1. Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES) Overview 1

2. 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

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

4. 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 4

5. Targets  I can explain why student growth is included in the new teacher effectiveness system.  I understand and can implement the student growth goal setting process. 5

6. Why Measure Student Growth? 6

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8. IMPACT on Student Learning If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome. William J. Slotnick Founder & Executive Director Community Training & Assistance Director 8

9. Elementary and Secondary Education Act (ESEA) Flexibility Waiver 9

10. Measures of Effective Teaching (MET) The results of the 3 year MET study released in January 2013 validated student growth as evidence of teacher effectiveness. 10 www.metproject.org

11. Student growth measures in Kentucky’s field test State Contribution Student Growth Percentiles – applies to grades 4 – 8 reading & math Local Contribution Student Growth Goal – applies to all teachers 11

12. Goal Setting for Student Growth: Honoring Progress and Getting Results © 2012, Stronge & Grant. Used with permission. 12

13. Literacy Design Collaborative (LDC) sample growth goal For the 2011-2012 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in three or more areas. Furthermore, 80% of students will score a three or better as measured by the LDC writing rubric. 13

14. 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 14

15. 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 15

16. Determining Needs begins Determining Needs Step one begins with looking at data to get to know your students  Previous years’ data  Conversations with previous teachers  Formative assessment processes  Student work This is NOT the baseline data used for developing a student growth goal. 16

17. Getting Baseline data 17 Once you know your students Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.

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. 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. 19

20. 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 20

21. 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 21

22. Step 5: Determining Goal Attainment 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. Interim Assessments LDC/MDC Classroom Assessments Projects Products Student Portfolios Student Performances Common Assessments District Assessments 23 Which sources of evidence work best for student growth goal setting? Comparable Descriptive Rubrics Standards based Rigorous

24. Next steps... 1. Think about the sources of evidence you might use for student growth goal-setting. 2. Stay tuned: Participate in the live PGES Office Hours and Lync sessions. Study the recorded Lync sessions on TPGES. 24

25. QUESTIONS 25

26. Contact Information Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals teacherleader@education.ky.gov 26