# The SCPS Professional Growth System

## Presentation on theme: "The SCPS Professional Growth System"— Presentation transcript:

The SCPS Professional Growth System
Student Progress Goal Setting, SMART goals, and Student Growth Percentiles (SGP’s) NOTES: (Approx time: 60 minutes) In this session, we will focus on how to write SMART goals and how Student Growth Percentiles will be used. SESSION 2 C. Quinn

Expected Outcomes of Session 2
Teachers will become familiar with the characteristics of a good SMART goal. Teachers will become familiar with how to use data to track student progress in the student progress goal setting process. Teachers will understand that Student Growth Percentiles (SGP’s) are calculated by VDOE using a baseline score of a cohort of Virginia students from the previous year. NOTES: These are the expected outcomes of this session.

What is student progress goal setting?
Step 4: Monitor student progress through on-going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs NOTES: Now, let’s consider the steps in the student progress goal setting process. Student progress goal setting involves a 5 step process. STEP 1: Baseline performance is established by reviewing and analyzing data. Baseline data can be reviewed individually, or in a collaborative manner with other teachers. For example, a grade level may review the data. STEP 2: Then, based on baseline data, the teacher decides to focus attention on student improvement. For example, a fourth grade team determines that their students performed well in mathematics last year, but not in reading. Therefore, they decide to focus the goal on reading. Each teacher creates his or her own goal based on the performance of the students in his or her classroom, but the goal area is decided as a grade level. STEP 3: Then, the teacher sets an attainable goal, meaning that the goal is within reach and yet is not too easy. For example, increasing a percentile ranking on a norm-referenced assessment from 50th percentile to 80th percentile would be quite difficult. This SMART goal must be approved by the principal. The professional then develops strategies that would support goal attainment. Strategies are critical to the goal setting process as they provide the means to the end, which is increased student achievement or program progress. Strategies will vary from class to class due to differences in age levels, subject areas, etc. Team planning will make strategies similar, but students are not at the same level across classrooms. So, the teacher must customize the goal to fit the needs of his/her students. STEP 4: The strategies are then implemented and student/program progress is monitored. STEP 5: At the end of the year, data is analyzed to determine whether the goal was attained.

Why Consider Student Progress Goal Setting?
The Uniform Performance Standards and Evaluation Criteria incorporate student academic progress as a significant component of the evaluation For about 30 percent of teachers, student growth percentiles (SGP’s) will be available (Literacy and Math 4-8, and Algebra I) All teachers will be required to provide other measures of academic progress, other than SGP’s. NOTES: The Code of Virginia requires that student academic progress be a part of teacher evaluation. The 2011 Guidelines recommend that 40% of a teacher’s evaluation be based on measures of student academic progress. Less than 30 percent of teachers in Virginia’s public schools will have a direct measure of student academic progress available based on Standards of Learning (SOL) assessment results. All teachers will participate in student progress goal setting.

GOAL SETTING FOR STUDENT PROGRESS FORM
Professional’s Name: Barry Smart (J) Worksite Einstein High School Job Title: English Teacher School Year I. Setting (Describe the population and special learning circumstances) I teach two classes of grade 10 English students. I have a total of 57 students. Twenty-nine percent of my students qualify for services and have IEPs. II. Content/Subject/Field Area I will focus on expository and persuasive essay writing. Last year only 35% of my students scored proficient on the essay portion of the state writing test. III. Baseline Data (What does the current data show?) I administered both an expository writing prompt and a persuasive writing prompt and scored it using a 6-point rubric in which a score of 4 is proficient. The data show that 28% of my students scored 4 points or better on the expository writing sample and 20% of my students scored 4 points or better on the persuasive writing sample.  Data attached IV. Goal Statement (Describe what you want learners/program to accomplish) For the current school year, 100% of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. V. Means for Attaining Goal (Activities used to accomplish the goal) Strategy Measurable By Target Date Use modified pacing to attend to student needs Copies of modified pacing September– May Use frequent formative assessment with students to provide feedback and modify instruction. Lesson Plans Copies of teacher-made formative assessments September – May Incorporate focused instruction in key content areas as prescribed by the State Standards NOTES: This is the Student Progress Goal Setting Form in which the description of the baseline/pre-test data is recorded in Part III, and the SMART goal is recorded in Part IV. This SMART goal was developed by Mr. Smart based on the pre-test data where 28% of his students scored 4 points or better on an expository sample, and 20% scored 4 points or better on the persuasive writing sample.

