Presentation on theme: "Student Growth Goals Pendleton School District Teacher Evaluation System Domain Five Targeting Growth Using Student Growth Goals as a Measure of Educator."— Presentation transcript:
Student Growth Goals Pendleton School District Teacher Evaluation System Domain Five Targeting Growth Using Student Growth Goals as a Measure of Educator Effectiveness
A specific learning goal and a specific measure of student learning will be used to track progress towards growth targets. There are many options for student growth measures. You may use large scale standardized tests, summative and formative assessments, portfolio or performance assessments.
A rigorous and high-quality student growth goal has a number of key elements: 1. Student Growth Goals clearly identify specific populations: “all 30 students,” “84 seventh grade students” and “32 third grade students.” High-quality student growth goals are based on the extent to which they apply to all of a teacher’s students. At least one growth goal developed by a teacher ought to include every student in that teacher’s class. This helps ensure that teachers are accountable for the academic progress of all of their students. There may be instances, however, when additional SGGs may be written for subgroups of students, such as those performing at particularly high or low levels.
2. A high-quality student growth goal identifies a clear timeline within which students will reach an academic goal. Typically, SGGs are goals set for what a teacher can accomplish with his/her students during the one full school year that the students are within the teacher’s charge. However, SGGs are flexible. Teachers who have a class of students for only one semester can write an SGG for that unit of time. SGGs can also take into consideration students who might not have attended a school or been exposed to a teacher for the full time period identified by an SGG. To reflect this consideration, some SGGs include language that only those students who attend a specific period of time (often percent) will be expected to reach the goal.
SGG Example: Social Studies Social Studies, secondary level, individual teacher goal. Population: 84 seventh grade students. Timeframe: 12 weeks. Assessment: End of Course Exam. Assessment Baseline: 100 percent of the students scored a “one” on the district seventh grade world history pretest. Expected Student Growth: 80 percent of the students who attend 85 percent of classes or more will score a “three or better” on the district seventh grade world history post test. Strategies: Experiential exercises; Cornell Notes; Writing, Inquiry, Collaboration, and Reading (WICR); Modified Document Based Questions; Philosophical Chairs; Commentary Writing; R.A.F.T.S. Graphic Organizers and Reciprocal Teaching. Source: Denver Public Schools, Student Growth Objectives, at:
3. At the core of a student growth goal is an assessment used to measure student progress toward that objective. A quality assessment connects teacher, student and expectations. The best guidance for implementing SGGs includes information on the attributes of high- quality assessments and tools to create them. 4. Setting achievement targets requires teachers and their principals to understand assessment data, identify baseline student performance, and set challenging, realistic learning expectations for all of their students. 5. Teachers and their supervisors need to be able to provide an explicit rationale for the expected student growth target, including how and why the target is appropriate, rigorous, and uses the best available student assessment data to demonstrate attainment of the target. Some States and districts ask teachers and principals to articulate the specific State standards that an student growth goal is designed to measure and to which it is aligned.
SGGs Step-by-Step 1.Teachers review current student data within the first three weeks of school. 2. Individual teachers or teams of teachers (by grade or subject area) develop two or more student growth goals, based on their initial data analysis— focused targets that are ambitious but appropriate and achievable. 3. Principals or designated teacher evaluators review, provide feedback and approve goals and targets. 4. Teachers and/or evaluators will do mid-course checks on teacher progress towards student growth targets. 5. Evaluator conducts a final review of teacher progress on SGG targets as part of annual teacher performance evaluation. 6. Student Growth Goals results are included with other measures in summative ratings for teacher performance. 7. Teacher and evaluator discuss progress and next steps.
