Post on 26-Dec-2015
Student Growthin Kentucky
Snapshots
What do you already know about student
growth?
What are your expectations
for this workshop?
WHY WRITE STUDENT GROWTH GOALS?
Benefits
• Reinforce Best Teaching Practices• Are Uniquely Adaptable• Acknowledge the Value of Education
Knowledge and Skill• Encourage Collaboration• Connect Teacher Practice to Student Learning
AIR. “Student Learning Objectives.” 2012
Growth data can help all stakeholders answer important questions about
student learning, such as:
As a teacher, how will I know what kind of progress my students are making toward learning goals, and how can I adjust my instruction to meet their needs?
As a district administrator, how can I evaluate our district’s programs for improvement planning? What’s working best? What should we stop doing?
As a parent, how do I know my child is progressing?
As a student, how do I know if I am learning and what do I need to work on
next to reach my goals?
Defining Student Growth
For the purposes of the professional growth and effectiveness system, KRS 156.557 was amended by House Bill 180 to define Student Growth as “the change in student achievement for an individual student between two (2) or more points in time including achievement on state assessments required per KRS 158.6453.”
Two Measures of Student GrowthStudent Growth Percentiles Student Growth Goals
• KDE state assessment data. • Teachers of Grades 4-8,
reading and mathematics• Rating based on each
student’s rate of change, compared to academic peers
• Median SGP for a teacher’s class is compared to that of the state
• Measures progress for students at all performance levels
The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over a specified period of time as indicated in the teacher’s Student Growth Goal (SGG).
List the Skill, Process, or Understanding
Standards What does proficiency look like?
How would I assess this? (Proficiency & Growth)
What instructional strategies would help students achieve this target?
Locate the resource that we will use
How do we get Started?
1) Identify Enduring Skills, Understandings, and Processes for subjects & courses
2) Identify how you are going to measure these
3) Identify how you are going to know where the students are at the beginning of the course
What are SOME of the Standards, Structural Documents, and Resources
that accompany the standards in each content area?
• KCAS-Literacy/Science/Social Studies/Technical Subjects
• KCAS for Reading & ELA• C3 Framework-Social
Studies• NGSS/KCAS-
Practices/Concepts-Science
• KCAS- Math Standards• World Language
Standards• KCAS -Visual Arts, PE,
etc.• KOSSA and Industry
Certification Standards
Defining ENDURING SKILLS, PROCESSES, & UNDERSTANDINGS
• ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom• worthy of embedded, course-long focus• may be necessary for the next level of
instruction
Writing ExampleEXAMPLES NON-EXAMPLES
Write arguments to support claims with clear reasons and relevant evidence
-Establish the significance of claims- Create logical organization of claims, reasons and evidence-Use words, phrases and clauses to create cohesion
Sub Skills
Reading Example
EXAMPLES NON-EXAMPLESIdentify and Summarize key supporting details and ideas
-Differentiate between bias and evidence-Differentiate between essential and irrelevant information-Skim or scan a textSub Skills
Strategy
Common Core Standards for ELA/Literacy
College and Career Readiness Reading Anchor Standards
Reading Informational K-12 Grade Specific
Standards
Reading Literature K-12 Grade Specific
Standards
Reading Foundational Skills (K-5) Grade Specific Standards
Literacy in History/Social Studies, Science, and Technical Subjects: Grades 6-12 Reading & Writing Standards
College and Career Readiness Writing Anchor Standards
Writing K-12 Grade Specific Standards
College and Career Readiness Speaking & Listening Anchor
Standards
Speaking & Listening K-12 Grade Specific
Standards
College and Career Readiness Language Anchor Standards
Language K-12 Grade Specific Standards
Reading History/Social Studies Grade Band
Standards
Writing History/Social Studies, Science, and
Technical Subjects Grade Band Standards
Reading Science and Technical Subjects Grade
Band Standards
Architecture: ELA/Literacy
Architecture: ELA/Literacy
7th Grade ELA
Enduring Skill Components of Mastery
Write arguments to support claims
CCSS.ELA-LITERACY.W.7.1Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.BSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.CUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.DEstablish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.EProvide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Resources to Support(KDE Website) • Evaluate the given list• What do you want to:
– Add?– Take away?– Alter?– Adapt?
