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Student Learning Targets as a Measure of Teacher Effectiveness

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Presentation on theme: "Student Learning Targets as a Measure of Teacher Effectiveness"— Presentation transcript:

1 Student Learning Targets as a Measure of Teacher Effectiveness
Delivered by: Marie McMillen Eddie Campbell Brenda McGown Prepared for South Dakota Education Professionals July 30 – August 2, 2013

2 What do you see as the benefits and challenges of student learning targets?

3 Training Targets I understand the student learning target creation process and its impact on student learning. I can write, implement, and monitor a learning target written in SMART goal format that is appropriate for measuring long-term student growth. I can help others work through the design and use of student learning targets. These are the targets for this portion of today’s training.

4 Multiple Measures of Teacher Effectiveness
Measures of Professional Practice (South Dakota Framework) Quantitative Measures of Student Growth (Learning Targets Assessment Data) South Dakota Teacher Effectiveness System Student growth fits as Domain 5 of the framework (5A) Notice that there are several measures that inform the effectiveness of a teacher. Student growth is one component. All measures are supported by evidence and artifacts.

5 Why Use Student Learning Targets?
Focus on student results Explicitly connect teaching and learning Improve instructional practice and teacher effectiveness Tool for school improvement Dr. Stronge shared these purposes of goal setting: Goal setting focuses on student results. It explicitly connects the roles that the teacher plays in student learning. The process helps to improve instructional practices, thus improving teacher performance. Goal setting is often used for school improvement and many of you are probably familiar with goal setting in that context. This process, however, is about using student data and practice to goal set specifically for student growth.

6 Using SLTs to Measure Student Growth
Step 1: Developing Student Learning Targets The process begins with attaching structure to student learning expectations. Teachers or groups of teachers are responsible for developing SLTs but the principal’s guidance throughout the process is valuable. Four Questions to Consider 1. What do I most want my students to know and be able to do? Identify the core concepts and standards 2. Where are my students starting? Gather then analyze data to determine how well prepared students are to learn core concepts and standards What assessments are available? Select or Develop an assessment Select or develop an appropriate assessment to measure student learning and growth What can I expect my students to achieve? Leads to development of student growth targets with a strong rationale supporting why the targets are appropriate

7 Using SLTs to Measure Student Growth
Step 2: SLT Approval by the Evaluator Once developed, the SLT must be approved as the official measure of student growth for the evaluation period. This should be done early in the school year. Submitting the SLT to the evaluator prior to any face-to-face meeting will provide him/her time to review the goal and offer any feedback needed to strengthen the goal.

8 Initial Collaborative Learning Target Conference
Assessment How will progress be measured? What assessments are already in place and how were they developed? If applicable, how will the assessments be developed? Are the data sources/measures of student learning, growth, achievement, &/or proficiency/mastery appropriate for goal? Are the identified assessments aligned to state, local, or national association standards? Goals Do the Student Learning Targets/Student Growth Goals respond to student needs reflected by the data? Are the Student Learning Targets/Student Growth Goals aligned to content learning targets? Do the Student Learning Targets/Student Growth Goals meet the criteria set forth on the Checklist? Strategies Are identified strategies appropriate to positively impact the student goals? How can the supervisor help support you with achieving these goals? North Clackamas/OEA goal setting template for the goal setting conference.

9 Using SLTs to Measure Student Growth
Step 3: Ongoing Communication During the Instructional Period The evaluator and teacher should be in contact throughout the year to determine progress toward the goal(s) and whether any accommodations are necessary. This is especially important during early stages of SLT implementation. Feedback may occur electronically or as part of other evaluation-related meetings, i.e. post-observation conferences.

10 Using SLTs to Measure Student Growth
Step 4: Preparing for the Summative Conference Discussion of teacher’s student growth rating takes place during a summative conference at the end of the evaluation period. To prepare for this conference, teachers should assemble, organize and deliver to the evaluator evidence of student growth.

11 Student Growth Process
Step 1: Determine needs Step 2: Collaborate with administration to create specific learning targets based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goal(s) for target Look at the first page of the handout. This student growth process will be used to write, implement and monitor the process. Describe each of the steps. We are going to work together through each of these steps today, using simulated data. SD Step 1: Developing Student Learning Targets SD Step 3: On going communication SD Step 2: Administrative Approval SD Step 4: Summative Conference

12 Relationship Among Student Growth Process, SD Steps, and SD Framework for Teaching
Domain(s) from Danielson Framework Content 1 Domain 1. Planning and Preparation Context Baseline Data Student Learning Target Statement 2 Domain 4. Professional Responsibilities Student Growth Instructional Strategies 3 Domain 3. Instruction Monitoring SLT Acquisition Determining SLT Acquisition 4

13 Step 1: Determining Needs
Determine needs Step 2: Collaborate with administration to create specific learning targets/ goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Before moving to step 2, stress again that - We find out what the needs of the students are by examining data. Having the right assessment is key in identifying what skills students need to develop across the year. It’s not about a unit assessment, but rather skills and concepts that students continue to develop all year and are important enough for students to monitor across the year.

