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1 SESSION 2 Student Progress Goal Setting, SMART goals, and Student Growth Percentiles (SGP’s) 8.20.12.

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Presentation on theme: "1 SESSION 2 Student Progress Goal Setting, SMART goals, and Student Growth Percentiles (SGP’s) 8.20.12."— Presentation transcript:

1 1 SESSION 2 Student Progress Goal Setting, SMART goals, and Student Growth Percentiles (SGP’s)

2 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.

3 3 Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment 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

4 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. 4

5 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 AreaI 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 ByTarget Date Use modified pacing to attend to student needs Copies of modified pacingSeptember– 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 Lesson PlansSeptember – May GOAL SETTING FOR STUDENT PROGRESS FORM Professional’s Name: Barry Smart (J) Worksite Einstein High School Job Title: English Teacher School Year

6 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?” 6

7 PROGRESS 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. 7

8 8 Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment 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

9 9 A good goal statement is one that is… Specific Measurable Appropriate Realistic Time-bound 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.

10 10 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 Data Percentage of Students with 4’s or Better on 6 Point Writing Rubric

11 11 Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment 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

12 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 12

13 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 AreaI 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 ByTarget Date Use modified pacing to attend to student needs Copies of modified pacingSeptember– 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 Lesson PlansSeptember – May GOAL SETTING FOR STUDENT PROGRESS FORM Professional’s Name: Barry Smart (J) Worksite Einstein High School Job Title: English Teacher School Year

14 14 Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment 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

15 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. 15 Baseline and Mid Year Data Percentage of Students with 4’s or Better on 6 Point Writing Rubric

16 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. 16

17 17 Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment 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

18 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 18 Base Mid-Year Year-End line

19 19 Number and Percent of Students Earning Each Score Point on the Essays Unscoreable Expository – Baseline 3 (5%) 7 (12%)12 (21%)19 (33%) 8 (14%)5 (9%) 3 (5%) Expository – End of Year* 0 (0%) 1 (2%) 4 (7%) 10 (18%) 31 (54%) 6 (11%) 5 (9%) Persuasive – Baseline 2 (4%) 9 (16%)14 (25%)21 (37%) 5 (9%) 4 (7%) 2 (4%) Persuasive – End of Year* 0 (0%) 1 (2%) 6 (11%) 11 (19%) 23 (40%) 10 (18%) 6 (11%)

20 20

21 21 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

22 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. 22 During the school year, each of my 7 th 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).

23 23 Aspect of Goal Statement Evidence Specific No Measurable No Appropriate Maybe Realistic No Time-Bound Yes Ms. Reeves – Second Grade During this school year, my students will improve on word knowledge and oral reading fluency. K-5

24 24 Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD 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. K-5

25 25 Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD 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. K-5

26 26 K-5

27 27 K-5

28 28 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. K-5

29 29 Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD 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. K-5

30 30 Aspect of Goal Statement Evidence Specific No Measurable No Appropriate Maybe Realistic No Time-Bound Yes 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. 6-12

31 31 Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD 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. 6-12

32 32 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. 6-12

33 33 Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD 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. 6-12

34 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. 34 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.

35 o For the current school year, 100% of my students will make measurable progress in each of the four areas related to scientific investigation (question/hypothesis, investigation design, methods of data collection, and data analysis). Each student will improve by one performance level on each of the four areas. Furthermore, 80% will score proficient on each area. Students scoring a 4 will enhance their abilities through more complex scientific investigations. o During the school year, 100% of my students will demonstrate measurable progress in basic technical drawing. At least 85% will score proficient on the end-of-the-year performance assessment according to line quality, neatness, accuracy, and title block. o By the end of the year, 100% of my ELL students will make measurable progress on the ACCESS test. Each student will increase their scale score by 10% in the four language domains of listening, speaking, reading, and writing. o By the end of the school year, the Librarian will teach a series of lessons to 4 th grade classes which will result in 100% of 4 th graders making measurable progress in the use of index skills (alphabetization, identification of page #, location of material, “see also” reference, and “see” reference). Furthermore, 90% will demonstrate a 20 percentage point increase as measured by pre- and post-assessments. o During the school year, 100% of my special education students will meet their academic goals as defined in the Individual Educational Plans. 35

36 36 Student Growth Percentiles (SGP’s)

37 o Students with only one year of assessment data available (transfers from another state) o Students who participated in Virginia’s alternative assessment programs (VGLA, VSEP, VAAP) in the year of, or year prior to, the reporting year. o Students who score 500 or above on a state assessment. 37

38 38 End of SESSION 2 Student Progress Goal Setting, SMART goals, and Student Growth Percentiles (SGP’s)


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