1. Making Student Growth Meaningful in the Elementary Classroom Bonnie Humphries & Carmen Gullion, Gallatin County Upper Elementary School

2. Our story: What made student growth goal-setting meaningful for us?

3. Key Idea #1: Focus on Enduring Skills/Learning

4. Carmen’s data for first goal Students Reading on Grade Level 40% of my class read on grade level in the fall based on Fall Literacy First results 27% read on grade level based on fall MAP results

5. Carmen’s first goal For the 2012-13 school year, 100% of my students will make progress in reading as evidenced by winter and spring MAP RIT scores and fluency scores based on Literacy First program. 78% will be reading on grade level by spring 2013 as evidenced through MAP RIT scores and Literacy First fluency scores combined. Starting with these interim assessments didn’t give me the results and focus I wanted for my students.

6. Carmen’s next year’s data Used a teacher created 3-level rubric adapted from the LDC module rubric for text evidence Students given a constructed response requiring text evidence to support their answers 5 out of 25 (20%) of my language arts students scored a 2 out of 3 on the rubric 20 students scored a 1 (80%)

7. Carmen’s later goal By the end of the 2013-2014 school year, all of my students will show growth in answering constructed responses and using text-based evidence as demonstrated by the Text Evidence Response Rubric. In addition, 23 out of 25 (92%) will score a 3 or higher on the rubric. Enduring Skill

8. Bonnie’s goal By May 2013, the students in Math Class 1 will improve on their writing to explain their mathematical thinking on formative assessments. They will increase as a class from 41% scoring 3 on a Writing to Explain Rubric to 80% scoring a 3. Enduring Skill

9. Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom, is worthy of embedded, course-long focus, may be necessary for the next level of instruction.

13. Key Idea #2: Use multiple sources of data

14. Artifact of Need

15. Revision after Feedback

16. Final Student Rubric

17. Final Student Exemplar

18. Student Exemplar of Need

19. Baseline Data

20. Mid-Year Revision After Feedback

21. Mid-Year Data

22. Final Student Exemplar

23. Final SGG Math FA Data

24. Key Idea #3: Blend instruction and assessment all year

25. Share your thoughts with a partner. What does this mean for you and your school?

26. Key Idea #4: Engage students

27. How we engaged students Student friendly or student-developed rubrics Simplistic and clear rubrics Peer review with the rubric and feedback from peer Regular and descriptive feedback – students would redo their work

28. Idea from The Leader in Me Student’s keep track of their progress

29. Key Idea #5: Have administrator support

30. Administrator Support Knowing the goal-setting process and requirements Having a holistic picture of the teacher Using a systematic way of tracking data Allowing time for discussions “along the way” in addition to the beginning, mid-year and final meetings

31. More connections in the TPGES Framework for Teaching 3B-Questioning & discussion techniques 3C-Student engagement 3D-Using Assessment in Instruction 2B-Student accountability 1E-Designing Coherent Instruction Professional Growth Planning

32. What next? Where we are headed next year

33. Moving Forward Engage students using Leader in Me strategies Include both a growth target and a proficiency target in the goal Continue to learning about enduring skills Focus on the needs of my current students

34. How will you support meaningful student growth goal-setting in your school?