14 Appropriate Needs Assessment
You must get the needs assessment correct to get the goal correct. The needs assessment must generate relevant student data. Selected assessments must produce comparable data at beginning and ending of year/course. When you look at each of these criteria there are certain things that must be included in order to be able to say it is part of the goal. The slide and the 7 following slides explain these inclusions. Looking at appropriate needs assessment it is important to note the that you must have the correct assessment to get the goal correct. No matter what instrument you use in your needs assessment, be sure it generates relevant student data. The assessment used must produce data that can be used to judge the pre-test vs. the post test. NEXT SLIDE

15 Step 2: Creating Student Learning Targets Using the SMART Process
Determine needs Step 2: Collaborate with administration to create specific learning targets based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals In Step 2, the teacher creates a SMART goal based on the baseline data collected and analyzed in Step 1. Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal.

16 SMART A Format for Developing SLTs
Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. Ask participants: How many of you use SMART goals regularly? have written them? Are familiar with SMART goals? The goal must be SMART. Refer to handout page 1 and review what each S M A R T means. Specific - The goal is focused such as by content area and by learners’ needs. Can you identify the specific content or area of student need that the goal is about? Measurable - An appropriate instrument/measure is selected to assess the goal Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based. Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable. Time-bound - The goal is contained to a single school year !Goals developed need to be SMART. Refer to this document as you evaluate goal and have discussion about them.

17 SMART SLTs for Measuring Student Growth
SMART Goal: We will be using the following format as we begin to look at determining a quality student growth goal. On the right hand slide at the bottom you will see an actual student growth goal. NEXT SLIDE

18 SMART SLTs for Measuring Student Growth
Context: (describe assessment and determination of need) SMART Goal: At the top of the right hand side you will find the context from which the goal was written. It describes the assessments and results to determine the need for the classroom. NEXT SLIDE

19 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

20 Specific To be specific, the goal should state exactly what content is to be addressed. The content should be tied directly to the standards for this grade and subject. In order for a goal to be specific it should state the content that will be used in the goal. The content must be directly tied to the standards for the grade and subject. NEXT SLIDE

21 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

22 Measurable Measures are stated by increases in: rate, percentage, number, level of benchmark, level of performance, rubric standards, or juried level of standard. A goal is measureable when it explains the desired gain in student performance, from pre-assessment to post-assessment. The measures are often stated in rate, percentage, number, level of benchmark, level of performance, rubric standards or juried level of standard. NEXT SLIDE

23 SMART SLT for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

24 Appropriate To be appropriate, the goal should be directly related to the subject, to the standard(s), and to the students. The goal is within the teacher’s realm of influence in the classroom. Appropriate goals should be directly related to the subject, to the standard(s) and to the students and must be within the teacher’s realm of influence. NEXT SLIDE

25 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

26 Realistic/Rigorous Realistic goals are rigorous and should stretch the outer bounds of what is attainable. Realistic goals are not easy goals. Goals must be realistic and rigorous and they should stretch students learning beyond the bounds of what is attainable. They should not be an easy goal. NEXT SLIDE

27 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

28 Time-bound The goal has a time frame for accomplishing the measurable target. Ongoing progress monitoring provides data for adjusting the learning experience toward the goal. Data is collected between 2 points in time, as close to beginning and ending of course as possible. There must be a timeframe with a beginning when the pretest is given and end where the post test is given. Between the beginning and the end progress monitoring should occur in order to determine the progress toward the goal and to signal the possible need for adjustment to the strategies that are being used to accomplish the goal. NEXT SLIDE

29 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all students? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

30 The goal addresses growth for all students in the classroom.
Includes All Students The goal addresses growth for all students in the classroom. In order for the goal to be quality it must include all students. It is important for all students to show growth. NEXT SLIDE

31 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all students? Comparable across classrooms? Context: SMART Goal: On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

32 Comparable across classrooms
The measures ensure that students are being measured with instruments and processes of comparable rigor across similar classrooms. Based on the data, rigor of goals is comparable across similar classrooms. Similar classrooms should be measured with similar instruments to ensure that all students are treated fairly. The rigor of the goals should also be comparable across similar classrooms. NEXT SLIDE

33 Model the SMART SLT Activity

34 SMART SLT for Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all student? Comparable across classrooms? Context: Elementary Art Baseline data show that less than 1% of my students met the benchmark (80% score) on the art assessment developed by the district. Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school. SMART Goal: By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. Pause the PowerPoint Use the checklist for goal quality Determine which criteria are met by this goal After this is done, proceed to next slide

35 By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. Specific? Measurable Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?

