FOUNDATIONS of Student Growth Goal Setting proficiency and Sources of Evidence

© 2013, KDE and KASA. All rights reserved.

FOUNDATIONS OF STUDENT GROWTH GOAL SETTING

PROFICIENCY AND SOURCES OF EVIDENCEWhat does proficiency look like?

How will I know my students have reached it?


Establish

Baseline

Target students’ priority need

Identify the sources of evidence that will need

to be in place to measure students’ 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 standardsFoundat

ions

for

iden

tify

ing

conte

nt

Con

nectin

g

Con

tent

to Stu

den

t Need

s

2


Previously…

You learned how to identify enduring learning.

3


Think and Plan Tool

Continue here!

4


EDS Connections

5


EDS Connections

6


Questions to ask about proficiency

What does it look like for students to be performing at proficiency level on these skills, concepts, and processes?

How do I know?

Think & Plan

Tool

Questions!

7


Enduring Skills to Grade Level Standards

• Review grade level cluster headings• Identify the grade-level standards that

align with the enduring skills you identified

9


What does proficiency look like?

For each enduring skill, after identifying the standards that align, discuss:

What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards?

10


Sources of Evidence

· Is there a rubric that describes proficiency?

· What assessments are available that allow students to demonstrate proficiency? • Are these assessments congruent to the

proficiency expectations you outlined? • Do assessment items need revision to improve

congruency?

· What assessments need to be found or created that allow students to demonstrate proficiency?

11


Handout 12


• Work through your identified enduring skills identifying:• Proficiency• Sources of Evidence

REMEMBER: You will want a list to choose from when you match your

student needs to the content focus! Revise this list as you teach this year. This list can be used for other purposes beyond student

growth goal setting.

14


• Review your organizer Which identified enduring learning do you have

strong sources of evidence? Which learning will you need to find/create sources

of evidence?

• Discuss How you can revise this list throughout the year as

you work with students? How you can use this list to focus your instruction?

15


Student Growth Goal Setting Processhttp://mediaportal.education.ky.gov/educator-effectiveness/professional-growth-and-effectiveness/2014/02/student-growth-goal-setting-process/

Student Growth Goal Setting Resourceshttp://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx

16

Resources

FOUNDATIONS of Student Growth Goal Setting proficiency and Sources of Evidence

Documents

Transcript of FOUNDATIONS of Student Growth Goal Setting proficiency and Sources of Evidence