Student Growth

Student Growth

RELATE TO Domain # 5. (Begin the session with the Covey Concept of Circle of Influence and Circle of Concern. Relate to Student Growth Concept)

Dr. Strong in his book on Student Achievement Goal Setting asks the following question, Why do we have schools? Other than safety, we can identify only two reasons why schools exists as an enterprise: Reason 1: Teaching and Learning; Reason 2: Supporting Teaching and Learning.

As we proceed thorough todays training I ask you to continually reflect on our reasons for existing. Everything you learn today should be filtered through the lens of either teaching and learning or supporting teaching and learning. 1 Learning TargetsI can explain the what, why, and how of student achievement goal setting.

I can recognize, locate, and utilize appropriate data sources for the student achievement goal setting process. I can determine my student growth needs based on appropriate data.

I can apply guiding questions leading to the development of a quality student growth goal.

I can apply understand the personal relevance of 5 step student growth process.

This mornings introductory segment will focus on three major learning targets (read targets). All three targets rest squarely on the ultimate goal of education- improved student achievement. This morning we will open with a discussion of how student achievement goal setting leads to improved student achievement and we develop an understanding about student goal setting;What is it?How does the process work?Why do we use it? andWhat does the research say about it?Where does formative assessment fit into the process? 2

Student Growth Failure Model

What would we do, how would be behave, if we wanted to ensure that the student growth measure is of absolutely no benefit to increasing student achievement in your school?

How can we guarantee that student learning will not be positively impacted as a result of the student growth goal?

How can we effectively obstruct success in this process?

Sometimes it can be fun to be just a little bit subversive. It can also provide us with some ideas on how to proceed most effectively. Lets give it a try. Draw a T Chart of a blank sheet of paper. On the left hand side of the T-Chart, list all of the things we could do to make sure the student growth measure fails in your school.

What would we do, how would be behave, if we wanted to ensure that the student growth measure is of absolutely no benefit to increasing student achievement in your school?

How can we guarantee that student learning will not be positively impacted as a result of the student growth goal?

How can we effectively obstruct success in this process?

Wasnt that fun? Now, on the right-hand side, write the opposite of each of those things. You will produce a list of effective student growth guidelines for your school. Looking at this in a negative way can help to identify barriers that we might have not otherwise considered.

3Why Include Student Growth Goals?

Multiple measures are essential in the PGES. The ultimate goal of all teacher effectiveness measures is to IMPROVE TEACHING AND LEARNING. Assessments of student growth must be as good as possible; yet, we must keep in mind that they are only one part of a sound teacher effectiveness system. At your tables take a few minutes to consider the benefits and challenges of the student growth measure.

Linking student achievement to teacher performance involves building the capacity for teachers and their supervisors to interpret and use student achievement data to set target goals for student improvement. Setting Squarely on student performance is a powerful way to enhance professional performance and, in turn positively affect student achievement.

Identifies student current levelEstablishes achievement goalsIdentifies teaching strategiesDetermines rate of progressRegularly monitors progressMeasures end growth

4Student Growth Goals Focus on student results Explicitly connect teaching and learningImprove instructional practices and teacher performanceProvide a tool for school improvement

We heard several good table discussions that hit upon sound arguments for inclusion of student growth as a measure of teacher effectiveness. Among those discussion we heard: Focus on student results Explicitly connect teaching and learningImprove instructional practices and teacher performanceProvide a tool for school improvement5What Does The Research Say Assignments

#1 READ: Why Teachers Matter Most: The Impact of Teachers on Student Achievement

# 2 READ: Should Student Achievement Be Used in Teacher Evaluation?

Consider the article title. In one brief paragraph sum up what you consider the major points of the article. Share our thoughts with with your table partners.

\Table Talk: What does the research reveal about The Power of Student Achievement Goal Setting?

According to the work of Stronge and Grant Goal Setting based on Student Achievement data supported by solid research in the field. Lets begin this Goal Setting session by developing a sense of what this research tells us. Please find the two handouts that are listed on the screen: For this activities your table will need to count off as a one or two to determine your article of focus for the article. Each individual will read the article assigned. Think about the article titles as you highlight statements in the article that address topic. When you have completed your assignment you will write one concise paragraph that sums up the major points of the article and provides evidence to support your conclusion. You will each share your paragraph at your table. Once finished sharing engage in Table Talk: What does the research reveal about The Power of Student Achievement Goal Setting?