36 How SMART is this SLT? By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? Time-bound? by end of school year Standards based? assume the dist. assessment is standards based Rigorous? Yes, if 80% stretches the outer bounds of attainable Appropriate assessment? if the district assessment is based on state or national standards Data between 2 points in time? not stated, but probably understood that baseline was set in beginning of year Comparable across classrooms? district assessment ensures comparable assessment, but not sure if goal is comparable across classrooms. Includes all students? all students are included in the assessment, but the two students already at benchmark are not addressed and there is no growth expectation for the other 20%.

37 Original SMART SLT: By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. Revised SMART SLT: By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

38 Directions for activity
Stand up, walk at least 10 steps to find a person you have not talked with today. Be sure to take the SMART Goal handout with you. Together, answer the check list questions. Rewrite the provided Student Learning Target if can be improved. Share out. Repeat until all goals have been reviewed.

39 SMART SLT for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all student? Comparable across classrooms? Context: 4th Grade Reading STAR data reveals that 58% of students are reading on or above grade level. SMART Goal: For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.

40 For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students? Comment about highly unlikely (100% is usually not appropriate.)

41 How SMART is this SLT? For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? Highly unlikely, but dependent on the pre-assessment data of the other 42% of students Time-bound? by end of school year Standards based? STAR is standards based Rigorous? add a stretch goal for the 58% who are already at grade level Appropriate assessment? yes Data between 2 points in time? yes, beginning and ending STAR assessments are referenced Comparable across classrooms? district assessment Includes all students? all students are measured, but there is no growth expectation for the 58% already at grade level Comment about highly unlikely (100% is usually not appropriate.)

42 Original SMART SLT: For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. Revised SMART SLT: For the current school year, all 90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.

43 SMART SLT for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all student? Comparable across classrooms? Context: High School Science As a pretest, biology students evaluated an experiment and I scored their performance using a 4-level scientific rubric in which a core of 3 signifies proficiency. Question/Hypothesis – 2 Investigation Design – 1.5 Methods of Data Collection – 1.5 Data Analysis – 1.5 SMART Goal: During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.

44 During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment. Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?

45 How SMART is this SLT? During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment. Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? yes Time-bound? by end of school year Standards based? Is this standards content? Rigorous? What about students already at the 3 level? Are all of the benchmark and goal scores averages? What about all indiv. student growth? Appropriate assessment? Not sure if this is a district rubric. It should be or at least aligned beyond the single classroom teacher. Data between 2 points in time? yes Comparable across classrooms? Not mentioned Includes all students? all students are included in assessment, but only as part of the averages for benchmark and goals.

46 Original SMART SLT: During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment. Revised SMART SLT: During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation, as measured on the district scientific investigation rubric. The average performance score for all will be at the 3 level in all 4 areas on the post performance assessment.

47 SMART SLT for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all student? Comparable across classrooms? Context: Middle School Special Education The Woodcock-Johnson test was administered in August. The baseline data how that all the students are reading below grade level. The range of grade equivalency is 1.2 to 5.7. SMART Goal: For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.

48 For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years. Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?

49 How SMART is this SLT? (For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.) Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? yes Time-bound? yes Standards based? nationally validated? Rigorous? Is 1.5 average growth rigorous? Should measurable progress be specified for all students? Appropriate assessment? ? Data between 2 points in time? yes Comparable across classrooms? yes, it is standardized nationally Includes all students? all students are included

50 Original SMART SLT: For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years. Revised SMART SLT: For the current school year, all students will show measurable progress on the Woodcock-Johnson. will increase their score by ___ years and the average The students will increase of their Woodcock-Johnson score by an average of will be 1.5 years.

51 Anna Tate 8th Grade Language Arts Teacher Pre-Assessment of Student Ability in Writing We will be using data from Anna Tate’s classroom for our scenario and through all steps of the goal setting process. See the handout on Anna Tate. Notice some information has been completed on this template and today you will be completing other details. It is important to know that Anna . . . Teaches 8th grade English 98 students 20% have IEP’s In the school 73% of the students reached proficiency on the state assessment for on demand writing Writing is a school improvement goal

52 First, Anna must select or develop an appropriate needs assessment
First, Anna must select or develop an appropriate needs assessment. She decided to have each student do a free write on any subject (s)he selected. These were scored using the District created writing rubric.

