Student Growth Developing Quality Growth Goals STEPS 3

Student Growth Developing Quality Growth Goals STEPS 3 -4 -5 Teacher Professional Growth & Effectiveness System (TPGES) 4

Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 2

PGES Sources of Evidence These provide multiple sources of evidence to inform professional practice State Contribution: Student Growth % Local Contribution: Student Growth Goals 3

Targets ü ü 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 9

w e i v 1 Re SG m o r f Determine needs. Ø Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards. Ø Determine what mastery of those skills/learning, concepts & processes looks like. Ø Pinpoint critical areas of need. 6

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? 11

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? Review 1 from SG nd o y e b k n cil i n h e T p d n a r pape ests. t 8

Sources of evidence for student growth goal setting must be. . . Rigorous and Comparable across classrooms

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

Step 2: Create goal 14

Components of a Quality Student Growth Goal • Meets SMART criteria • Includes growth statement/target • Includes proficiency statement/target 15

SMART Goal Process for Student Growth 16

Goal 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 argumentation rubric. Furthermore 80% of students will score a 3 or better overall. 23

Step 3: Create & Implement Teaching & Learning Strategies 17

WHY? Strategies are… • the how to link between goal context and goal attainment. • how learning and school improvement happen. Dr. James Stronge 18

STEP 3: Start by deciding on Instructional Strategies for Goal Attainment. 19

Carefully chosen strategies are… • supported by research • developmentally appropriate • appropriate for the subject matter Dr. James Stronge 20

With your table partners – Share examples of some strategies you routinely use to support students as they learn your content? 35

ASK YOURSELF… How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal? 21

Student Growth Unpacking a

Goal 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 argumentation rubric. Furthermore 80% of students will score a 3 or better overall. 23

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Selecting Strategies for 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 25

NEXT, ASK YOURSELF… What resources and supports do I need to implement these strategies with my students? 26

Multiple Resources & Supports Research–based Strategies: Professional Publications & Webinars Collaboration with Others >Online Resources & Communications >CIITS Resources 27

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S A E T N E E EC TI ON T N CO RE FL S IE L PP IN LT U M L IP AR A RA C S N P RI T 32

n tio ca e pli ipl Ap mult in as are 33

Collaborative Conversations with other teachers with your principal

Step 4: Monitor student progress 36

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? 37

Assess How? Formatively! Products Observation Multiple Choice items Short answer prompts l Anecdota notes ces n a m r Perfo Discussion, Debates 38

Goal 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. 40

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Think of a skill or concept your students will learn soon after school starts. Share with your group – • what is that skill? • which formative assessment is the best match for that target? 35

Engage Students How will I involve students in progress monitoring? 42

From Classroom Assessment for Learning: doing it Right – Using it Well 43

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How will feedback occur regularly to move students forward in their learning? 45

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? 46

Step 5: Determining Goal Attainment

Post-Data y c n e i fic o r P Grow th

Goal 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. 49

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Students

Teacher Practice

Collaborative Conversations --with the principal --with other teachers

Professional Learning

“Just in Time” Professional Learning PD 360 55

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. 57

QUESTIONS 58