What is a student progress goal?
Goal … a statement of an intended outcome of your work STUDENT LEARNING Distinct from Strategies STRATEGIES = Means (What the teacher does) GOAL = End (What the student s are expected to do) “Are you going to New York or by train?” NOTES: A student progress goal is a statement of the intended outcome of the teacher’s work: student learning. Student progress goals are different from strategies. Strategies are the means and goals are the ends. Consider the following question: Are you going to New York or by train? This question is confusing. New York is the end, the train is the means. Sometimes, goals and strategies are used inappropriately. “The teacher will use formative assessment to improve instruction” is not a goal, but a strategy. A strategy is “what the teacher will do,” and a goal is “what the students will do.”

Progress (Growth) vs. Achievement Goals
Students will score X% greater on the post-test than on the pre-test. OR Students will increase their performance by X performance level on the rubric. ACHIEVEMENT X% of students will achieve a score of X or higher. NOTES: Progress goals and achievement goals are different (click to show both columns). ACTIVITY (5 minutes): Use poster paper with two column headings (Progress goals, Achievement goals). Ask participants: what is the difference between progress and achievement goals? Examples might include: achievement is more about mastery; progress is more about the journey there. Progress necessitates knowing where someone started; achievement does not take this into account. Progress often takes into account growth along the way; achievement is more cut and dry. Ask participants: What are the benefits of progress goals? (Take into account challenges, show growth even when students haven’t made a particular cut score, gives time to make changes, show value added by teacher over time) What are disadvantages to measuring progress? (requires more documentation) What are the benefits of achievement goals? (Ensures that all students are receiving a high level of education; what students need to know in order to move to the next level.) What are the disadvantages to achievement goals? (does not give credit for progress, does not provide time to improve) Explain that SMART goals that we’ll develop for Standard 7 will be more like progress goals. They should focus on an increase from pre- to post-test; however, there can be an element defining what percentage of students achieve a set score. (see slide).

What is student progress goal setting? Steps 1 and 2
Step 4: Monitor student progress through on-going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs NOTES: The first step in determining needs is to analyze student achievement data. Otherwise, goals are at best a shot in the dark. In Step 2, the teacher creates a SMART goal that is based on baseline data that was collected and analyzed as part of Step 1.

Mr. Smart’s Goal Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. A good goal statement is one that is… Specific Measurable Appropriate Realistic Time-bound NOTES: First, every SMART goal is developed after the baseline/pre-test data is analyzed. This goal meets the SMART criteria.

Steps 1 & 2: Determine needs and develop a goal
Baseline Data Percentage of Students with 4’s or Better on 6 Point Writing Rubric Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. NOTES: We see that Mr. Smart’s goal is based on baseline data as approximately 28% of his students with 4s or better on the expository scores, and 20% on the persuasive scores. His goal is SMART. S – The goal focuses on measurable growth in writing. M – The goal can be measured by a rubric and can be progress monitored throughout the year. A – The goal is appropriate as Mr. Smart teaches writing as part of the core curriculum. R – The goal is realistic as he is working toward 75% at 4 or better. T – The goal is time-bound by the school year.

What is student progress goal setting? Step 3
Step 4: Monitor student progress through on-going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs NOTES: Step 3 involves creating and implementing teaching and learning strategies to reach the goal.