53 Rubric used for Assessing Students
1 2 3 4 Audience & Purpose The writer may identify a general topic but demonstrates little or no awareness of purpose or audience. The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task than the actual purpose or intended audience. The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion. The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information. Idea Development The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. No examples or details are provided or support is irrelevant. The writer demonstrates inconsistent development of ideas often presenting facts with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support. The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments. The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments. Organization & Structure The writer offers little or no organizational structure, placing ideas in no logical order. There is little or no variety in sentence structures. The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, these appear alongside mostly simple sentences. The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to ideas, though connections between some ideas are less clear on occasion. The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures. So, how did Anna gather baseline data? Anna worked with other Language Arts teachers in her district to create a common assessment using criteria from the state on-demand writing rubric. Refer back to the categories chart of assessments. This fits under category 3, other school wide or district measures. Note that Anna is assessing skills that her students should be developing all year long. 53

54 Organization & Structure
Student Audience & Purpose Idea Development Organization & Structure Average Student 1 2 1 1.67 Student 2 3 4 3.33 Student 3 Student 4 Student 5 2.33 Student 6 Student 7 1.33 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 (no response) Student 18 2.67 Student 19 Student 20 2.25 1.95 1.9 See page ____ in your handout. This is Anna’s data. With a table partner, look at the data. What do you notice? What observations can you make to determine the needs of Anna Tate’s students? Just discuss now – participants will make notes on template after all data slides. Allow 5 minutes. Ask for some responses. 4 students scored very low 3 students scores very high All areas of writing are low 54

55 Student Performance by Groups
Low Performing Students Mid Performing High Performing Audience & Purpose .75 2.54 3.0 Idea Development 2.08 Organization & Structure 1.62 4.0 This might be yet another way to look at the data. Divide your students into 3 categories: low-, mid-, high-performing students. What does this data tell you? (The greatest gap is between low and mid performers. ) On your template, complete the baseline data information (Where are my students now?) Remember, this data is assessment of skills that students will develop all year long. Based on the data, have a conversation at your table about what needs to happen in Anna’s classroom as far as student learning (general conversation). (We will have them share out before showing Anna’s goal, not now). 55

56 Baseline Data

57 Anna’s Student Learning Target
Student Learning Target Statement: For the 2012 – 13 school year students will make measurable progress in writing- 80% of the students will score a “3” or better overall. A good student learning target is one that is… Specific Measurable Appropriate Realistic Time-bound Before showing the goal, ask participants what information do you think might be included in Anna’s goal? (based on the earlier conversation at your table about Anna’s data). Share out a few suggestions before showing Anna’s goal. Here is Anna’s goal. Ask: Based on Anna’s data and the goal statement, how SMART is Anna’s goal? This goal meets the SMART criteria: Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure Measurable – how students perform against the rubric provides the measure Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility Realistic – is doable or attainable, while also a rigorous goal Time-bound – “for the ” school year Does this goal work for all of Anna’s students? Yes, given the data, all students in Anna’s classroom could improve by a performance level in at least two areas of the rubric. Notice that this goal includes how every student will make growth and looking at the class as at whole. It is important that the goal addresses how all students in the class will grow. What if any students in Anna’s class were already at the highest level on all areas of the rubric? If data showed that some of Anna’s students already attained this goal, Anna would develop different, but related, goals for those students. Based on analysis of their pre-assessment, Anna might have the students explore different ways that writer’s organize their writing, use sentence structure to enhance writing, or use narrative in informational or argumentative writing. If individual students have already reached the goal, the teacher would need to identify specific areas for that student for which he or she could goal set. All students should continue to deepen their learning. Copy Anna’s goal on your template.

58 Anna’s SLT Student Learning Statement:
For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall. A good student learning target is one that is… Specific Measurable Appropriate Realistic Time-bound Before showing the goal, ask participants what information do you think might be included in Anna’s goal? (based on the earlier conversation at your table about Anna’s data). Share out a few suggestions before showing Anna’s goal. Here is Anna’s goal. Ask: Is the goal a GROWTH GOAL? Part of it is a growth goal: 100% of students will make measurable progress, and Each student will improve by one performance level in two or more areas of the rubric. The 80% of the students will score 3 or better is a achievement goal. Ask: Based on Anna’s data and the goal statement, how SMART is Anna’s goal? This goal meets the SMART criteria: Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure Measurable – how students perform against the rubric provides the measure Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility Realistic – is doable or attainable, while also a rigorous goal Time-bound – “for the ” school year Does this goal work for all of Anna’s students? Yes, given the data, all students in Anna’s classroom could improve by a performance level in at least two areas of the rubric. Notice that this goal includes how every student will make growth and looking at the class as at whole. It is important that the goal addresses how all students in the class will grow. What if any students in Anna’s class were already at the highest level on all areas of the rubric? If data showed that some of Anna’s students already attained this goal, Anna would develop different, but related, goals for those students. Based on analysis of their pre-assessment, Anna might have the students explore different ways that writer’s organize their writing, use sentence structure to enhance writing, or use narrative in informational or argumentative writing. If individual students have already reached the goal, the teacher would need to identify specific areas for that student for which he or she could goal set. All students should continue to deepen their learning. Copy Anna’s goal on your template.

