Supporting Teachers in the SLG Goal Setting Process – Part I

Supporting Teachers in the SLG Goal Setting Process –

Part IJune 2014

Articulate the impact SLG goals have on improving student learning

Identify the characteristics of assessments that measure growth and inform instruction

Utilize the components of the SLG goal template

Create a common understanding of the depth of knowledge needed for college and career readiness

Set targets for all students

Professional Learning Outcomes for 2014-15: SLG Goal Setting Process

Demonstrate familiarity with district rubric

Describe proficient practice based on district rubric descriptors

Provide feedback to educators based on evidence collected

Calibrate of evaluators

Professional Learning Outcomes for 2014-15: Inter-rater Reliability

Deeper examination of targeted components of the SLG goal setting process◦ Understand the connection/relationship between

content and assessment ◦ Understand the connection/relationship between

context and baseline data Revise personal goal based on today’s learning

Outcomes for Today

How we got where we are today Celebrating Oregon’s successes Intention of SLG Goals

◦Collaborative conversations◦Recognition for what you are doing well◦Educators and students get the support

they need in real time

Purpose of SLG Goals

The Oak Tree AnalogyThe Tree Analogy

• For the past year, these gardeners have been tending to their trees trying to get them to grow as much as possible.

• Each gardener used a variety of strategies to help their own tree grow… Which of these two gardeners was more successful with their strategies?

Explaining the concept of educator contribution to student growth by evaluating the performance of two gardeners

Explaining the influence of educators on student learning and growth by examining the performance of two gardeners

This method is analogous to using Achievement to measure student learning.

To measure the performance of the gardeners, we will measure the height of the trees today (one year after they began tending to the trees).

• Using this method, Gardener B is the superior gardener.

Oak AAge 4

(Today)

Oak BAge 4

(Today)

Oak AAge 3

(1 year ago)

Oak BAge 3

(1 year ago)

… but this achievement result does not tell the whole story.

• These trees are four years old.

• We need to find the starting height for each tree in order to more fairly evaluate each gardener’s performance during the past year.

• The trees were much shorter last year.

We can compare the height of the trees one year ago to the height today.

• By finding the difference between these heights, we can determine how many inches the trees grew during the year of gardener’s care.

• Tree B had more growth this year, so Gardener B is the superior gardener.

This is analogous to using Simple Growth, also called Gain, to measure performance .

… but this simple growth result does not tell the whole story either. • We do not yet know how much of this growth was influenced by the strategies used by the

gardeners themselves.

• This is an “apples to oranges” comparison.

• For our tree example, three environmental factors we will examine are: Rainfall, Soil Richness, and Temperature.

External condition Tree A Tree B

Rainfall amount

Soil richness

Temperature

High LowLow HighHigh Low

How much the gardeners’ own strategies influenced the growth of the trees…

• We can take out each environmental factor’s contribution to growth.

• After these external factors are accounted for, we will be left with the effect of just the gardeners.

• To find the correct adjustments, we will analyze available data on trees tended by these gardeners.

Based on data, we identify growth expectations for each of these environmental factors, and we convert them into a form usable for our

calculations.

Rainfall Low Medium HighGrowth relative to

the average Much less Less More

Soil Richness Low Medium High

Growth relative to the average Much less Less More

Temperature Low Medium HighGrowth relative to

the average Much more Less Much less

Now we can go back to Tree A and Tree B to adjust for their growing conditions.

+20 Gain+14 Gain

• Next, we will use our adjustments to account for the effect of each tree’s environmental conditions.

To calculate our new adjusted growth, we start with gains.

• When we are done, we will have an “apples to apples” comparison of the gardeners’ influence on growth.

+20 Gain+14 Gain

↓ for Rainfall ↑ for Rainfall

Similarly, for having low rainfall, Tree B’s growth is increased to compensate.

Based on data, we found that high rainfall resulted in extra growth on average.

For having high rainfall, the extra growth is subtracted from Tree A’s growth to compensate.

