Student Growth Developing Quality Growth Goals

STEPS 3-4-5

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Teacher Professional Growth & Effectiveness System (TPGES)

Student Growth Series

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Overview of Student

Growth

Student GrowthSTEP 1

Lync

Student GrowthSTEP 2

Lync

Student GrowthSTEPS 3,4,5 Lync

Assessment Literacy &

Student Growth

Lync

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

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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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Targets

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.8

Student Growth Process

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• Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards.

• Determine what mastery of those skills, concepts & processes looks like.

• Pinpoint areas of need.

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Determine needs.Determine needs.

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Decide on sources of evidence.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?

Sources of evidence for student growth goal setting must

be. . .

Rigorous –

Comparable across classrooms –

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

Step 2: Create goal

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Components of a Quality Student Components of a Quality Student Growth GoalGrowth Goal

• Meets SMART criteria

• Includes growth statement/target

• Includes proficiency statement/target

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SMART Goal Process for Student Growth

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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.

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Goal SampleGoal Sample

Step 3: Create & Implement Teaching & Learning Strategies

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WHY?WHY?Strategies are… •the how to link between goal context and goal attainment.

•how learning and school improvement happen.

Dr. James Stronge

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

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Carefully chosen strategies Carefully chosen strategies are…are…• supported by research

• developmentally appropriate

• appropriate for the

subject matterDr. James Stronge

Dr. James Stronge20

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ASK YOURSELF…

How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal?

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Unpacking a

Student Growth

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.

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Goal SampleGoal Sample

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Selecting Strategies Selecting Strategies for our Sample Goalfor our Sample Goal

• 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

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NEXT, ASK YOURSELF…

What resources and supports do I need to implement these strategies with my students?

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Multiple Resources & SupportsMultiple Resources & Supports

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Research–based Strategies: Professional Publications & Webinars

Collaboration with Others

>Online Resources & Communications>CIITS Resources

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1

2

3

4

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APPLIES IN

MULT

IPLE CONTENT AREAS

REFL

ECTI

ON

TRANSCRIPT

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Application in

multiple areas

Collaborative ConversationsCollaborative Conversations

with other teachers with your principal

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Step 4: Monitor student progress

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Plan for Progress Monitoring

How and when will I monitor progress towards the SGG throughout the year/course?

What formative assessment processes will I use for progress monitoring?

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Assess How?Formatively!

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Multiple Choice items

Products

Observation

Discussion, Debates

Anecdotal notes

PerformancesShort answer prompts

Goal sample from any Content AreaGoal sample from any Content Area

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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How will I involve students in progress

monitoring?

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Engage Students

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

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

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Reflecting on Progress: A Formal Look

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?

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Step 5: Determining Goal Attainment

Post-Data

Proficiency

Growth

Goal SampleGoal Sample

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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Students

Teacher Practice

Collaborative Conversations

--with your principal --with other teachers

Professional Learning

“Just in Time” Professional Learning

PD 360

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Next steps . . . Next steps . . .

1. Use the guiding questions to begin thinking about your content and sources of evidence you might use to identify areas of need.

2. Stay tuned: Participate in the follow-up PGES Office Hours and future Lync sessions.

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Targets

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• 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.

QUESTIONSQUESTIONS

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Contact Information

•Cathy.White@education.ky.gov

Branch Manager, Office of Next Generation

Professionals

•teacherleader@education.ky.gov

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