59 You need to KNOW your students before you can judge the appropriateness of the student learning target. One main point you need to get – You need to know your students in order to judge the goal. You get to know your students’ abilities through assessment practices.

60 Step 2: Creating SLTs Using the SMART Process
Determine needs Step 2: Collaborate with administration to create specific learning targets based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Before moving to Step 3, stress that getting the goal right is really important. The goal drives instruction and reflection across the school year/course and should be important enough to merit focus across the year/course. Take away – you really need the data in order to judge a goal.

61 Step 3: Creating and Implementing Strategies
Determine needs Step 2: Collaborate with administration to create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 3 Create and implement teaching and learning strategies.

62 Relationship between Student Learning Targets and the Professional’s Learning Needs

63 Student Growth vs. Professional Growth Strategies
Students will use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes. Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing. Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development. I will implement strategies learned during the Writer’s Workshop training and develop writing prompts for students to use in their writer’s notebooks. I will refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing. I will refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.

64 Step 4: Monitoring Student Progress and Making Adjustments
Determine needs Step 2: Collaborate with administration to create specific learning targets based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 4 – Monitor progress at mid year and end of the year

65 Monitoring Student Progress
Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes. Make adjustments to strategies as needed. Meet with evaluator for a mid-year review Throughout the year the teacher monitors how students or the program is doing in relation to the goal. At mid-year, the teacher might meet with colleagues and administrators to discuss goal progress and the effectiveness of strategies. The teacher can use both formal and informal data to report at mid-year. The teacher may decide, based on the evidence, that the strategies are not working and thus changes the strategies. THE STRATEGIES CAN BE ADJUSTED BUT NEVER THE GOAL.?????

66 So, what data sources will you use?
(transition slide) We’ve spent some time learning about SMART goals and how to create them. Now, let’s apply it to your situations in your school.

67 Data Source Possibilities
Interim Assessments Common Assessments Projects District Assessments Products Notice there are several data possibilities. Assessments must provide baseline information for mastery of standards and/or 21st century skills. This is your pre-assessment step. You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Assessments may also include student projects , performances, products and portfolios. Many schools use interim assessments. What kinds are used in your school or district? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS) Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model can be used to provide baseline data as well. Student Performances Student Portfolios Classroom Assessments

68 Data Source Possibilities
Interim Assessments Common Assessments Aligned to Standards Projects District Assessments Products Descriptive Rubrics Whatever assessment you use, note that assessments need to be standards-based Descriptive rubrics would need to accompany assessment data and also need to be aligned with standards Assessments should also be comparable across classrooms as this supports validity. Student Performances Student Portfolios Classroom Assessments

69 Anna Tate 8th Grade Language Arts Teacher
Goal Statement: For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas; audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall. Baseline and Mid-Year Data 25% 50% Look at the data. This shows growth as of Anna’s mid-year assessment. We are just looking at the part of the goal related to if 80% of students met the goal. Anna would also analyze data to see if every student in the classroom met the goal. Notice that the 30% and 50% includes students who score at 3 and 4 levels. Although Anna has assessed her students skills formatively all along, at mid-year she collects and analyzes the data too. She reflects on whether or not her students are making progress toward the goals. ASK: How would you interpret the data? Is she moving toward her goal? Are the strategies working? This data would be a starting point for reflection, but you may use other information in your decision-making as well (student work). Look at whatever else helps you determine next steps for students. Make a note of your reflection on the template (Collaborative Mid-Course Data Review)

70 Anna’s Mid-year Reflection on Strategies
Goal Strategy Adjustments to Strategies Implement writer’s notebook for student writing practice. I will incorporate opportunities for peer response groups to write collaboratively using writer’s notebook activities, assessing specifically for idea development using rubric criteria. I will focus my modeled writing lessons around how writers create and build on topic ideas. Implement peer response groups. I will model decision-making about suggested revisions as students provide feedback on my writing samples. I will provide students more intentional practice making revisions to their writing and allow them to share those revisions in peer response groups. Analyze modes of writing. I will model thinking aloud, and ask students to do the same, to think through characteristics expected for narrative, informational/explanatory, and argumentative writing. Incorporate digital writing opportunities. I will incorporate opportunities to students to write for specific audiences and purposes using digital technologies. Students will collaborate to write, share ideas and will provide and receive feedback using digital tools. What do you notice about content and quality of her adjustments? How could the administrator have guided her there prior to the mid year review? Suggestion to focus on instructional strategies. This discussion may lead to adjustment of strategies as needed. Notice the strategy in yellow was added by Anna mid-year. Again, you adjust strategies, but do not change the goal. That is why it is so important to get it right at the beginning – why the collaborative discussion between principals and teachers is so important and why meeting the SMART criteria is key.