Step 3: Implement strategies
Use modified pacing aligned to student needs Use frequent formative assessments to provide feedback Incorporate focused instruction in key content areas aligned with SOL’s Strategies NOTES: The strategies that Mr. Smart is using relate to attainment of the goal. Each of the strategies listed are strategies that can have an impact on student achievement. Progress monitoring – In a study of teachers’ use of accelerated math and continuous progress monitoring, researchers found that students whose teachers used continuous progress monitoring significantly outperformed students in control conditions. A key aspect of progress monitoring is making adjustments to instruction based on the assessment data

GOAL SETTING FOR STUDENT PROGRESS FORM
Professional’s Name: Barry Smart (J) Worksite Einstein High School Job Title: English Teacher School Year I. Setting (Describe the population and special learning circumstances) I teach two classes of grade 10 English students. I have a total of 57 students. Twenty-nine percent of my students qualify for services and have IEPs. II. Content/Subject/Field Area I will focus on expository and persuasive essay writing. Last year only 35% of my students scored proficient on the essay portion of the state writing test. III. Baseline Data (What does the current data show?) I administered both an expository writing prompt and a persuasive writing prompt and scored it using a 6-point rubric in which a score of 4 is proficient. The data show that 28% of my students scored 4 points or better on the expository writing sample and 20% of my students scored 4 points or better on the persuasive writing sample.  Data attached IV. Goal Statement (Describe what you want learners/program to accomplish) For the current school year, 100% of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. V. Means for Attaining Goal (Activities used to accomplish the goal) Strategy Measurable By Target Date Use modified pacing to attend to student needs Copies of modified pacing September– May Use frequent formative assessment with students to provide feedback and modify instruction. Lesson Plans Copies of teacher-made formative assessments September – May Incorporate focused instruction in key content areas as prescribed by the State Standards NOTES: Step 3 is indicated with red font in Section V.

What is student progress goal setting? Step 4
Step 4: Monitor student progress through on-going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs NOTES: Step 4 is a critical aspect of the goal setting process: monitoring student progress and making adjustments

Step 4: Monitor student progress
Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. Baseline and Mid Year Data Percentage of Students with 4’s or Better on 6 Point Writing Rubric NOTES: Mr. Smart has mid-year formal assessment data as he administered an expository writing prompt and a persuasive writing prompt at mid-year. The data indicate that 28% of students scored 4 points or better on the baseline expository writing assessment. At the mid-year, 32% of students scored 4 points or better on the expository writing assessment. This represents a 4% increase in student performance. The data indicate that 20% of students scored 4 points or better on the baseline persuasive writing assessment. At the mid-year, 30% of students scored 4 points or better on the persuasive writing assessment. This represents a 10% increase in student performance. Mr. Smart’s students are making progress.

Step 4: Monitor student progress
Target formative assessment data to focus on specific writing skills. Assessment data indicate that 39 of my 57 students are continuing to struggle with expository writing, and 40 struggle with persuasive writing. I attended a workshop on self and peer assessment, and I will ask students to assess their own work using a rubric. I attended a 6+1 writing workshop and incorporated this approach into my lessons. I also plan to organize tutoring for struggling students. Mid-Year Reflection NOTES: 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 change the strategies.

What is student progress goal setting? Step 5
Step 4: Monitor student progress through on-going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs NOTES: In Step 5, the teacher determines whether the goal has been met.

Step 5: Determining goal attainment
Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. Baseline, Mid, and Year End Data Percentage of Students with 4’s or Better on 6 Point Writing Rubric NOTES: Mr. Smart administered an expository writing prompt and a persuasive writing prompt at the end of the year. He used different writing prompts but used the same rubric to evaluate the students’ writing. The data indicated that 28% of students scored 4 points or better on the baseline expository writing assessment. At the mid-year, 32% of students scored 4 points or better on the expository writing assessment. This represents a 4% increase in student performance. By the end of the year, 74% of Mr. Smart’s students scored 4 points or better on the expository writing assessment. The data also indicated that 20% of students scored 4 points or better on the baseline persuasive writing assessment. At the mid-year, 30% of students scored 4 points or better on the persuasive writing assessment. This represents a 10% increase in student performance. By the end of the year, 69% of Mr. Smart’s students scored 4 points or better on the persuasive writing assessment. (DID HE MAKE HIS GOAL?) Base Mid-Year Year-End line

