1 Teacher Evaluation Institute July 23, 2013 Roanoke Virginia Department of Education Division of Teacher Education and Licensure

2 Student Achievement Goal Setting Foundational Tools and Techniques

3 Why Consider Student Achievement Goal Setting? The Uniform Performance Standards and Evaluation Criteria incorporate student academic progress as 40 percent of a teacher’s evaluation. For about 30 percent of teachers, student growth percentiles will be available. For about 70 percent of teachers, other measures of academic progress will need to be identified. The Uniform Performance Standards and Evaluation Criteria incorporate student academic progress as 40 percent of a teacher’s evaluation. For about 30 percent of teachers, student growth percentiles will be available. For about 70 percent of teachers, other measures of academic progress will need to be identified.

4 What are the purposes of Student Achievement Goal Setting? Focuses on student results Explicitly connects teaching and learning Improves instructional practices and teacher performance Serves as a tool for school improvement Focuses on student results Explicitly connects teaching and learning Improves instructional practices and teacher performance Serves as a tool for school improvement

5 Goal-Setting Process Step 1: Determine needs Step 2: Create specific learning goals using pre- assessment Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies Step 4: Monitor progress through ongoing formative assessment

6 Step 1: Determine Needs Step 1: Determine needs Step 2: Create specific learning goals using pre- assessment Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies Step 4: Monitor progress through ongoing formative assessment

7 Teacher P Middle school history and social science teacher Focus area for the goal: U.S. History II Middle school history and social science teacher Focus area for the goal: U.S. History II

8 Determining Needs Use the data for Teacher P. What student needs are suggested by the data? What instructional needs are suggested by the data? Use the data for Teacher P. What student needs are suggested by the data? What instructional needs are suggested by the data?

9 Teacher P: U.S. History II Baseline Data Reconstruction to Modern America Turmoil and Change United States Since WW IIGeography Civics and Economics TOTAL CORRECT Percent Number of Questions % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % AVERAGE % PERCENTAGE OF QUESTIONS ANSWERED CORRECTLY IN REPORTING CATEGORY 35.0%13.5%19.4%40.0%17.1%23.9%

10 Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

11 Step 2: Create Goals Step 1: Determine needs Step 2: Create specific learning goals using pre- assessment Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies Step 4: Monitor progress through ongoing formative assessment

12 What is a Student Achievement Goal? Goal … a statement of an intended outcome of your work: Student Learning Distinct from Strategies Strategies = Means Goal = End Goal … a statement of an intended outcome of your work: Student Learning Distinct from Strategies Strategies = Means Goal = End

13 Progress (Growth) vs. Achievement Goals PROGRESS/ GROWTH 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. PROGRESS/ GROWTH 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.

14 What makes goals SMART? Specific Measurable Appropriate Realistic, but Rigorous Time-bound Specific Measurable Appropriate Realistic, but Rigorous Time-bound

15 Teacher P (U.S. History II) Evaluate: Is this goal SMART? A good goal statement is one that is… Specific Measurable Appropriate Realistic, but Rigorous Time-bound Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division- developed multiple choice and essay assessment. Students will improve as follows: Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.

16SPECIFICSPECIFIC Does the goal focus on one content area or specific knowledge and/or skills in that content area? Does the goal focus on the needs of ALL groups of learners? Does the goal focus on one content area or specific knowledge and/or skills in that content area? Does the goal focus on the needs of ALL groups of learners?