+20Simple+14 Simple


↑ for Soil ↓ for Soil

For having rich soil, Tree B’s growth is adjusted down to compensate.

For having poor soil, Tree A’s growth is adjusted up to compensate.

+14 Simple+14 Simple



↑ for Temp ↓ for Temp

For having low temperature, Tree B’s growth is adjusted down to compensate.

For having high temperature, Tree A’s growth is adjusted up to compensate.

+20 Simple+14 Simple



↑ for Temp ↓ for Temp_________ + X inchesAdjusted Growth

_________+ Y inches

Adjusted Growth

We calculate that Gardener B’s effect on Tree B is a smaller number of inches

We calculate that Gardener A’s effect on Tree A is a given number of inches

Now that we have removed the effect of environmental conditions, our adjusted growth result puts the gardeners on a level playing field.

+ Simple+ Simple



↑ for Temp ↓ for Temp_________+ X inchesAdjusted Growth

_________+ Y inches

Adjusted Growth

This is analogous to the student learning and growth goal process.

By accounting for last year’s height and environmental conditions of the trees during this year, we found the influence of each gardener on the growth of the tree.

Using this method, Gardener A is the superior gardener.

Tree Analogy Student Learning and Growth Goals in Education

What are we evaluating?

• Gardeners • Districts• Schools/School Administrators• Grades• Classrooms/Teachers• Programs and Interventions

What are we using to measure success?

• Growth in Inches • Growth on Assessments from Categories I and II

Sample • Single Tree • Groups of Students

Adjustment Factors • Rainfall• Soil Richness• Temperature

• Students’ Prior Performance

Other variables collected for students e.g.,

•Gender• Race • Free/Reduced Lunch Status• English Learner Status• TAG• IEP•504

How does this analogy relate to student learning and growth goal calculations in the education context?

Baseline student performance data in a classroom on a Category I or II assessment

22

Using baseline student data and other information on factors that can influence student learning and growth to set targets

23

At the end of the course, students showed growth

24

Bringing all the information together

25

Similarly we calculate Ms. Johnson’s influence on each Tier and average across Tiers

26

Ms. Johnson’s influence on Tier A learning and growth

Two teachers with student populations that look similar may have good reasons to set different expectations

27

THE SLGG process recognizes teachers of lower-achieving students who are as effective as a teacher of higher-achieving students (or

more)

28

Find someone not at your table Share:

◦Successes

◦Roadblocks

Reflecting on 2013-14

Where does goal setting originate? *What is the role of SLG goals in overall

evaluation? Who has to set SLG goals? Who are SLG goals set for? *What kinds of Assessments can be used? What is the scope of SLG goals? What is the difference between

Achievement and Growth?*Pending USED approval of Oregon’s waiver

Clarifications

Rationale added to the template

*Category 3 removed

State checklist and scoring rubric

*Pending USED approval of Oregon’s waiver

Revisions to SLG Goal Guidance

Content: Based on the relevant content and skills

students should know or be able to do at the end of the course /class, a clear statement of a specific area of focus is selected. These should be based on specific state or national standards. A statement such as “CCSS in Math” is not specific enough.

Digging Deeper into the Process

Students will be able to describe the composition, structure, and properties of matter, draw conclusions about the interactions and conservation of matter and energy, and explain why matter and energy can neither be created nor destroyed in a given system and/or reaction.

Related Oregon Science standards:◦ H.2.P1, H.2. P2, H.2.P3

Knowledge = YELLOWSkills = BLUE

Standards = PINK

Content Example: HS Chemistry

Highlighted Content

• Students will be able to describe the composition, structure, and properties of matter, draw conclusions about the interactions and conservation of matter and energy, and explain why matter and energy can neither be created nor destroyed in a given system and/or reaction.

• Related Oregon Science standards:– H.2.P1, H.2. P2, H.2.P3

Think about the content you wrote in your goal◦ Do you still think it is appropriate?◦ Why or why not?◦ Do you need to narrow the focus?

