1. Understand the State of Washington and the Issaquah School District requirements and expectations for using student growth data in your comprehensive evaluation

2. a look at the state student growth rubrics a process for establishing student growth goals examples of student growth goals a process for determining the change in student achievement between two points in time. an orientation to how student growth fits into the evaluation cycle and the summative evaluation.

6. * In your table group, split up the rubric. Some look at SG3 (3.1 and 3.2), others at SG6 (6.1 and 6.2), an another SG8 to understand the specifics of that part of the Student Growth Rubrics. (Underline key words) * Share with your whole group what you learned.

7. * 3.1 Establish Student Growth Goals using Multiple Student Data Elements Re: individual or subgroups of students (achievement/opportunity gap) * 3.2 Achievement of Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap) * 6.1 Establish Student Growth Goals using Multiple Student Data Elements Re: whole class based on grade-level standards and aligned to school and district goals * 6.2 Achievement of Student Growth Goals Re: whole class based on grade-level standards and aligned to school and district goals * 8.1 Establish Team Student Growth Goals Re: Teacher as part of a grade-level, content area, or other school/district team

8. ... if I had to reduce all of educational psychology to just one principle, I would say this: 'The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. -David Ausubel (in Visible Learning for Teachers by John Hattie, 2011, p. 37)

9. What do you know about your students? What goals make sense to set for their growth? How will you measure it? What do you plan to do to meet those goals? How will you know if it’s working along the way?

10. Formal Tests in Core Subjects Only Knowledge and Learning that can be Measured All Classroom Learning State-based Tools District and School- Based Tools Classroom- based Tools These are measures you may use to determine the focus of your goal and some to measure progress on your goal

11. * In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right

12. . Step-By-Step SMART Goal Process *In step 3, administrators would include leadership strategies that reflect their school or district responsibilities.

13. STUDENT GROWTH GOAL Literacy: Informational Text Writing K-5 Too NarrowJUST RIGHTToo Broad 6.1 Whole Group All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added. In the 2014-2015 school year, students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre-test, formative assessment, think~write~pair~share, reflective writing, and a post-test. All of my students will understand and apply grade level vocabulary to content areas.

14. The Student Growth Goal could be set that encompasses criterion 3, 6, and 8. For example: Consider the nesting doll…if your whole class goal is around reading (SG6), and you are trying some explicit strategies with a small group of learners (SG3) and meeting with your team (SG8) to create assessments and gain inter-rater reliability…then you’re starting to see how this could all fit together.

15. 3.1 Establish Student Growth Goals (individual or subgroups of students) Between September and May, all ELL Students 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 use texts appropriate to their reading level. At least 80% of the students will improve at least one level in two of the three skills, as measured by a four-point rubric. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals) Between September and May, students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. At least 90% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric. 8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team) Between September and May, all 8 th grade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured bye a four- point rubric. At least 70% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric. The 8 th grade team will meet every six weeks through the year to examine student work and calibrate expectations.

16. The Learning Goal:  Is based on multiple sources of available data that reveal prior student learning  For SG3.1-Identifies subgroups and uses data that identifies students not reaching full learning potential (i.e. achievement/opportunity gaps, ELL, special ed, highly capable). For SG6.1 - a whole group is identified (i.e. 3 rd period US History class)  Is specific, measureable and time-bound  Is aligned to content standards  Is appropriate for the context, instructional interval and content standard(s) (grain size)  Demonstrates a significant impact on student learning of content (transferable skills)  Identifies formative and summative measures aligned to learning targets to monitor progress toward goals

17. What student growth targets can you establish to promote student learning over the course of the year/semester: 3.1 & 3.2 – what amount of growth do you expect for the small group/individual 6.1 & 6.2 – what amount of growth do you expect for your whole class 8.1 – how will participation in your grade level/department team ensure student growth?

19. Student learning gains triggered by formative assessment were amongst the largest ever reported for educational interventions with the largest gains being realized by the lowest achievers. Black & Wiliam, 1998b

22. First NameLast Name Included in Sub Group Oct Pre Assessment November Formative Assessement January formative assessement March Formative Assessment April Post AssessmentEnd of Year Target Growth - Fall to SpringMet Overall Growth Target? JoseAbriox6778983Exceeds JorgeChavezx5676873Exceeds StanelyCruzx4443460Well Below OliviaDavis7466891Below TylerEdwards68891185Exceeds AngelicaGarcia1011 1210120Well Below** KeishaGonzalesx5778974Exceeds ZaraJackson877910 2Meets DreaJones7788992Meets ScottLopez7777790Well Below TaylorMartinez891098 0Well Below AdamMendoza99911 2Meets NathanMorales11121112 1Meets* KyleciaMoore68910983Exceeds JordanRodriguez7789992Meets JuanRuiz 88810 2Meets EllaScott6889882Meets HernandoTorres 10111012 2Meets MateoValdez 6778882Meets MariaVargasx4687965Exceeds CarlosVasquezx45 7864Exceeds Fall to Spring Growth 16/21= 76% of students met target in whole group (Criteria 6) 5/6 = 83% of students in sub group met target (Criteria 3) *Student achieved maximum score on rubric **Post assessment score not consistent with growth throughout the year

26. Within two months of receiving the low student growth score or at the beginning of the following school year, whichever is later, one or more of the following must be initiated by the evaluator: * Triangulate student growth measure with other evidence (including observation, artifacts and student evidence) and additional levels of student growth based on classroom, school, district and state-based tools * Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment * Schedule monthly conferences with the teacher to discuss/revise goals, progress toward meeting goals, and best practices * Create and implement a professional development plan to address student growth areas.