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Student Growth Goals Sorting it out. Over- arching Goal 2.

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Presentation on theme: "Student Growth Goals Sorting it out. Over- arching Goal 2."— Presentation transcript:

1 Student Growth Goals Sorting it out

2 Over- arching Goal 2

3 Learning Intentions 1.Understand the characteristics of a proficient Student Growth Goal (SGG). 2.Identify learning content of a SGG at the right “grain size”. 3.Understand the characteristics of the target portion of a SGG. 4.Implement the OSPI SGG Template 3

4 Student Growth RCW28A Student growth data: – relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state- based tools. – Student growth data elements may include the teacher's performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. – Student growth data elements may also include the teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate. – As used in this subsection, "student growth" means the change in student achievement between two points in time. 4

5 Criteria 3 and 6 Definitions 3. Differentiation: The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning. 6. Assessment: The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning. SUB GROUPS WHOLE CLASS 5

6 3.1 Establish Student Growth Goals 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 Five Student Growth Criteria 6

7 The Student Growth Rubric 7

8 Unpacking the Student Growth Criteria As a Table Group Discuss the key differences: – between proficient and distinguished? – between proficient and basic? – between basic and unsatisfactory? 8

9 Student Growth Goal CONTENT describes what students will know/be able to do at the end of an instructional period A proficient student growth goal: is specific, measureable and time-bound is based on multiple sources of available data that reveal prior student learning 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 towards goals 9

10 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. Establishing Student Growth Goals 10

11 Goldilocks Approach: Example Goal STUDENT GROWTH GOAL CONTENT STUDENT GROWTH GOAL TARGET Too NarrowJUST RIGHTToo Broad 6.1 Whole Group Students will find a percent of a quantity as a rate per 100. My target will be……. Students will understand ratio concepts and use ratio reasoning to solve problems by: understanding the concept of ratios and the language to describe the relationships understanding the concept of unit rate using ratio and rate reasoning to solve real-world problems My target will be…… Students will be able to reason proportionally My target will be….. 11

12 Sorting Student Growth Goals As a team decide which goals are too narrow, too broad, and just right Too Broad Too Narrow Just Right 12

13 Another way to think of the three student growth criteria is analogous to nesting measuring cups, moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8) Establishing Student Growth Goals 13

14 Example of “Nested” Goals 8.1 Establish Team Learning Goals (teacher as part of a grade-level, content area, or other school/district team) Between December and April, students will understand conclusion writing; as measured by in- class investigations, on demand tasks, and teaching team benchmark assessments. Teaching team will meet bi-weekly from December to April to examine student work and calibrate expectations. 6.1 Establish Learning Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals) Between December and April, students will understand conclusion writing; as measured by in- class investigations, on demand tasks, and teaching team benchmark assessments. 3.1 Establish Learning Goals (individual or subgroups of students) Between December and April, ELL students will understand conclusion writing; as measured by in- class investigations, on demand tasks, and teaching team benchmark assessments, using supports such as GLAD strategies and six step Marzano academic vocabulary process. 14

15 Student Growth Goal TARGET describes what students will know/be able to do at the end of an instructional period A proficient student growth goal: is specific, measureable and time-bound is based on multiple sources of available data that reveal prior student learning 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 towards goals 15

16 4.NF.A Students will understand fraction equivalence and ordering by: explaining why fractions are equivalent generating equivalent fractions compare fractions with different numerators and denominators My target will be that between September and November, 85% of my students will demonstrate at least one level of growth on the district fraction assessment and at least 65% of my students will achieve proficiency in our PLCs Math Congress Sub Sandwich Prompt and Smarter Balanced released items. I will also be tracking my students’ own perceptions of mathematics to gauge my students’ growth toward this goal. 16

17 Student Growth Goal Template Look over the Student Growth Goal Templates What do you and your colleagues need to consider prior to establishing student growth goals? How do you plan to support staff understanding of student growth goals? 17

18 Future Me Write an to the “Future you” that will be sent on January 7 th My current plans to help my colleagues understand Student Growth Goals are: Heather and Craig will ask me how the roll out is going, what thoughts will I share with them? 18


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