6. For an SGG to be an instrument of good instructional practice, not simply an evaluative tool, teachers need to be able to identify the specific strategies they will use in the classroom to meet the expectations set for student growth. Teachers need to identify “observable or documentable strategies that are appropriate for learning content and skill level observed in assessment data produced throughout the year.” Teachers are expected to continually examine and adjust those strategies based on data
PENDLETON SCHOOL DISTRICT GOALS PROCESS TEMPLATE Teacher Assignment School Administrator Initial Conference Content The goal is being written around which grade/subject/level? Context What are the characteristics or special learning circumstances of my class(es)? Baseline Data What are the learning needs of my students? Attach supporting data. Student Growth Goal Statement (written in SMART format) Strategies for Improvement How will I help students attain this goal? Provide specific actions that will lead to goal attainment. Implications for Professional Growth What professional development will help me accomplish my goal? How has my self-assessment and evaluation informed my professional development needs? How might I team with colleagues in professional development toward my goal? How will my professional development impact my student growth goal? Teacher Signature: Date:Administrator Signature: Date:
Mid-Year Review Collaborative Mid-Year Data Review What progress has been made? Attach supporting data. Strategy Modification What adjustments need to be made to my strategies? Implications for Professional Growth Has my professional growth to date been relative? How has my professional growth impacted student learning? Have my professional growth needs changed? If so, how? Teacher Signature: Date:Administrator Signature:Date:
Evaluation Conference End-of-Year Data What does the end of the year data show? Attach data. Reflection on Results Overall, what worked, or what should be refined? Professional Growth Reflection How can I use the results to support my future professional growth? Teacher Signature: Date:Administrator Signature:Date:
SGG Example: Music Third grade music, individual teacher goal. Population: 32 third grade students. Timeframe: SY 2011–2012. Assessment: District-developed written exam requiring reading and writing notes on a treble staff. Assessment baseline: No students met or nearly met expectations on the pre- test. 80 percent of students earned a 2 out of 5 and 20 percent earned a 1 out of 5. Expected student growth: 80 percent of the students will earn a 4 out of 5 (Meets Expectations) or better and 20 percent will score 3 out of 5 (Nearly Meets Expectations). Strategies: Whole and small group instruction, peer-to-peer teaching using fourth-graders, one-on-ones, progress-monitoring, application of skill by teaching students to play the xylophone and recorder.
CategoryTypes of Measures (aligned to standards) Examples include, but are not limited to: 1 State or national standardized tests Oregon Assessment of Knowledge and Skills (OAKS), SMARTER Balanced (when adopted), English Language Proficiency Assessment (ELPA), Extended Assessments 2 Common national, international, regional, district-developed measures ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, other national measures; or common assessments approved by the district or state as valid, reliable and able to be scored comparably across schools or classrooms 3 Classroom-based or school-wide measures Student performances, portfolios, products, projects, work samples, tests GOAL SETTING Teachers will establish at least two student learning goals and identify strategies and measures that will be used to determine goal attainment (see table below). They also specify what evidence will be provided to document progress on each goal: Teachers who are responsible for student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11) will use state assessments as one measure (Category 1) and will also select one or more additional measures from Category 2 or 3 that provide additional evidence of students’ growth and proficiency/mastery of the standards, and evidence of deeper learning and 21 st century skills. Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards from at least two of the following three categories, based on what is most appropriate for the curriculum and students they teach. Types of Measures for Student Learning and Growth for Teacher Evaluations From the Oregon Framework for Teacher and Administrator Evaluation and Support Systems, July 2012
Standard 15: Student Growth on Formative/Summative Assessments Domain V: Student Learning and Growth Guiding Questions: * Is the teacher aware of student academic growth? * Can the teacher show proof of student growth? UnsatisfactoryBasicProficientExemplary Less than 70% of students in the teacher’s class met the growth target on post- tests as compared to pre- tests on unit evaluations. 70% of students in the teacher’s class met the growth target on post-tests as compared to pre-tests on unit evaluations. 80% of students in the teacher’s class met the growth target on post-tests as compared to pre-tests on unit evaluations. 90% of students in the teacher’s class met the growth target on post-tests as compared to pre-tests on unit evaluations. Possible evidence to look for: Student scores/data from summative, formative, pretests, posttests, etc
Standard 16: Student Growth on Portfolio Assessments Domain V: Student Learning and Growth Guiding Questions: * Does the teacher maintain a comprehensive portfolio of student work? * Does the teacher use a proficiency based rubric to score student work? UnsatisfactoryBasicProficientExemplary Less than 70% of students in the class demonstrated proficiency on standards level work or above in a student portfolio. 70% of students in the class demonstrated proficiency on standards level work or above in a student portfolio. 80% of students in the class demonstrated proficiency on standards level work or above in a student portfolio. 90% of students in the class demonstrated proficiency on standards level work or above in a student portfolio. Possible evidence to look for: Scoring rubrics. Portfolios, products, projects, work samples, tests, etc.
