1. Entry Task
As you enter, take several sticky notes and respond to the following questions:
For those on “Focused”, how did you determine your Criteria for this year’s evaluation?
How do you determine whether
students in your class have grown
in their learning? (1 idea per sticky note)
Focused Evaluation
Student Growth

2. Susan Sellers, Paul Clinton SHAPE Washington\West’s Best
TPEP: Writing Student Growth Goals & Strategies for a Successful Evaluation
Susan Sellers, Paul Clinton
October 18, 2014
SHAPE Washington\West’s Best
Introduction slide
Some materials for this presentation are courtesy of Scott Poirier from his Measures & Evidence Training developed for the WEA

3. What are we going to Accomplish
Strategies for a successful evaluation
Know the “State 8”
Know your Instructional Framework
Know yourself
Writing Student Growth Goals
What’s important?
The criteria
The Goldilocks concept “Just Right”
Nesting goals
Examples

4. Strategies for a Successful Evaluation:
Centering instruction on high expectations of student achievement
Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning
Demonstrating effective teaching practices
Know the “State 8”
Recognizing individual student learning needs and developing strategies to address those needs
Communicating and collaborating with parents and the school community
Using multiple student data elements to modify instruction and improve student learning
Providing clear and intentional focus on subject matter content and curriculum
Fostering and managing a safe, positive learning environment

5. Strategies for a Successful Evaluation:
Know your Instructional Framework
CEL 5D+
Danielson
Marzano

6. (Frameworks at a Glance: tpep-wa.org)
Know Your Framework
(Frameworks at a Glance: tpep-wa.org)
CEL 5D+
Danielson
Marzano

7. Know Yourself! Strategies for a Successful Evaluation:
Review the elements and critical attributes of each of the 8 Criteria
Identify points of focus – even if on “Comprehensive”
Self Assessment
2 observations of at least 15 min each for a total of at least 60 min.
Provide a detailed lesson plan that identifies the critical elements of your chosen Criteria.
Preparing for the Observations
Providing Evidence
Collecting Artifacts
Lesson Plans
Pictures and videos
Student Work

8. Strategies for a Successful Evaluation:
Resources
To learn more: edtech.wednet.edu/eVALTraining
To create and account:
General teacher resources:
tpep-wa.org
PE Specific Resources:
shapewa.org

9. Writing Student Growth Goals
Write goals that reflect the major concepts you teach!
Physical Skill Development.
Health and fitness knowledge.
Fitness Development.
Applying health & fitness knowledge to students lives. ?
Take a moment to jot down the major concepts you teach

10. Writing Student Growth Goals
Write goals that reflect what you do best or what is unique in your program.
Dance
Outdoor education
Game Strategy & Tactics
Health & Fitness Portfolios ?
Take a moment to write down what you do best in your program

11. How do we determine in physical education whether students in our class have grown in their learning?
formative assessments
Skill assessments rubrics
Peer assessments
Student Work Samples
Student Portfolios
Videos of performance
Grades
State CBA
Written tests
Unit assessments
District Fitness Assessment
Student Growth
Lets take a look at some of the sticky notes. Useful handouts: Artifacts and Evidence Matrix Activity & Observable Behaviors Activity. Once you inventory what you presently do you will most likely have to pick and choose just a few.

12. Classroom-Based Assessments
Measuring Student Growth Pyramid
Many want “Sameness” in measurements
State-based Assessments
District-Based Assessments
School-Based Assessments
This slide highlights the pyramid of measuring student growth. The law allows for classroom, school, district or state-based assessments to be used in evaluations. This training is focused on authentic ways for teachers to highlight evidence, artifacts, behaviors, that are primarily linked to the bottom rung of the pyramid and are in fact, some of the most valid measures for teacher evaluation. There are some districts that would like to invert the pyramid. We need to convey the importance of using data that is closest to the classroom.
Classroom-Based Assessments

13. Tough Questions for Physical Educators
Can or should we use fitness testing data?
Does the evidence for student growth need to be the same for all students?
Do you have data that shows fitness improvement? My recommendation, fitness testing data should not be used alone. Combine it with health and fitness knowledge.
Second question, example of video record of student skill development, dance, jump rope, contract skills to develop.