Presenters: Allow 20-30 minutes (this is an important concept)6

Goal Setting for Student Achievement is linked to:

mastery learningenhancing pre-requisite cognitive skillsstandards-based performance assessmentstandards-based instructiondata-based decision-making

I think we can agree that research indicates that academic goal setting is a useful tool for learner and program progress. As you read Dr. Strongs research on Student achievement goal setting you will see that there is strong evidence that this process is linked to:

Linked to mastery learning1 standard deviation higher on average compared with conventional instruction (Bloom, 1984)Includes formative assessments, frequent corrective feedbackLinked to enhancing pre-requisite cognitive skills.7 standard deviation higher on average compared with conventional instruction (Walberg, 1984)Includes initial skills assessment and teaching prerequisite skills that are lackingLinked to assessment for learningFormative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment Reform Group, 2000)Linked to standards-based performance assessmentSchools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000)Linked to standards-based instruction18-41 percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, & Pollock, 2001)Linked to data-based decision-makingSchool districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003)

7Student Growth Process8Now that we have developed the research base we will look at the Student Growth Process. Student achievement goal setting begins with knowing where students are in relation to what is expected of them. This allows teachers to set specific, measurable goals based on both the demands of the curriculum and the needs of the students. The next part of the process is recursive in that the teacher creates and implements strategies and monitors the progress of those strategies. As progress is monitored, the teacher makes adjustments to the teaching and learning strategies. Finally, a summative judgment is made regarding student learning for a specified period of time.

Student achievement goal setting involves a multi-step process. Baseline performance is established by reviewing and analyzing data. Baseline data can be reviewed individually, or in a collaborative manner with other teachers. For example, a grade level may review the data. Then, based on baseline data, the teacher decides to focus attention on student improvement. For example, a fourth grade team determines that their students performed well in mathematics last year, but not in reading. Therefore, they decide to focus the goal on reading. Each teacher creates his or her own goal based on the performance of the students in his or her classroom, but the goal area is decided as a grade level. Then, the teacher sets an attainable goal, meaning that the goal is within reach and yet is not too easy. For example, increasing a percentile ranking on a norm-referenced assessment from 50th percentile to 80th percentile would be quite difficult. The teacher then develops strategies that would support goal attainment. Strategies are critical to the goal setting process as they provide the means to the end, which is increased student achievement or program progress. Strategies will vary from class to class due to differences in age levels, subject areas, etc. Team planning will make strategies similar, but student are not at the same level across classrooms. So, the teacher must customize the goal to fit the needs of his/her students.The strategies are then implemented and student/program progress is monitored. At the end of the year, data is analyzed to determine whether the goal was attained.

Student growth needs assessment should involve multiple assessment data to determine the goal to target

Effective student growth goals begin with the understanding of the necessity of using multiple data sources. When just one source is used, the context (background and circumstance) of what the data is telling is missed. There is no shortage of data. We are all drowning in data, but how do we determine if it is relevant data? It is important to have a plan for collecting and organizing data to use in determining the growth goal target. Organizing data by key categories makes it manageable and helps to identify data sources that could be used to determine baselines. Think about why we need data? A principal reason would be that we need sound data to understand he current and future needs of the school and students. We cannot rely on a single data source to reveal a complete picture to identify the root causes of problems.

We analyze and link data in an effort to get a true picture. When we have done this the data becomes the basis for determining the goal in an effort:

Improve instruction Provide students with feedback on their performance Gain common understanding of what quality performance is and how close we are to achieving it. Measure program success and effectiveness Understand if what we are doing is making a difference Make sure students do not fall through the cracks Know which programs are getting the results we want Get to the root causes of problems Guide curriculum development and revision Promote accountability Meet state and federal requirements Use data to determine goals for increased student achievement, benchmarks for progress, and measurable outcomes

As you begin your task of identifying relevant data sources ask yourselves: What is the purpose of the school? What is the purpose of collecting the data? Types of Data How are the currently collected data used? What are the roadblocks to collecting the best data? What are the roadblocks to analyzing data? What more do I need to know? 9Step 1: Determining NeedsData tells a story Data has a face

Data has a name

Data represents lives

The Student Growth Process rises or falls on the appropriate identification and use of data. The first step in determining needs is to analyze student achievement data. Otherwise, goals are at best a shot in the dark.