Step 5: Determining goal attainment
Number and Percent of Students Earning Each Score Point on the Essays Unscoreable 1 2 3 4 5 6 Expository – Baseline (5%) 7 (12%) 12 (21%) 19 (33%) 8 (14%) (9%) Expository – End of Year* (0%) (2%) (7%) 10 (18%) 31 (54%) (11%) Persuasive – Baseline (4%) 9 (16%) 14 (25%) 21 (37%) Persuasive – End of Year* 11 (19%) 23 (40%) NOTES: Data results in this chart indicate student progress toward the goal. Mr. Smart doesn’t make his goal, but don’t worry, we will use a scoring rubric where you can miss your SMART goal and still be rated effective

Writing a SMART Goal NOTES:
Looking at these criteria for SMART goals, there are 2 that provide the biggest challenge, and we must get them right. The first is M, measurement. An appropriate instrument/measure is selected to assess the goal. See Appendix B of the PGS manual to see examples of appropriate assessment measures. The other big challenge is R, realistic. The goal should be attainable by the teacher, not too easy and not too hard.

Mr. Lowe’s Goal Goal Statement:
In current school year, the students will achieve on average a year’s gain using our reading assessment for students below, on, and above grade level at the beginning of the year.  A good goal statement is one that is… Specific Measurable Appropriate Realistic Time-bound NOTES: How SMART is Mr. Lowe’s goal? VDOE provides this example as a weak SMART goal because the REALISTIC criterion is not met for the following 2 reasons: one year’s growth is not rigorous enough, especially for students who are more than 1 year below grade level and above grade level, and taking an average for the class will mask or hide students who need to make the most growth.

Sample SMART Goal Specific: Focused on specific math strands
During the school year, each of my 7th grade math students will improve performance by 30% on each of the pre-assessment strands (numeration, whole number operations, fraction concepts, fraction operations, decimal concepts, decimal operations, geometry, measurement, and problem solving). Specific: Focused on specific math strands Measurable: Identified pre/post assessment to be used to assess goal Appropriate: The teacher teaches the content and skills contained in the math pre/post assessment. Realistic: The goal of increasing student performance by 30% is realistic. It is not out of reach and yet not too easy. Time-bound: Goal attainment can be addressed by the end of the year with the post assessment. NOTES: Now, let’s consider a strong example of a SMART goal. ACTIVITY (3 minutes): Why is this an example of a strong SMART goal? Discuss in pairs. Report out. Then click each of the SMART bullets.

How SMART is this goal? K-5 Ms. Reeves – Second Grade During this school year, my students will improve on word knowledge and oral reading fluency. Aspect of Goal Statement Evidence Specific No Measurable Appropriate Maybe Realistic Time-Bound Yes NOTES: This goal only meets one of the SMART criterion.

Applying a Goal Setting Rubric
K-5 Goal Setting Rubric Student Achievement Standard Level of Performance Unsatisfactory Emerging Proficient Exemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining. NOTES: This rubric provides a measure to determine whether a goal is rigorous and meets the SMART criteria. How can this rubric apply to Teacher Reeve’s goal? The exemplary column in the rubric is shaded because we want to focus on developing goals at the “proficient” level the first year.

Applying a Goal Setting Rubric
K-5 Goal Setting Rubric Student Achievement Standard Level of Performance Unsatisfactory Emerging Proficient Exemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining. NOTES: Teacher Reeve’s goal is in the emerging category. She needs to refine her goal to meet the SMART criteria.

Ms. Reeve’s Baseline Data
K-5 NOTES: Let’s develop a better SMART goal for Ms. Reeves, but we need to determine the baseline data first. Baseline data from the Fall administration of PALS indicate that 14/18 students met the Fall benchmark for spelling 11/18 students met the Fall benchmark for First Grade Word Knowledge 13/18 students met the Fall summary benchmark

Ms. Reeve’s Baseline Data
K-5 NOTES: Baseline data indicate that 7/18 students are below grade level as measured by the Instructional Reading Level.