List the Skill, Process, or Understanding
Standards What does proficiency look like?
How would I assess this? (Proficiency & Growth)
What instructional strategies would help students achieve this target?
Let’s Try It Out!
But I Wonder …
List the Skill, Process, or Understanding
Standards What does proficiency look like?
How would I assess this? (Proficiency & Growth)
What instructional strategies would help students achieve this target?
Let’s Try It Out!
Proficiency: Congruent to the Standards
• If a student demonstrated ______________, I would know that they have mastered the expectation of the grade level standard(s) and enduring skill.
• Deconstructed Standards: – whole standard vs. targets
Deconstructing Standards
• Work through PLC standards process– Guiding Questions for 7th Reading
Standards
AND/OR• Deconstruction chart• CASL Messages• Types of Targets• Model Deconstruction
ACCURATE ASSESSMENT
ASSESS HOW?WHAT METHOD?WRITTEN WELL?SAMPLED HOW?
AVOID BIAS HOW?
WHY ASSESS?WHAT’S THE PURPOSE?
WHO WILL USE THE RESULTS?
ASSESS WHAT?WHAT ARE THE
LEARNING TARGETS? ARE THEY CLEAR?ARE THEY GOOD?
“Keys to Quality Classroom Assessment”Classroom Assessment for Student LearningStiggins, Arter, Chappuis, Chappuis
Connect your content with appropriate
standard/target
Make meaning of the standard
Does each question capture the intent
of the standard/target
labeled?
Progressions
Deconstructions
Anchor Standards
Content– Vocabulary & Interpretation
Rigor– DOK/Bloom’s
To Jury
The starting point for effective assessment is clarifying the
LEARNING TARGET
Learning Targets
• Knowledge• Reasoning• Performance/Skills• Products
Knowledge TargetsWhat do I need to know?
Usually knowledge targets begin with words like:
Knows, lists, names, identifies, recalls
Knowledge Examples
• Know examples of energy (heat, electrical, light, motion of objects, chemical, etc.)
• Describe the exchange of energy between hot objects and cold objects
• Identify the parts of a plant.
Reasoning Targets
What can I do with what I know?
Reasoning targets start out with mental processes like:Predicts, infers, classifies, hypothesizes,
compares, concludes, summarizes, analyzes, evaluates, generalizes
Reasoning Examples
• Use statistical methods to describe, analyze, evaluate, and make decisions.
• Make a prediction based on evidence. • Examine data/results and propose a
meaningful interpretation.
Performance Skills
Performance skills require the students to demonstrate their mastery of a learning target and to be observed.
Performance Skills Targets
The development of proficiency in doingsomething where the process is mostimportant.
Use simple equipment and tools to gather data
Parti cipates in civic discussions with the aim of solving current problems
Dribbles to keep the ball away from an opponent
Product Targets
The ability to create tangible products that meet certain standards of quality and present concrete evidence ofacademic proficiency.
Example:Create a bar graph.
Target Assessment MatchRI.7.1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Knowledge Reasoning Performance Product
Identify textual evidence.
Draw inferences from a text.
Analyze textual evidence to
support ideas.
Cite textual evidence.
N/A
Target-Method MatchCh. 4 CASL ‘Sound Design’
• As a table group, read each target and determine the strongest assessment method for that target.