71 Step 5: Determining Goal Attainment
Determine needs Step 2: Collaborate with administration to create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 5: Did the students achieve the goal?

72 Anna Tate 8th Grade Language Arts Teacher
Goal Statement: For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall. Baseline, Mid-Year, End of Year Data 80% Take a look at Anna’s end of the year data. She provided the data in graph form which gives a great visual of her progress. Again, note that the 30%, 50%, and 78% includes students who scored at 3 & 4 levels on the rubric. What does the data tell you about the end of year results. Record your notes in the End-of-Year Data. Conversation – Do you think she achieved her goal? Time for responses. May include: No she did not meet her goal, but her students really made progress; no 1s at the end of year; moved from several students at 1 to no students at 1. Did her students make progress? Although Anna did not meet her goal, we can see her students did make measureable growth. Later as we look at the framework for student growth we will see how this plays out for Anna’s effectiveness. 25% 50%

73 Anna Tate 8th Grade Language Arts Teacher
Goal Statement: For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall. Baseline, Mid-Year, End of Year Data 78% Take a look at Anna’s end of the year data. She provided the data in graph form which gives a great visual of her progress. Again, note that the 30%, 50%, and 78% includes students who scored at 3 & 4 levels on the rubric. What does the data tell you about the end of year results. Record your notes in the End-of-Year Data. Conversation – Do you think she achieved her goal? Time for responses. May include: No she did not meet her goal, but her students really made progress; no 1s at the end of year; moved from several students at 1 to no students at 1. Did her students make progress? Although Anna did not meet her goal, we can see her students did make measureable growth. Later as we look at the framework for student growth we will see how this plays out for Anna’s effectiveness. 25% 50%

74 Organization & Structure
Student Audience & Purpose Idea Development Organization & Structure Average Student 1 2/3 1/3 3 Student 2 3/4 4/4 4 Student 3 1/2 2.33 Student 4 Student 5 3/3 2/4 3.33 Student 6 Student 7 Student 8 Student 9 Student 10 1/4 Student 11 3.67 Student 12 Student 13 2 Student 14 Student 15 Student 16 Student 17 (no response) 0/2 Student 18 Student 19 Student 20 2.25/2.95 1.95/3.1 1.9/3.15 This table include the pretest score first followed by the post test score. Participants are to review the data to see if Anna’s met her goal. Have 100% of the students made measurable progress?? How many have? Number 12 did not, so 19 did. Has every student increased by one performance level in 2 areas? How many have? 15 have improved by at least one level in two areas. 74

75 End of the Year Reflection
What worked (i.e., strategies, support, resources, goal(s), assessment)? What did not work? Why? What would you do differently? Why? How did the Student Learning Goal setting process impact your professional practice, professional responsibilities, and/or student learning? How do these results impact professional growth or directed improvement plan targets? What additional training or learning is needed?

76 Summative Reflection on goal(s) status and next steps
Based on the results of your original identified measures of goal attainment, to what extent did you achieve your goal(s)? How will I use these results to support my professional growth? The last section of the RP and PGP template is the Summative section. During this collaborative meeting, the teacher and principal agree upon goal status filtering progress through the indicators of 4.A and 4.E.. 4.A of the framework is reflective practice and 4.E of the frameworks growing and developing professionally. At the summative the principal and the teacher collaboratively determines the performance rating for Domain 4, components 4.A and 4.E using the descriptors of each Performance Level in the framework.

77 NAME________________
I teach ________ at __________ grade level One thing I want to know more about is _______________ NAME________________

78 Questions? Thoughts?

79 How SMART is this SLT? P.E. Teacher’s SLT For the 2013-14 school year:
Curl ups: Level 1 students will increase their baseline by 9; Level 2 students by 7; Level 3 students by 4 Mile Run: Level 1 students will decrease their baseline by 4 min.; Level 2 students by 2 min.; Level 3 by 1 min. Reach and stretch: Level 1 students will increase their baseline by 7 cm.; Level 2 by 5 cm.; Level 3 by 2 cm. As measured by the Presidential Fitness Test How SMART is this SLT? Very quickly - This goal is SMART. Developed on the needs of your students and the data on them. S – The goal is specific. Students are asked to improve on specific areas within the Presidential Fitness subtests. M – The goal is measurable. Student progress is measured against their initial performance. Each student is asked to improve the initial overall score by an average of 20% . A – The goal is appropriate. The goal is based on PE standards and falls within the scope of the teacher’s responsibilities. R – The goal is realistic. It is doable. All students can meet this goal. The goal is rigorous. It stretches each student’s capabilities of improving their own fitness levels. T – The goal is time bound. The goal spans a school year. The goal meets the SMART criteria.