Better goal for Ms. Reeves?
K-5 Goal Statement: During this school year, 100% of my students will improve in instructional reading level. Each student will move up at least a grade level in oral reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years. NOTES: The goal statement meets the SMART criteria and would be considered in the “proficient” category of the goal setting rubric. This goal statement does not focus on an “average” increase for the class, but on the fact that each student will improve by a grade level, and students below grade level will improve by 1.5 years. This goal reflects the fact that each student is important.

Applying a Goal Setting Rubric
K-5 Goal Setting Rubric Student Achievement Standard Level of Performance Unsatisfactory Emerging Proficient Exemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining. NOTES: The new SMART goal has these characteristics (rigorous, attainable, and reflect acceptable growth). Rated as proficient.

Mr. Jefferson – Government Teacher
How SMART is this goal? 6-12 Mr. Jefferson – Government Teacher For the current school year, my students will have the knowledge and skills to be productive members of their society because they will be able to analyze primary and secondary source documents. NOTES: This goal only meets one of the SMART criterion. Aspect of Goal Statement Evidence Specific No Measurable Appropriate Maybe Realistic Time-Bound Yes

Applying a Goal Setting Rubric
6-12 Goal Setting Rubric Student Achievement Standard Level of Performance Unsatisfactory Emerging Proficient Exemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining. NOTES: Teacher Jefferson’s goal is unsatisfactory. He needs to refine his goal to meet the SMART criteria.

Better goal for Mr. Jefferson?
6-12 Goal Statement: During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by one level on the rating rubric. Furthermore, 75% of students will score at “proficient” or above. NOTES: The goal statement meets the SMART criteria and is in the “proficient” category on the goal setting rubric. This goal statement does not focus on an “average” increase for the class, but on the fact that each student will improve by one level on the rating rubric, and all students will score at the “proficient level.” This goal reflects the fact that each student is expected to learn at high levels.

Applying a Goal Setting Rubric
6-12 Goal Setting Rubric Student Achievement Standard Level of Performance Unsatisfactory Emerging Proficient Exemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining. NOTES: The new SMART goal has these characteristics (rigorous, attainable, and reflect acceptable growth). Rated as proficient.

Improving Mr. Smart’s SMART goal
For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. A better, more specific, SMART goal for Mr. Smart For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. Students scoring at a “1” or “2” will increase by two performance levels. Students scoring at “3,” “4,” or “5” will increase by one performance level. Students scoring at a “6” will maintain high performance. NOTES: Let’s return to see how we can improve Mr. Smart’s SMART goal. While his original SMART goal set targets that everyone would improve, it did not specify by how much. The second SMART goal is better and more specific because those at the lowest levels need to improve by more than just one level.

Student Growth Percentiles (SGP’s)
NOTES: For teachers of grades 4-8 Reading and Math and Algebra I, 20% of their total evaluation will be based on Student Growth Percentiles The Student Growth Percentiles (SGP) are calculated by VDOE using a baseline score of a cohort of Virginia students from the previous year. In this example, the cohort is students scoring 301 on the Grade 6 math SOL (see the dark blue bars). Therefore, the SGP represents the relative progress of students from one year to the next. Two consecutive years of SOL scores for each student are needed to determine a SGP. Students with consecutive years of scores above 500 will not be given a SGP. Only students with consecutive years of scores below 500 will be given a SGP.

Some students will not have student growth percentiles calculated
Students with only one year of assessment data available (transfers from another state) Students who participated in Virginia’s alternative assessment programs (VGLA, VSEP, VAAP) in the year of, or year prior to, the reporting year. Students who score 500 or above on a state assessment. NOTES: Examples of students without SGPs. Since SGPs will not be available until July 2014, this is all we will cover at this time. We will provide more information and training later.

The SCPS Professional Growth System
Student Progress Goal Setting, SMART goals, and Student Growth Percentiles (SGP’s) End of Session 2 OPTIONAL ACTIVITY (15 minutes): Teacher groups will be given an example of a weak SMART goal and asked to improve it. See Session 2 Activity sheet. End of SESSION 2