14. What happens when non PE professionals define student goals for us?
Physical Education Example: Students in a PE class are required to go through an obstacle course every two weeks during an 18 week PE class. Students strap on wrist heart rate monitors and record their heart rates every time they go through the obstacle course. At the end of 18 weeks, the PE teacher has a graph of every student in their class and can demonstrate that students are healthier at the end of 18 weeks than they were when they started the class by seeing students’ improved (lowered) heart rates on the graph. The teacher can take the graph off the wall and show the data to the principal. The teacher has demonstrated student growth between 2 (or more) points in time.

15. 6.1 Goal: By the end of May, 4th grade students will all be in the Healthy Fitness Zone for their age and gender based on the Fitnessgram assessments: mile run, sit-ups and push-ups.
6.2 Multiple Measures: Fitnessgram, student logs, charts of progress, teacher observation notes
3.1 Goal: By the end of May, students not in the Healthy Fitness Zone for their age and gender based on the fall Fitnessgram assessments: mile run, sit-ups and push-ups will progress to being in the Healthy Fitness Zone.
3.2 Multiple Measures: Fitnessgram, student logs, charts of progress, teacher observation notes
8.1 Goal: By the end of May, district 4th graders will all be in the Healthy Fitness Zone for their age and gender based on the Fitnessgram assessments: mile run, sit-ups and push-ups.
Team of district PE teachers will meet through PLC groups during available time to collaboratively discuss instructional strategies for improvement, examine student data and plan for instruction.

17. Student Growth Rubric Language
Criterion 3
Criterion 6
Criterion 8
SG 3.1 Establishes appropriate student growth goals for subgroups of students not reaching full learning potential. Goals identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goals.
SG 6.1 Establishes appropriate
student growth goals for
whole classroom. Goals
identify multiple, high quality sources of data to monitor, adjust, and
evaluate achievement of
goals.
SG 8.1 Consistently and actively collaborates with other grade-level, subject matter or instructional team members to establish goals, to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.
This slide is available in case people ask specific questions about the student growth components. Many districts I work with have not really read or embraced the words that are in the rubric. Many tend to immediately jump to traditional tests, standardized assessments, state assessments, or data that is not fenced in to the same year as the evaluation. Sometimes it really helps to read the words and ask participants, what kind of assessments are the most suitable for what the student growth components are asking. For example, I had one district that wanted to have their teachers write goals before their kids arrived in class. They wanted them to look at the MSP/HSPE data from the previous year and write goals in August. It’s nearly impossible for a teacher to create a subgroup of students around a particular topic and write a goal for those selected students that are not meeting their full potential. Teachers need to engage with the kids for some substantial instructional time in order to be able to authentically write that goal. My point, some districts are not understanding the context of the student growth goals. This slide may help with that discussion.
SG 3.2 Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.
SG 6.2 Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.

19. SG 3.2 & SG 6.2 Unsatisfactory Basic Proficient Distinguished
Growth or achievement data from at least two points in time shows no evidence of growth for most students.
Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students.
Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.
Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

20. SG 8.1 - Proficient This is not about writing a goal. It’s about:
Your Personal contribution to be collectively responsible for student learning
One of the most powerful components to change a culture of collaboration
To collaboratively and actively participate in authentic practices that increase student achievement
Consistently and actively collaborates with other grade-level, subject matter or instructional team members
To establish goals
To develop common high quality measures
To implement common, high quality measures
To monitor growth during the year
To monitor achievement during the year.

21. What is the difference in qualitative indicators in SG 8.1?

22. Goldilocks Goals
Consider writing student growth goals with Goldilocks in mind: not too broad, not too narrow, but just right.