17 Teacher P (U.S. History II) Evaluate: Is this goal specific? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II by improving their knowledge in order to become productive citizens. Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. NoYes

18 MEASURABLEMEASURABLE

19 Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

20 Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

21 Teacher P (U.S. History II) Evaluate: Is this goal measurable? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division- developed multiple choice assessment. All students will improve their pre-assessment scores by at least 40 percentage points on the post-assessment. Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division- developed multiple choice and essay assessment. Students will improve as follows: Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. NoYes

22 APPROPRIATEAPPROPRIATE

23 Teacher P (U.S. History II) Evaluate: Is this goal appropriate? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division- developed multiple choice and essay assessment. Students will improve as follows: Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II by improving their knowledge in order to become productive citizens. NoYes

24 REALISTIC, but RIGOROUS

25 Teacher P (U.S. History II) Evaluate: Is this goal realistic? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division- developed multiple choice and essay assessment. Students will improve as follows: Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice assessment. All students will improve their pre-assessment score by at least 20 percentage points on the post- assessment. NoYes

26 Balancing Realism and Rigor Consider cut scores from Virginia Department of Education (or from other assessments)  22 out of 40 items = pass/proficient  34 out of 40 items = pass/advanced Consider curriculum  What are the needs of the curriculum ( e.g., spiral curriculum)?  Have students been exposed to the information before? Consider students’ backgrounds  How much growth have students historically made in this subject? Consider cut scores from Virginia Department of Education (or from other assessments)  22 out of 40 items = pass/proficient  34 out of 40 items = pass/advanced Consider curriculum  What are the needs of the curriculum ( e.g., spiral curriculum)?  Have students been exposed to the information before? Consider students’ backgrounds  How much growth have students historically made in this subject?

27 TIME-BOUNDTIME-BOUND

28 Teacher P (U.S. History II) Evaluate: Is this goal timebound? Goal Statement: During this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Goal Statement: All students will make measurable progress in U.S. History II to become lifelong learners and productive citizens who understand and analyze the past and apply it to affect the present. NoYes

29 Things to Consider ConsiderationsGuidance Is the goal inclusive of all learners?Review each student’s baseline data to ensure that growth or progress is captured in the goal. How do we ensure that we meet learners’ needs who are performing significantly above the level measured by the pre-assessment? Administer a different assessment to those learners performing above the level being measured by the pre- assessment. Use different assessment tools appropriate for the varying needs in the classroom. Create tiered goals based on varying needs.

30 Things to Consider ConsiderationsGuidance How do we ensure that we meet learners’ needs who are performing significantly below the level measured by the pre-assessment? Administer a different assessment to those learners performing above the level being measured by the pre- assessment. Use different assessment tools appropriate for the varying needs in the classroom. Create tiered goals based on varying needs. How do we ensure that the Standard 7 Decision Rules can be applied to goal attainment data? When setting the goal, consult the Standard 7 Student Achievement Goal-Setting Rubric to ensure that goal attainment can be determined.

31 QuestionsQuestions What is clear to you about creating goals using the SMART criteria? What is unclear to you about creating goals using the SMART criteria?

32 Major Types of Goals Whole-group goals Tiered goals Individual goals Whole-group goals Tiered goals Individual goals

33 Whole-Group Goals The pre-assessment used to determine baseline data reports results in percentages or provides levels of performance Data suggest that students come with relatively similar readiness levels for the content being taught. For outliers (exceptionally low or exceptionally high performing students), individual goals may need to be developed. The pre-assessment used to determine baseline data reports results in percentages or provides levels of performance Data suggest that students come with relatively similar readiness levels for the content being taught. For outliers (exceptionally low or exceptionally high performing students), individual goals may need to be developed.

34 Example Baseline Data Spanish I Assessment: Number of Students Scoring at Each Range

35 Example Goal During the course of this school year, 100 percent of students will make measurable progress in Spanish I as measured by the division-developed assessment. All students will improve their pre-assessment score by 65 percentage points on the post- assessment.

36 Tiered Goals The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance Data suggest that students come with very different readiness levels for the content being taught. For outliers (exceptionally low- or exceptionally high-performing students), individual goals may need to be developed. The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance Data suggest that students come with very different readiness levels for the content being taught. For outliers (exceptionally low- or exceptionally high-performing students), individual goals may need to be developed.