80 How SMART is this SLT? Science Teacher’s SLT
For the current school year, all of my students will make measurable progress in each of the four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis). All students will achieve at the 3 level of performance on a 4-point rubric in each area. Quickly – This goal meets most SMART criteria but not realistic. It may not be doable. Depending on the pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance. Data is needed to judge goal S – The goal is specific. Students are asked to demonstrate progress on specific areas related to scientific investigation. M – The goal is measurable. Each student is expected to achieve at a 3 level of performance against the rubric. A – The goal is appropriate. The goal is based on science standards and falls within the scope of the teacher’s responsibilities. R – The goal is NOT realistic. It may not be doable. Depending on pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance. T – The goal is time bound. The goal spans a school year. The goal DOES NOT meet the SMART criteria.

81 will score 3 on the 5-point rubric.
How SMART is this SLT? Art Teacher’s SLT All students will demonstrate measurable progress in each of the rubric areas (Elements & Principles, Creativity & Originality, Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric. This goal does not meet SMART criteria. Notice the rationale read that it is measurable, but is weak. S – The goal is specific. Students are asked to perform specific content areas on a rubric. M – The goal is measurable, but is WEAK. Although student progress is measured by performance against a rubric, only 50% of students are asked to score 3 on a 5 point scale. Measureable growth for all students is not clear. A – The goal is appropriate. The goal is based on Art standards and falls within the scope of the teacher’s responsibilities. R – The goal is NOT realistic. It may not be doable for some students depending on pre-assessment. The goal may not be rigorous. It may not stretch each student’s capabilities since there is no expectation against individual pre-assessment. Additionally, 50% is a low expectation for class growth. T – The goal is NOT time bound. The goal does not stipulate a timeline for the goal. Let’s look at one of the goals you have been discussing. It clearly does not meet the SMART criteria. Notice that although it is measureable, it is weak and this shows up in another area of SMART (rigorous). Ask participants to share how they might revise the goal to meet SMART. (This provides participants practice critiquing goals and a little with revising them to meet SMART.) Ideas for revision Identify how students will grow individually along the continuum of the rubric (all students will move up one level in two areas of the rubric) to address growth for all students whether they performed low or high on the rubric scale; increase the expectation of % of students scoring 3 or more.

82 Let’s Practice On your own, Decide if the goal provided is SMART.
Refer to the SMART Criteria. Next, Share your thinking and rationale. Others at your table may have the same goal. If it is not SMART, discuss possible adjustments to meet SMART criteria. Activity: Put goal cards on tables – one for each participant. Either give each participant a card or have them divide (face down). On their own, participants decide if the goal meets the SMART criteria. Give them about 3 minutes. After about 3 minutes – Then share at the table telling why it meets or does not meet each of the SMART criteria – others can agree or disagree. If you believe it is not SMART, discuss how it could be revised to meet the SMART criteria. Provide rationale handout sheet instead of reviewing whole group.

83 Using Baseline Data The next two activities ask that you write SLTs based on the provided data. After the first data set is presented, move to a different part of the room and find a partner you have not yet worked with. Together you will write a SMART Student Learning Target that addresses the base line data. Once you have completed your SLT, share your work with another duo. Make suggestions to strengthen the work. You may be asked to share your work with the rest of the group.

84 8th Grade Math Teacher Percentile Rank Distribution of Students on the STAR* Mathematics Assessment Students performing at the 50th percentile are said to be on grade level. *Acronym Stands for the Standardized Test for Assessment of Reading (STAR) *Acronym Stands for the Standardized Test for Assessment of Reading (STAR)

85 Base Line Data Continued
After the data is presented, please stand up if you were born in Jan., Feb., March, April, May or June. Select a partner from the folks seated. Together you will write a SMART Student Learning Target that addresses the base line data. Once you have completed your SLT, share your work with another duo. Make suggestions to strengthen the work. You may be asked to share your work with the rest of the group.

86 Baseline Data Continued
Reflecting on the work of his past students, Mr. Wright realized that his pre law students often had difficulty presenting information and developing persuasive arguments as they wrote legal briefs. To verify this concern, he decided to give a pre test, providing them with the details of an incident and then requiring them to prepare a legal brief. Number and Percent of Students Earning Each Score Point on the Essays Unscorable 1 2 3 4 5 6 Expository 3 (5%) 7 (12%) 12 (21%) 19 (33%) 8 (14%) 5 (9%) Persuasive 2 (4%) 9 (16%) 14 (25%) 23 (40%) 4 (7%)

87 Gallery Walk Facilitators will group you into triads based on the exit slip information. Each triad will pick a content area, then develop an overarching appropriate SLT. Write the SLT on the provided chart paper and then post along the wall. During the gallery walk, you will provide feedback using post it notes. Collect the chart paper and review feedback.

