1. Student Growth 2.0 Fall, 2014 1

2.  Face-to-Face Sessions  Student Growth 2.0  Rater Agreement Practices  TPEP/ Washington State Learning Standards Connections  A Virtual Presentation  Sharing Electronic Resources 2 TPEP Sessions for 2014-15

3.  Pausing  Paraphrasing  Posing Questions  Putting Ideas on the Table  Providing Data  Paying Attention to Self and Others  Presuming Positive Intentions 3 Session Norms

4. Today’s AgendaLearning Target 4  Welcome Back!  Reflecting on Our System  State Identified SGG Examples and Review of Attributes of Effective Goals  District Sharing of Examples of Practice  Implementing: District Planning  Lunch  Team Planning  Reflect on current practice to support student growth goals  Identify/Review/Apply attributes of effective growth goals  Extend thinking to include strategies that other districts have used to implement the revised system.

5. Essential Question(s)  Has your district:  Developed a common understanding of sound student growth goals?  Communicated this understanding to all staff?  Created a system to support staff implementation?

6. 1 Reflecting on Our System A Review 6

7.  Student Achievement: The status of subject-matter knowledge, skills, understanding or performance at a given point in time.  Student Growth: The change in student achievement between two points in time. 7 Reviewing Key Terms It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students.

8. 8 Student Growth Rubric for use in 14-15 Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs. Student Growth 3.1: Establish Student Growth Goal(s) Unsatisfactory – 1Basic – 2Proficient – 3Distinguished – 4 Does not establish student growth goal(s) or establishes inappropriate goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full potential in collaboration with students, parents, and other school staff. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Student Growth 3.2: Achievement of Student Growth Goal(s) Unsatisfactory – 1Basic – 2Proficient – 3Distinguished – 4 Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

9.  What is working for you?  What are the conversations you are hearing in your district around Student Growth Goals?  What are the questions you are hearing and what do you anticipate as questions? *Please be ready to post chart. 9 District Reflection

10. Job-Alike: What makes our state examples “sound?” 10 2 Identify Attributes of Effective Student Growth Goals, Analyze State Identified SGG Examples

11. Determine the academic needs for the pertinent group (all-grade, one class, sub-group) Determine which of those needs are enduring or transferable knowledge or skills The Goal 11 Follow a Sequence:

12.  Consider the available data.  Consider the differences between classrooms/groups.  What are the learning gaps?  What instructional practices might you use to address those gaps? 12 Step 1: Determine the academic needs of the group. What does the data reveal?

13.  For any subject taught in school, we might ask if it’s something an adult would need to know AND whether knowing it makes someone a more ‘Career and College Ready’ adult.  If something is ‘enduring’ it is worthy of transfer – the learner should be able to use what has been learned in new and sometimes confusing settings.  (Wiggins & McTighe) 13 Step 2: What do we mean by ‘Enduring’?

14. 14  Is found in multiple sources of student data  Is aligned to Washington State Learning Standards  Relevant to 3.1, 6.1, or 8.1  Substantial Impact? Scope of Teacher Responsibility?  Does it identify, measure, and state expected growth?  Not too narrow or broad?  Is it a SMART Goal? Step 3: The Goal

15. SMART Goal Process for Student Growth S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. 15

16. Student Growth Examples In your Job-Alike Group:  Read through the SGG examples in your packet (also posted on OSPI’s TPEP website).  Use the list of qualities of Sound Student Growth Goals to review examples.  As a group, select two or more to review (additional review sheets available). Collect evidence, and then make note of commonalities between sound examples.

17. Break Time Following Break: Return to District Team to share your learning! 17 See you in 15 minutes

18. 18  Your new learning about “sound” student growth goals  Common “noticings” found in the examples  Qualities of a “sound” growth goal  Other considerations District Team Share

19. 3 District Example of Practice monitoring, collecting evidence and reporting on Student Growth 19

20.  Example: Camas School District  Student Growth Goal Process including Video Example What ideas does this example and the experiences spark for your district plans to support Student Growth Goal Development, Implementation and Monitoring? 20 Camas School District

21.  Collect your district chart “District Reflection” and bring to your table  Add to chart to capture the following conversation:  As a team, please discuss any learning, ideas or strategies you have learned from today that you think you might adapt or modify to meet the needs of your district plan.  Be prepared to share out at least one idea with the group. 21 How have we learned from each other today?

22. Implementing: District Planning Review/Revise the best approach, tools, and timeline for your district 22DAY 1

23.  How can districts review/revise plans for the student growth component of the revised evaluation system?  What do we need to clarify or define?  How do we provide support for teachers and principals to set quality, rigorous goals that are aligned to content standards?  Data: Do all staff have access to relevant student data prior to the time goals are due? 23 District Planning Tool –

24. Student Growth Next Steps Who needs to learn about this? What do they need to learn? How are they going to learn it? When do they need to learn it? Students Parents New Teachers Experienced Teachers Coaches Assistant Principal(s ) Principal (s) District Office Staff Superintendent School Board

25.  Take a few minutes and create at least three sticky notes for the Stop/Start/Continue Chart on your way out.  Stop: What didn’t work in this session? What should not be included in the future?  Start: What didn’t happen that should have in this session? What should be planned for future sessions?  Continue: What worked well and should be continued in future sessions like this? 25 Debrief StopStartContinue

26. 26 LUNCH! Clock Hours: Instructor: Mike Esping “Regional Learning Network Session” VAD0477 6 Hours Thank you!