37 Example Baseline Data Science Assessment: Number of Students Scoring at Each Level

38 Example Goal During the course of this school year, 100 percent of students will make measurable progress in science as measured by the division-developed assessment. Students will improve their scores as follows: Students scoring between 0 and 30 percent on the pre- assessment will improve their scores by 40 percentage points on the post-assessment. Students scoring between 35 to 50 percent on the pre- assessment will improve their scores by 35 percentage points on the post-assessment. Students scoring between 55 to 70 percent on the pre- assessment will improve their scores by 30 percentage points on the post-assessment. During the course of this school year, 100 percent of students will make measurable progress in science as measured by the division-developed assessment. Students will improve their scores as follows: Students scoring between 0 and 30 percent on the pre- assessment will improve their scores by 40 percentage points on the post-assessment. Students scoring between 35 to 50 percent on the pre- assessment will improve their scores by 35 percentage points on the post-assessment. Students scoring between 55 to 70 percent on the pre- assessment will improve their scores by 30 percentage points on the post-assessment.

39 Individualized Goals The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance Used for smaller groups of students with a variety of readiness levels and background knowledge Acceptable amounts of progress are often dependent on students’ historical academic performances The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance Used for smaller groups of students with a variety of readiness levels and background knowledge Acceptable amounts of progress are often dependent on students’ historical academic performances

40 Example Data and Goal for K-3 Self-Contained Special Education Classroom For the school year, all my students will make measurable progress as measured by the online reading assessment. Based on their IEPs, their goals are as follows: For the school year, all my students will make measurable progress as measured by the online reading assessment. Based on their IEPs, their goals are as follows: StudentGradeCurrent Level Goal Level Student 1KPre-K.1K.6 Student 2KPre-K.21.0 Student 31Pre-K.5K.5 Student 42K.21.7 Student 52K.42.0 Student

41 QuestionsQuestions What is clear to you about the major types of goals? What is unclear to you about the major types of goals?

42 Step 3: Create Instructional Strategies Step 1: Determine needs Step 2: Create specific learning goals using pre- assessment Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies Step 4: Monitor progress through ongoing formative assessment

43 Teacher P Instructional Strategies StrategyEvidenceTarget Dates Review the baseline data and create a year-long pacing chart that allows more instructional time on units where students have the least amount of background knowledge. Yearly pacing chart Ongoing Provide a menu of differentiated activities for each unit so that students who have not mastered pre-requisite material can do so, and students who have mastered the basic concepts have the opportunities to apply their knowledge on higher-level tasks and expanded content topics. Lesson plans; student work Ongoing Use Exit Cards* at least three times a week with all students to determine who has mastered the basic concepts and who needs review or remediation. Lesson plans; exit cards and results Ongoing How do these strategies support the challenges noted from the baseline data? Exit cards contain 1-3 questions on the lesson’s content to assess students’ mastery of the material.

44 Step 4: Monitor Progress Step 1: Determine needs Step 2: Create specific learning goals using pre- assessment Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies Step 4: Monitor progress through ongoing formative assessment

45 Teacher P: U.S. History II Midyear Data Reconstruction to Modern America Turmoil and Change United States Since WW IIGeography Civics and Economics TOTAL CORRECTPercent Number of Questions % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % AVERAGE % PERCENTAGE OF QUESTIONS ANSWERED CORRECTLY IN REPORTING CATEGORY 75.0%27.0%18.3%77.9%31.4%43.1%

46 Teacher P: U.S. History II Midyear Data BASELINE DATA Percent MID-YEAR DATA Percent TOTAL 100% Student 1 5.0% 35.0% Student 2 7.5% 40.0% Student % 35.0% Student % 35.0% Student % 40.0% Student % 37.5% Student % 42.5% Student % 30.0% Student % 25.0% Student % 40.0% Student % 45.0% Student % 47.5% Student % 45.0% Student % 37.5% Student % 42.5% Student % 45.0% Student % 50.0% Student % 40.0% Student % 67.5% Student % 82.5% AVERAGE 23.9% 43.1%