88 1. What do I most want my students to know and be able to do?
Identify the core concepts and standards 2. Where are my students starting? Gather then analyze data to determine how well prepared students are to learn core concepts and standards What assessments are available? Select or Develop an assessment Select or develop an appropriate assessment to measure student learning and growth What can I expect my students to achieve? Leads to development of student growth targets with a strong rationale supporting why targets are appropriate

89 Based on what you have learned, what do you see as the benefits and challenges of student achievement goal setting? BENEFITS CHALLENGES

90 Common Challenges Data access & analysis
Robustness of data system Teacher & administrator skills Sufficient & appropriate assessments Writing SMART Student Learning Targets Clarifying the acceptable amount of progress Developing instructionally-based strategies See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc….

91 What does research say about setting student learning targets?
Linked to mastery learning 1 standard deviation higher on average compared with conventional instruction (Bloom, 1984) Includes formative assessments, frequent corrective feedback Linked to enhancing pre-requisite cognitive skills .7 standard deviation higher on average compared with conventional instruction (Walberg, 1984) Includes initial skills assessment and teaching prerequisite skills that are lacking Linked to assessment for learning Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment Reform Group, 2000) Linked to standards-based performance assessment Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000) Linked to standards-based instruction 18-41 percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, & Pollock, 2001) Linked to data-based decision-making School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003

92 Setting student achievement goals…
Focuses on student results Connects teaching with learning Improved instruction in the classroom Contributes to school improvement

93 Credits The information shared in this presentation was based on the work of Dr. James Stronge and his peers at William and Mary. Materials developed by the Kentucky Department of Education and the Virginia Department of Education helped inform the presentation.

94 SLTs and Teacher Effectiveness Pilot
Review Requirements Recommendations Ready to Go Dr. Janeen Outka, EDEC

95 Are we doing it right? Good news: This is a pilot project.
Good news: We have time to fine tune this process before statewide implementation. Good news: You are allowed to make this process flexible for your school. KEEP MOVING FORWARD!

96 SMART SLTs for Measuring Student Growth
Checklist for Goal Quality Appropriate needs assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all students? Comparable across classrooms? On the right hand side you will find the criteria needed for the goal to be quality. You will notice included along with SMART criteria are the there others: appropriate needs assessment, includes all students and comparable across classrooms. NEXT SLIDE

97 Who is writing SLTs? Teacher Pilot Principal Pilot
Pilot Schools: 100 percent of teachers being evaluated in the pilot year (number varies by district) Scale-up schools: District decision, learning opportunity Principal Pilot If administrator is a principal of a teacher pilot school, 100 percent of teachers being evaluated Otherwise, 25 percent of teachers under the principals charge.

98 Options for establishing SLTs
Can set uniform SLTs for the whole class Can establish multiple, differentiated targets based on students’ initial mastery of the content standard Can be individualized to a specific teaching assignment Can be established collaboratively by a PLC Can be structured to conform to school or district goals

99 How many SLTS do I need? In the pilot year, teachers can start with just one SLT To think about for the future. . . Elementary teachers Secondary teachers K-12 teachers Teachers with multiple preps

100 What is the timeline for writing, incorporating, and assessing SLTs?
School calendar Course length Knowledge of students Scope of SLT Recommendation to wrap up post-assessments by end of April.

101 Assessing SLTs Do I need to use the same pre/post test?
No Can use multiple measures to gather data Does it have to be a test? Rubrics Performance assessments Presentations Samples of student work

102 Assessing SLTs Common State Assessments Common District Assessments
Assessments that are pre-approved and mandated for use state-wide OR assessments that are purchased and used across multiple districts. Common District Assessments Assessments that are pre-approved and used in many classrooms in multiple schools in a district. Common School Assessments Assessments that are mandated or optional for use school-wide. Classroom Assessments Assessments used by a single teacher for a particular course.

103 Assessing SLTs Common State Assessments
Assessments that are pre-approved and/or mandated for use state-wide OR assessments that are purchased and used across multiple districts. Smarter Balance SDAP NCRC EOC Write to Learn DIBELS AP Exams STARS reading/math MAPS AIMS ACT (SDMyLife practice exams and quizzes) CTE contests/judging Common District Assessments Assessments that are pre-approved and used in many classrooms in multiple schools in a district. STARS District created/purchased Publisher materials

104 Assessing SLTs Common School Assessments
Assessments that are mandated or optional for use school-wide. Exams written by the science teachers and used in all chemistry courses. Publisher materials Classroom Assessments Assessments used by a single teacher for a particular course. Individual teacher created assessments for use in a single course.

105 Support SLT Handbook TBA Coaching Systems Implementation SLTs
Assessment Professional Practices/Danielson Framework


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