Course length• Knowledge of students• Scope of SLT• Recommendation to wrap up post-
assessments by end of April.
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Assessing SLTs
• Do I need to use the same pre/post test?– No– Can use multiple measures to gather data
• Does it have to be a test?– No– Rubrics– Performance assessments– Presentations– Samples of student work
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Assessing SLTsCommon State Assessments
Assessments that are pre-approved and mandated for use state-wide OR assessments that are purchased and used across multiple districts.
Common District Assessments
Assessments that are pre-approved and used in many classrooms in multiple schools in a district.
Common School Assessments
Assessments that are mandated or optional for use school-wide.
Classroom Assessments Assessments used by a single teacher for a particular course.
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Assessing SLTsCommon State Assessments
Assessments that are pre-approved and/or mandated for use state-wide OR assessments that are purchased and used across multiple districts.
Smarter BalanceSDAPNCRCEOCWrite to LearnDIBELSAP ExamsSTARS reading/mathMAPSAIMSACT (SDMyLife practice exams and quizzes)CTE contests/judging
Common District Assessments
Assessments that are pre-approved and used in many classrooms in multiple schools in a district.
DIBELSSTARSMAPSAIMSDistrict created/purchasedPublisher materials
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Assessing SLTsCommon School Assessments
Assessments that are mandated or optional for use school-wide.
•Exams written by the science teachers and used in all chemistry courses. •Publisher materials
Classroom Assessments
Assessments used by a single teacher for a particular course.
Individual teacher created assessments for use in a single course.
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Support
• SLT Handbook TBA• Coaching
– Systems Implementation– SLTs– Assessment– Professional Practices/Danielson Framework