• Four Assessment Options – Selected response: T/F,
Multiple Choice, Matching, Fill-in-the-Blank
– Written response: short or extended
– Performance assessment: includes product targets
– Personal Communication
Figure 4.2 Assessment Methods Selected Response Multiple choice True/False Matching Fill-in-the-blank Written Response Short answer items Extended written response Performance Assessment Performance task Performance criteria Personal Communication Questions during instruction Interviews and conferences Participation Oral Exams Student journals and logs
Target Assessment MatchRI.7.1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Knowledge Reasoning Performance Product
Identify textual evidence.
Draw inferences from a text.
Analyze textual evidence to
support ideas.
Cite textual evidence.
N/A
Now think about the types of assessment that would work best with each target.
Assessment Methods• Identify the targets for the standard.• As a table discuss the methods that will
best match the targets you created.• Which method would best match: Short
response, Extended response, Performance Assessment, Personal Communication
Assessment Examples
• EngageNY.org: Annotated 2013 Test Questions– Evaluate items for ELA Assessment
• PARCC Released Assessment items: Begins at 3rd grade
ASSESSING AT INCREASINGLY COMPLEX LEVELS
Standard 10Quantitative, Qualitative, Reader and Task Considerations
Back to Student Growth…
Locate the resource
that we will use
Student Growth Process
Step 1:Determine
needs
Step 2: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
42
Determining NeedsStep one begins with looking at data
to get to know your students
43
Compare your
List of Enduring Skills, Processes, Understanding
To evidence of
Student LearningConsider all data sources that you have available
To determine the
Area of Focus for your SGG
Student Growth Process
Step 1:Determine
needs
Step 2: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
44
Getting Baseline data
45
Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.
46
Decide on sources of evidence
Do they 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
DistrictAssessments
Aligned to
Standards
Comparable across
Classrooms
Enduring
Skills,
Concepts &
Processes
Provide pre- and post-data
47
Rigor
Congruency to standardsDo the measures provide an opportunity for
students to demonstrate mastery of the identified skills, concepts or processes at the
level of rigor intended in the standard?
48
Comparable across classrooms
Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor?
Do my selected measures reach the level of rigor expected across the district?
49
Any County Rubric
Assessment Design
• Target-Method Match– Knowledge– Reasoning– Performance– Communication
List the Skill, Process, or Understanding
Standards What does proficiency look like?
How would I assess this? (Proficiency & Growth)
What instructional strategies would help students achieve this target?
Let’s Try It Out!
Components of a Quality Student Growth Goal
Meets SMART criteria
Includes growth statement/target
Includes proficiency statement/target
56
SMART Goal Process for Student Growth
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.
57
Practice Evaluating Goals
For the 2012-2013 school year, 100% of my students will make measurable progress in writing arguments to support
claims. On the District 8th Grade Writing Assessment: • Each student will improve by at least one performance
level in Focus, Controlling Idea, Reading/Research, & Development of the LDC argumentation rubric
• 80% of my students will score an average of a 3 or higher on a summative rating of the LDC argumentation rubric
Practice: Can you identify the SMART criteria? Proficiency target? Growth target?
But I Wonder …
Student Growth Process
Step 1:Determine
needs
Step 2: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
64
Monitoring Progress & Adjusting Instruction
**Please note that this video uses state assessments to set growth goals. However, KPREP data will not provide the information Kentucky teachers would need to set growth goals. KPREP may be one source of data used to inform a needs assessment for growth setting.
What initiatives/practices do you see in schools that support the student growth goal process for monitoring progress and adjusting instruction?
Give One, Get One
List the Skill, Process, or Understanding
Standards What does proficiency look like?
How would I assess this? (Proficiency & Growth)
What instructional strategies would help students achieve this target?
Let’s Try It Out!
Student Growth Process
Step 1:Determine
needs
Step 2: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
Determining a Student Growth Rating
The process for determining the results of student growth (high, expected, low) will be a district decision. Please consult your district’s certified evaluation plan for further information.
Clear Connections Between Student
Growth Goal Setting & Program Review
Areas
Framew
ork Connections
KDE Resources