23. 4 Parts of a Student Growth Goal
Do something within a timeframe: Students will
demonstrate, create, analyze, compare, differentiate, compose, evaluate, design, synthesize, articulate, ect.
Content: Specific to what students need to know
Evidence of learning/growth: How is success defined?
Measures: formative & summative X
Too Specific
Too Broad

24. Literacy: Informational Text Science - 6th Grade
Example Goal
STUDENT GROWTH GOAL
Literacy: Informational Text Science - 6th Grade
Too Narrow or Specific
JUST RIGHT
Too Broad or Large
6.1
Whole Group
All students will make a prediction based on the title of a book.
During first semester, my 4th period students will improve their ability to identify text-based evidence to evaluate predictions, inferences, and opinions. Students will improve at least one level in each of the three skills, as measured by a four-point rubric. Progress along the goal will be determined through a pre-assessment, graphic organizers, student work, formative assessments, and a post-assessment.
All of my students will understand and use text-based evidence to content areas.

25. Physical Education - 6th Grade
Example Goal for PE
STUDENT GROWTH GOAL
Physical Education - 6th Grade
Too Narrow or Specific
JUST RIGHT
Too Broad or Large
6.1
Whole Group
All third period students will improve their one minute sit-up score.
During first semester, my 3th period students will set a SMART goal to improve on one of their fitness tests. Progress and growth will be evidenced through student created graphs of their progress and a written analysis of their original SMART goal and results at the end of the semester.
All third period students will set SMART goals and reach the healthy level on all five district mandated fitness tests.

26. Nesting the Goals
Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (SG 8.1 to SG 6.1 to SG 3.1)
SG 8.1
SG 6.1
SG 3.1

27. Example of “Nested” Goals
8.1 Establish Team Student Growth Goals: During First Semester, 8th grade students will provide text-based evidence to support prediction, inference, and opinion as measured by a four-point rubric. Progress along the goal will be determined through a pre-assessment, graphic organizers, student work, formative assessments, and a summative post-assessment. Success measured by SG 6.2
 6.1 Classroom goals: During first semester, my 4th period students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. Students will improve at least one level in each of the three skills, as measured by a four-point rubric. Progress along the goal will be determined through a pre-assessment, graphic organizers, student work, formative assessments, and a summative post-assessment. Success measured by SG 6.2
3.1 Subgroup goals: During first semester, a sub-group of students identified in the lowest tier of the rubric through a pre-assessment will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. Students will improve at least one level in two of the three skills, as measured by a four-point rubric. Success measured by SG 3.2

28. Example of Nested Physical Education Goals
8.1 Establish Team Student Growth Goals: The theatre department and physical education (teachers and students) will collaborate to introduce social dance to high school students. During a three week swing dance unit for three PE classes and the theatre class, students will progress from simple basic steps to complex swing dance combinations. Students will display the proper social skills needed when engaging in social dance with a partner of the opposite gender. Student led dance organizing committee will collaborate with the instructors to plan and implement the swing dance party for all four classes at the end of the unit.
 6.1 Classroom goals: During a three week swing dance unit students will progress from simple basic steps to complex swing dance combinations. Students will display the proper social skills needed when engaging in social dance with a partner of the opposite gender. Swing dance physical skill acquisition will be evident in a pre-video taken in the first couple of days of the unit and a post-video of the culminating swing dance party that will be held with three classes. Social skill development will be evident on the dance party video and with a reflection piece that students will fill out at the end of the unit.
Nested.

29. Example of Physical Education Goals
3.1 Subgroup goals: During the course of the second semester, seniors in all classes will improve their personal fitness and relate these improvements to staying fit as adults. Seniors are the least fit of all the classes at our high school and this is at a time when they are about to enter the adult world of fitness that will be dependent completely on their own efforts and knowledge. Student performance will be measured in two ways. First by pre and post fitness testing for at least two of the twelve optional fitness tests as evidenced by student created graphs of their progress. Second, by SMART fitness goal setting in February and a written analysis of their efforts and results in June.
Is this to narrow, too broad or just right

30. Establishing Student Growth Goals
What are the major concepts you teach?
2. What do you do best or what is unique in your program?
3. What is your timeframe?

31. 4. What do students need to know or demonstrate by the end of the timeframe?
Too Specific Too Broad
5. How will you define success/growth?
6. What formative & summative measures will you use? X