Presentation on theme: "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."— Presentation transcript:
1Entry TaskAs 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 whetherstudents in your class have grownin their learning? (1 idea per sticky note)Focused EvaluationStudent Growth
2Susan Sellers, Paul Clinton SHAPE Washington\West’s Best TPEP: Writing Student Growth Goals & Strategies for a Successful EvaluationSusan Sellers, Paul ClintonOctober 18, 2014SHAPE Washington\West’s BestIntroduction slideSome materials for this presentation are courtesy of Scott Poirier from his Measures & Evidence Training developed for the WEA
3What are we going to Accomplish Strategies for a successful evaluationKnow the “State 8”Know your Instructional FrameworkKnow yourselfWriting Student Growth GoalsWhat’s important?The criteriaThe Goldilocks concept “Just Right”Nesting goalsExamples
4Strategies for a Successful Evaluation: Centering instruction on high expectations of student achievementExhibiting collaborative and collegial practices focused on improving instructional practice and student learningDemonstrating effective teaching practicesKnow the “State 8”Recognizing individual student learning needs and developing strategies to address those needsCommunicating and collaborating with parents and the school communityUsing multiple student data elements to modify instruction and improve student learningProviding clear and intentional focus on subject matter content and curriculumFostering and managing a safe, positive learning environment
5Strategies for a Successful Evaluation: Know your Instructional FrameworkCEL 5D+DanielsonMarzano
6(Frameworks at a Glance: tpep-wa.org) Know Your Framework(Frameworks at a Glance: tpep-wa.org)CEL 5D+DanielsonMarzano
7Know Yourself! Strategies for a Successful Evaluation: Review the elements and critical attributes of each of the 8 CriteriaIdentify points of focus – even if on “Comprehensive”Self Assessment2 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 ObservationsProviding EvidenceCollecting ArtifactsLesson PlansPictures and videosStudent Work
8Strategies for a Successful Evaluation: ResourcesTo learn more: edtech.wednet.edu/eVALTrainingTo create and account:General teacher resources:tpep-wa.orgPE Specific Resources:shapewa.org
9Writing 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
10Writing Student Growth Goals Write goals that reflect what you do best or what is unique in your program.DanceOutdoor educationGame Strategy & TacticsHealth & Fitness Portfolios?Take a moment to write down what you do best in your program
11How do we determine in physical education whether students in our class have grown in their learning?formative assessmentsSkill assessments rubricsPeer assessmentsStudent Work SamplesStudent PortfoliosVideos of performanceGradesState CBAWritten testsUnit assessmentsDistrict Fitness AssessmentStudent GrowthLets 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.
12Classroom-Based Assessments Measuring Student Growth PyramidMany want “Sameness” in measurementsState-based AssessmentsDistrict-Based AssessmentsSchool-Based AssessmentsThis 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
13Tough 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.
14What 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.
156.1 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 notes3.1 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 notes8.1 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.
17Student Growth Rubric Language Criterion 3Criterion 6Criterion 8SG 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 appropriatestudent growth goals forwhole classroom. Goalsidentify multiple, high quality sources of data to monitor, adjust, andevaluate achievement ofgoals.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.
19SG 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.
20SG 8.1 - Proficient This is not about writing a goal. It’s about: Your Personal contribution to be collectively responsible for student learningOne of the most powerful components to change a culture of collaborationTo collaboratively and actively participate in authentic practices that increase student achievementConsistently and actively collaborates with other grade-level, subject matter or instructional team membersTo establish goalsTo develop common high quality measuresTo implement common, high quality measuresTo monitor growth during the yearTo monitor achievement during the year.
21What is the difference in qualitative indicators in SG 8.1?
22Goldilocks GoalsConsider writing student growth goals with Goldilocks in mind: not too broad, not too narrow, but just right.
234 Parts of a Student Growth Goal Do something within a timeframe: Students willdemonstrate, create, analyze, compare, differentiate, compose, evaluate, design, synthesize, articulate, ect.Content: Specific to what students need to knowEvidence of learning/growth: How is success defined?Measures: formative & summativeXToo SpecificToo Broad
24Literacy: Informational Text Science - 6th Grade Example GoalSTUDENT GROWTH GOALLiteracy: Informational Text Science - 6th GradeToo Narrow or SpecificJUST RIGHTToo Broad or Large6.1Whole GroupAll 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.
25Physical Education - 6th Grade Example Goal for PESTUDENT GROWTH GOALPhysical Education - 6th GradeToo Narrow or SpecificJUST RIGHTToo Broad or Large6.1Whole GroupAll 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.
26Nesting the GoalsAnother 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 8.1SG 6.1SG 3.1
27Example 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 6.23.1 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
28Example 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.
29Example 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
30Establishing 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?
314. What do students need to know or demonstrate by the end of the timeframe? Too Specific Too Broad5. How will you define success/growth?6. What formative & summative measures will you use?X