Standard 17: Student Growth Measured by Achievement on Standardized Assessments Domain V: Student Learning and Growth Guiding Questions: * Does the teacher administer/ utilize appropriate standardized assessments adhering to professional guidelines? * Does the teacher design and deliver instruction based on content standards to prepare students for standardized assessments UnsatisfactoryBasicProficientExemplary Less than 65% of students achieve a grade level standard, 1 or more year’s growth, or achievement target on a standardized or norm referenced exam. 65% of students achieve a grade level standard, 1 or more year’s growth, or achievement target on a standardized or norm referenced exam. 75% of students achieve a grade level standard, 1.5 or more year’s growth, or achievement target on a standardized or norm referenced exam. 85% of students achieve a grade level standard, 2 or more year’s growth, or achievement target on a standardized or norm referenced exam. Possible evidence to look for: Examples may include: OAKS*, SMARTER Balanced, ELPA, Extended Assessments ACT, AP, DIBELS, PSAT, SAT, ASVAB, *Required as one measure in grades 3-8 and 11
Standard 18: Student Growth on Performance Assessments Domain V: Student Learning and Growth Guiding Questions: * Does the teacher maintain appropriate records to document growth? * Does the teacher use an appropriate proficiency based rubric to assess student growth? UnsatisfactoryBasicProficientExemplary Less than 70% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric 70% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric 80% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric 90% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric Possible evidence to look for: Audio or video recording of a musical performance, speech, debate, demonstration, dramatic performance District, state or nationally approved scoring rubric, PLC Common assessment Products or Projects Data evidence of performance
What Challenges Occur When Implementing SGGs and How Can States and Districts Address Them? CHALLENGE: Developing and monitoring SGGs is time-consuming and difficult. For many teachers and administrators, SGG development and monitoring as well as assessment development will be new practices that require much support. School districts must help them overcome these challenges by providing time-saving tools and efficient processes, as well as well-aligned materials and professional development. SOLUTION: Develop an online library of SGG resources. On these websites, interested parties can find subject-specific samples of SGGs, forms and timelines to support the process, checklists outlining key features of SGGs and rubrics to assess SGG quality. See and
To help districts implement SLOs, New York has developed what it calls a “roadmap,” available at Rhode Island provides evaluation guidance and handbooks for teachers and administrators as well as training videos (Georgia is currently producing training videos as well) and an accompanying PowerPoint that evaluators can use to guide teachers through the process of setting SLOs and evaluating their quality. Additional useful resources include frequently asked questions, online contact support and calendars that identify important deadlines for teachers and principals. See: SOLUTION: Provide teachers and evaluators with thorough and rigorous professional development.
Creating a coherent theory of action on how Student Growth Goals are intended to support instructional practice, student learning and school and district missions. Professional development can include how SGGs reflect best instructional practice and how they should align to district, school, grade-level and team goals as well as college- and career-ready standards. Choosing or developing and administering assessments. Professional development can include how to identify and develop high-quality assessments that measure student progress in a particular discipline and how to link specific objectives to specific assessments.
Analyzing student data. Teachers and principals need information about what data is available to them and how to interpret it, including how to identify achievement trends and the performance of specific subgroups of students, such as English language learners and students with disabilities. They also need to know how to use that data to develop appropriate individual, team, group or school-wide SGGs. Writing high-quality SGGs. Teachers and principals will need professional development on the basic components of SGGs and how to set appropriate but ambitious growth targets.
Connecting SGGs to other major initiatives. Districts should integrate SGG professional development into their other instructional initiatives, such as the implementation of college- and career-ready standards. New York, for instance, is using Race to the Top-funded Network Teams to deliver SGG professional development as a way to articulate the pedagogical and academic expectations of the Common Core State Standards, data-driven instruction and turning around low-performing schools. Preparing evaluators. In States and districts where SGGs are developed collaboratively by teachers and principals, principals will play a critical role in ensuring their consistency and rigor. To that end, principals and other leaders supporting the development of SGGs need clear guidance on how to assess SGGs. Professional development should give evaluators opportunities to practice using a rubric to determine SGG quality and to learn how to provide teachers with the support and resources they need to develop high-quality objectives.
Providing ongoing professional development for everyone involved in the process. Districts that have been implementing SGGs have shown that teachers and principals get better at the practice of setting them over time. Those districts offer continuing professional development, even to experienced practitioners. Ongoing professional development is informed by review of the previous year’s SGGs and emphasizes continuous support and improvement.
CHALLENGE: It is hard to ensure the quality of SGGs and the assessments used to measure student learning. SOLUTION: Provide support for evaluator calibration sessions. SOLUTION: Set requirements or provide guidance for how to choose and develop high-quality assessments. States SOLUTION: Hold administrators accountable for SGG quality.
Where Can I Find Practical Resources on SLOs? For more information about SLOs, including resources that can help your State or district implement them, see: Denver Public Schools New York State Department of Education Rhode Island Department of Education EducatorEvaluation/SLO.aspx