47 Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

48 Step 5: Determine Goal Achievement Step 1: Determine needs Step 2: Create specific growth goals using pre- assessment Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies Step 4: Monitor progress through ongoing formative assessment

49 Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

50 Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

51 Teacher P: U.S. History II End-of-Year Data Reconstruction to Modern America Turmoil and Change United States Since WWIIGeography Civics and Economics TOTAL CORRECTPercent Number of Questions % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % Student % AVERAGE % PERCENTAGE OF QUESTIONS ANSWERED CORRECTLY IN REPORTING CATEGORY 82.9%71.5%73.3%85.0%79.3%77.6%

52 Teacher P: U.S. History II End-of-Year Data BASELINE DATA Percent POST DATA Percent GOAL for POST- TEST TOTAL 100% Student 1 5.0%55.0%60% Did not meet Student 2 7.5%67.5% Met Student %70.0%65% Exceeded Student %70.0%67.5% Exceeded Student %70.0%70% Met Student %70.0%70% Met Student %80.0%70% Exceeded Student %72.5%70% Exceeded Student %55.0%75% Did not meet Student %87.5%80% Exceeded Student %80.0%80% Met Student %87.5%80% Exceeded Student %80.0%80% Met Student %82.5% Met Student %72.5%82.5% Did not meet Student %97.5%82.5% Exceeded Student %85.0%85% Met Student %85.0%85% Met Student %85.0%85% Met Student %100.0%95% Exceeded AVERAGE 23.9%77.6%

53 Teacher P: U.S. History II End of Year Data BASELINE DATA Percent POST DATA Percent GOAL for POST-TEST TOTAL 100% Student 1 5.0%55.0%60% Did not meet Student 2 7.5%67.5% Met Student %70.0%65% Exceeded Student %70.0%67.5% Exceeded Student %70.0%70% Met Student %70.0%70% Met Student %80.0%70% Exceeded Student %72.5%70% Exceeded Student %55.0%75% Did not meet Student %87.5%80% Exceeded Student %80.0%80% Met Student %87.5%80% Exceeded Student %80.0%80% Met Student %82.5% Met Student %72.5%82.5% Did not meet Student %97.5%82.5% Exceeded Student %85.0%85% Met Student %85.0%85% Met Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment.

54 Teacher P: U.S. History II End of Year Data BASELINE DATA Percent POST DATA Percent GOAL for POST-TEST TOTAL 100% Student %85.0%85% Met Student %100.0%95% Exceeded Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment.

55 Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

56 Determining Assessments

57 Questions to Consider for Assessment Use in Student Achievement Goal Setting Does the assessment measure progress over time? Is the assessment closely aligned to curriculum content? Do assessment results permit you to be able to determine goal attainment by the end of the year? Does the assessment measure progress over time? Is the assessment closely aligned to curriculum content? Do assessment results permit you to be able to determine goal attainment by the end of the year?

58 How will goals be determined when no state assessment exists? Keep In Mind the Following Collaborate to create common assessments Increase the number of high-quality assessments that are utilized across grades/subjects within the school division Use division or regionally-developed assessments Use teacher-made assessments, developed by groups of teachers, as the school division develops common assessments; monitor for validity and reliability

59 Determine Division Rules for How Specific Goals Will Be Set When No State Assessment Exists Will the division require the use of existing, common divisionwide assessments for any specific grade/subject? Are there grades/subjects where the division wants to prioritize buying or creating additional divisionwide assessments? Identify which grades/ subjects and assessments. Will they be division, regional, or third party created? What will the division require for any remaining teachers who are not yet covered? YES NO

60 In summary…

61 What are the purposes of Student Achievement Goal Setting? Focuses on student results Explicitly connects teaching and learning Improves instructional practices and teacher performance Serves as a tool for school improvement Focuses on student results Explicitly connects teaching and learning Improves instructional practices and teacher performance Serves as a tool for school improvement