Student Growth Measures Objectives To understand how Student

Student Growth Measures Objectives: To understand how Student Growth Measures are a part of both the comprehensive and focused evaluation cycle. To familiarize teachers with the rubric language of Criteria 3, 6, and 8. To facilitate conversation around that Student Growth measures look like. To identify what “multiple measures” could be used for evidence of Student Growth.

Digging into the ISD Rubrics: Work in your assigned group to understand the specifics of your assigned Student Growth Rubric. Summarize the rubric requirements

Understanding Student Growth Goals around State Criteria 3, 6, and 8: Criterion 3 – small group or individual student goal for the sake of increased student learning. Establish the goal and measure the outcome. Criterion 6 – whole class goal for the sake of increased student learning. Establish the goal and measure the outcome. Criterion 8 – collaboration within a grade level/department team for the sake of increased student learning. Establish the goal and monitor progress toward the goal.

How can we look at these as interconnected? Consider the nesting doll…if your whole class goal is around reading (#6), and you are trying some explicit strategies with a small group of learners (#3) and meeting with your team (#8) to create assessments and gain inter-rater reliability…then you’re starting to see how this could all fit together.

How can we look at these as interconnected? Criterion 3 and 6 must have measurable outcomes. What district, building and classroom based assessments do you use to inform instruction? What information do you gather from assessments? How do you use it to inform instruction with your whole class?

Use three assessments given at appropriate intervals of measurement: District provided School based or department provided In collaboration with principal Classroom In based collaboration with principal

Try and keep these goals connected… At this time we are asking: Elementary teachers to set goals around reading, writing or math (principals may limit options) Secondary teachers to set goals around one content or prep All teachers to implement three assessment measures collecting data over time The goals to last one year or semester Keep in mind the NESTING DOLLS…

FALL: In the fall give pre-assessments Set SMART student growth goals that take into consideration data collected from: your pre-assessments your whole class, small group, or individual work that can be done with your team

FALL: Set the student growth goal(s): Determining what amount of growth you expect between fall and spring Or from beginning to end of the semester. Identify instructional strategies and interventions to meet goal Implement the instructional strategies and interventions to increase student learning Determine how you will collect data over time.

WINTER: Update your administrator in the winter about the effectiveness of your instructional strategies. Ongoing review of progress; adjust if necessary If needed, seek support from district resources (LST, district TOSA, etc). Determine appropriate assessment measures.

WINTER: Student Growth instructional strategies and assessments are being utilized year long to monitor student progress. Teacher and Evaluator meet to review progress toward Student Growth Goals and make modifications as necessary.

SPRING – SUMMATIVE EVALUATION Student Growth: The teacher will measure student growth by using the following types of pre/post assessments: Teacher-determined School selected District common assessment The Evaluator will determine the score for criterion Student Growth 3, 6, and 8. Additional circumstances should be taken into consideration by the evaluator.

The Student Growth Cycle Spring In the spring meet with your building administrator to determine how effective you were in meeting your student growth goals. Share evidence with your administrator.

Sample SMART Goal - samples Poor goal: This year every student will show evidence of one year of growth in mathematics. Improved goal: During the 2016 -2017 school year, 85% of my 4 th grade students will improve their math problem-solving skills as measured by a 1. 0 year gain in the national grade equivalent growth from the 2015 -2016 SBAC test to the 2016 -2017 SBAC test. Revised goal includes - specific time span - specific skill outcome - a defined method of measurement

Second Grade – Whole Class Goal (6. 1): Using the CFA Addition Assessment, all 27 of my students will show growth in adding numbers to 20 fluently by June 2015 in the following manner: Subgroup (A) Students scoring 3 -20% accuracy will increase their accuracy to at least 65% or better Subgroup (B) Students scoring 21 -50% accuracy will increase their accuracy to at least 81% or better Subgroup (C) Students scoring 51 -94% accuracy will increase their accuracy to at least 97% or better and will begin work on products of two one-digit numbers. *Each subgroup is an example of 3. 1, Small Group Goal.

High School Counselor: Whole Group Goal (6. 1) All 9 th graders not passing two or more classes and not on track to graduate with their peers as determined in October 2014 will demonstrate growth by increasing the number of classes they are passing by at least one by June 2015. High School Biology: Whole Class Goal (6. 1) By June 2015, all AP Biology students will demonstrate growth in designing and describing experiments and analyzing data and sources of error by improving at least one rank level from the AP Exam preassessment given in the fall to the official AP Biology exam given in the spring

Math Algebra 1 – Whole Class Goal (6. 1) By May 2015, all my Algebra I students will demonstrate growth in the area of Representing and Solving using the Algebra I CFA Work Samples assessment by moving up at least one level. Subgroup (A) Students scoring a 2 or lower will increase to at least a 3; Subgroup (B) Students scoring a 3 will increase to at least a 4; Subgroup (C) Students scoring a 4 will increase to at least a 5 *Subgroups are examples of Small Group Goals (3. 1)

Final Scoring Summative Rating & Impact on Student Learning Matrix TOTAL RATING 4 Distinguished Summative Rating 29 -32 3 Proficient 22 -28 2 Basic 15 -21 3 Proficient Student Growth Inquiry 4 Distinguished 3 Proficient Student Growth Inquiry 2 Basic Student Growth Inquiry 1 Unsatisfactory Plan of Improvement 8 -14 Low 5 -12 Average 13 -17 High 18 -20 Impact on Student Learning (Student Growth Rating)