1. After lunch - Mix it up! Arrange your tables so that everyone else seated at your table represents another district. 1

2. Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES) Overview 2

3. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals 3

4. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth 4

5. 5

6. Student Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 6

7. Step 1: Determining Needs Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 7

8. Determine Needs: The Starting Line 1. Know the expectations of your content area standards 2. Know your students 3. Identify appropriate sources of evidence 8

9. 9 Identify the enduring skills and concepts for your content area. 1. Know the content expectations endure beyond a single test date are of value in other disciplines and/or are necessary for the next level of instruction.

10. 10 Reflect & Discuss - What structures are in place (or are needed) to support:  teachers identifying the enduring skills and concepts their students should master?  teachers knowing/discovering what mastery looks like?

11. 11

12. 12 2. Know your students and their abilities in your content.  Last year’s data  This year’s evidence/data to determine patterns, trends, and weaknesses Pinpoint areas of need.

13. 13 3. Identify appropriate sources of evidence. Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?

14. Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Learning Checks 14

15. Rigorous Congruency to standards Measures ask students to demonstrate mastery of the identified skills/concepts at the level of rigor intended in the standard. 15 Selected measures reach the level of rigor expected across the district. Comparable

16. 16 Reflect & discuss –  How can districts support teachers in identifying, revising, or developing assessment items that demonstrate where students are in meeting mastery of enduring skills/concepts?

17. 17 Your schools will be rockin’.

18. Step 2: Creating Goals Using the SMART Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 18

19. Components of a Quality Student Growth Goal  Meets SMART criteria  Includes growth target  Includes proficiency target 19

20. Goal-setting for student growth - SMART Criteria 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. 20

21. Includes Growth & Proficiency For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a 3 or better overall. 21 Proficiency Growth

22. Step 3: Creating and Implementing Strategies Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 22

23. Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 23

24. Assess How? Formatively! 38 Multiple Choice items Products Observation Discussion, Debates Anecdotal notes Performances Short answer prompts

25. How will I involve students in progress monitoring? 42 Engage Students

26. How will feedback occur regularly to move students forward in their learning? 45

27. Step 5: Determining Goal Attainment

28. Post-Data Proficiency Growth

29. Resources & support Add screen shot of guide to professional learning

30. Student Growth Series 5 Student Growth in the TPGES (Overview) Student Growth STEP 1 Lync Student Growth STEP 2 Lync Student Growth STEPS 3,4,5 Lync Assessment Literacy & Student Growth Lync

31. A Resource Tool to Help You… A Resource Tool to Help You… 31 STUDENT GROWTH THINK AND PLAN TOOL

32. Guiding Questions on Student Growth for Teachers & Principals 32

33. 33 Reflect & Discuss-  What do districts need to do to support teachers and principals in implementing the student growth process so it leads to the desired impact on student learning?

34. Remember... 34 Julie Stone

35. Let’s Dig in to the SMART criteria 35

36. 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. Goal-setting for student growth - SMART Criteria

37. Let’s look at an example together… For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the Literacy Design Collaborative writing rubric. Furthermore, 80% of students will score a 3 or better overall. 37

38. Team of 4: Home group. Assign Expert Group: S M A or R 38 Jigsaw: Analyze a student growth goal.

39. In your expert group Use the SMART handout & Guiding Questions to discuss and understand how each student growth goal sample meets your assigned criteria. Be ready to teach your home group. 39

40. In your home group Teach your group about your assigned criteria. Reference the SMART chart, the goal samples and the Guiding Questions to support your explanation. 40 Together identify the growth and proficiency targets in each goal.

41. TIME-BOUND Is the goal designed to stretch across the school- year or course? Is there sufficient time within the interval of instruction to determine goal attainment? 41 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.

42. Time-Bound Can be…. For the 2013-2014 school year…… During the 9-week course…… During the first trimester….. During the 32 instructional periods this class meets for the 2013-2014 school year…. 42

43. Special Education Collaborative Guidance Collaborate with the classroom teacher to create the goal. Differentiate the goal based on the student’s demonstrated needs from the baseline measure. Differentiated goal should be both rigorous and attainable for this group of students. Recognize that IEP goals are not the same as Student Growth Goals. They have separate purposes and are not interchangeable. 43

44. 44 For teachers in Program Review areas, evidence of student growth is also Program Review evidence.

45. PL/CS Program Review “... provides opportunities for all students to become health literate... support health- enhancing behaviors...” “... provides opportunities for all students to become physically literate... to adopt a physically active lifestyle...” 45 Health & PE goal

46. Art goal & Arts & Humanities Program Review “... provide for the development of artistic theory, skills, and techniques through the development of student products... “... provide models of artistic performances and products to enhance students’ understanding... and to develop their performance/production skills.” 46

47. LDC & Writing Program Review “Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade level standards” “... Integrates strands of literacy across content areas to explicitly instruct and develop communication skills.” 47

48. 48 Reflect & Discuss- What do districts need to do ... to support teachers in writing quality student growth goals? ... to help principals support their teachers?

49. 49