Share your reflections with someone at your table

Reflecting on Content Component

Assessment: Describes how student learning and growth

will be measured. In Oregon, two categories of assessments are used for SLG goals. Assessments must be aligned to state or national standards and meet state criteria.


I will re-administer the Chemical Concepts Inventory which is a multiple choice test, and using the Oregon Scientific Inquiry Scoring Guide, I will evaluate student performance on the Hydrated Salt Performance Task. Students develop procedures for an investigation and plan for recording and organizing observations and data. It requires students to draw upon their understanding of the crystalline structure of ionic salt, the application of conservation of matter to calculate the coefficient of H2O in the empirical formula of the hydrated salt, and making conclusions consistent with the use of chemical equations to predict quantitatively the molar masses of reactants and products in 3 chemical reactions.

Assessment Example: HS Chemistry

How is learning measured?Multiple choice test for contentPerformance task for application

Which categories do the assessments fall under?CCI– Category 2Performance Task – Category 2

Are the assessments aligned with standards and do they meet state criteria?

CCI: Requires more investigationPerformance Task: YES – uses state scoring guide

Assessment Example: Answers

Think about the assessment you used◦ Do you still think it is appropriate?◦ Why or why not?◦ What would you change?

Share reflections with someone at your table◦ How can you use the assessment you chose to

measure the growth in the content you identified?

Reflecting on Assessment Component

Context:Description of the demographics and learning needs of all student in the class/course. Includes as relevant: number of students and their gender, race/ethnicity, socioeconomic status, attendance, and any students with diverse learning needs (EL, TAG, IEP, 504 plans). For those educators who do not meet with students on a regular basis, including contact time provides additional context for the goals developed.


There are 58 students in 1st grade, 25 are girls and 33 are boys. These students include nine students with IEPs targeting reading comprehension in their goals (the SPED teacher is in 1st grade classrooms four times a week supporting these students), two EL students who receive in-class support from the ESOL teacher (twice a week), and three students who were absent more than 15% of the school year and are currently monitored by the Student Support Team. 60% of students enrolled in ABC Elementary receive free or reduced lunch. Students participate in a 90 minute literacy block every day.

Context Example: 1st Grade Reading

Think about the context in the goal you brought◦ What context(s) did you include to address all the

learning needs of your students?◦ How did you use context to set targets and select

strategies?◦ What would you do differently?


Reflecting on Context Component

Baseline Data:Provides information about the students’ current performance at the start of course/class. It is generally the most recent data available and can include the prior year’s assessment scores or grades, results from a beginning of the year benchmark assessment, a pre-test, or other evidence of student learning. Determine students’ strengths and areas of weakness that inform the goal.


The DRA2 was administered during the first two weeks of school. 32 out of the 58 students are currently reading below grade level. Of those students not yet reading on grade level, many of them are close and this data makes me confident that with strategic interventions this gap can close dramatically by the end of the year.

Baseline Example: 1st Grade Reading

Beginning of the Year

DRA 2 level Grade 1 Students

Total Grade 1 Students/level

Kindergarten A-1

2

3

8

11

13

32

Grade 1 (on level)

4

6

14

7

21

Grade 1 (above grade level)

810121416

3

1

1

5

Baseline Example: 1st Grade Reading

Share the baseline data in the goal you brought◦ What are the strengths/limitations of the baseline

data you collected?◦ To what extent would the baseline data you

collected allow you to tier your targets?◦ How will context inform your tiers? How won’t it?


Reflecting on Baseline Data

Reflect on today’s learning Review your goal using the Quality Review

Checklist. Justify your selection of YES or NO for each

of the five questions with evidence from your goal.

Applying the SLG Goal Tools

Use an index card from your table to write down:◦ Two new learnings or “a-has” you had as a result

of today’s professional learning◦ One question you still have regarding the student

learning and growth goal setting process. Homework for October

◦ Bring a draft of an SLG Goal that you develop for the 2014-15 SY

Wrap-Up

Supporting Teachers in the SLG Goal Setting Process – Part I

Documents

Transcript of Supporting Teachers in the SLG Goal Setting Process – Part I