We recognize that teachers teach both the subject matter and the student. We can ignore neither of these in step 1. Ignoring either the curriculum or the specific learning needs will prove harmful to students. If students are not exposed to the appropriate content at the appropriate cognitive level, they will lack the knowledge and skills necessary for academic success. If the students needs are ignored, they might not be t aught in a way that helps them learn.

In determining the needs for student growth teachers and supervisors must consider data that reflect both curricular needs and student needs. We will develop and expand on this idea by engaging in activities to support this concept.

10DETERMINING NEEDSConsider your individual and school goalsIdentify Appropriate Sources of Evidence:KPREP/Explore/Plan/ACTOther district/content specific student data available in your school/districtClassroom data based on beginning of the year assessment

As we begin the process of student growth goal setting we must focus on individual school goals. A good place to start is always the local school plan, the CSIP. Your school plan is built upon the concept of using relevant data to make informed decisions. There also might be grade specific or school wide goals in place. These too, should be examined. Identifying the most appropriate data sources is vital to this process.

When formulating goals we need school information such as number of students, social economic data, etc. We also consider student information such as the # of students with disabilities. Needless to say, we must develop a knowledge about how to transforms mountains of data on student achievement into usable information that will improve instruction and increase student learning. This is why we are moving toward student achievement growth goals.

11DETERMINING NEEDSConsider your content standards Key Concepts/processes that are developed across the yearKey Concepts/processes critical to your areaConcepts/processes difficult for students

A second piece that you need to take into consideration is your standards.

Goals must be based both on the demands of the standards and the needs of the students. Across our county the move toward accountability means that students are expected to know certain content and have certain skills. Both schools and students are being held accountable for achieving state standards. This makes it essential that the student growth goal focus on standards. When choosing a student growth goal teachers must ensure that their classroom achievement aligns with what students are expected to know and to be able to do. Students must be exposed to the appropriate content at the appropriate cognitive level. This is a focus on the knowledge and skills that are necessary for academic success. If students' needs are ignored they might not get taught I a way to help them learn. Since students performance in the classroom is vastly different., goals must be based on where students begin and the gains they make during the school year (where they end). Assessing student needs places goals in context and provides direction.

Your standards require that students learn both content and processes across the year. Some of your content is foundational it is what students will learn so that they are prepared to apply their learning at higher levels. Other content involves processes that students need to be able to do to process, understand and apply the concepts that they learn. Some questions to ask:What content is critical to student learning in this course or level?Does the content span the year is it revisited, gone into more depth, taken to the application level?Is it content that you would be able to do a pre/post assessment? Is there content that students typically struggle with in your course or at your level? Is it critical content that needs to be focused on?

Know the expectations of your content area standards

Know your students

Identify appropriate sources of evidence

12Student data + Standards Reflection =

Need or focus for student growth goalGetting the needs assessment right helps you get your goal right. It will have the right focus and you will be able to identify the right assessment that can be used as a pre/post for your goal. 13Step 2: Create A specific learning goal based on pre-assessment

Focus on the identified needIdentify what you want students to accomplish by the end of the year Identify the appropriate pre/post assessment measureOnce you have identified your focus through the needs assessment you are now ready for step 2 to create a specific learning goal based on pre assessment. That assumes that:You have identified a focus for your goal that has come from your needs assessment using your student data and looking at your standardsYou have identified the goal for your students where do you want them to be at the end of the year. Once you have a focus the next step is to define what students should be able to know and do by the end of the year. Here is where you need to go back to the standards to determine that goal. And then finally, you have identified a pre/post assessment that can be used to assess growth over the year.

Lets talk more about what an appropriate assessment looks like and what you need to take into consideration as you make decisions about your choices. 14

Learning from Baseline Data

15Does the data show high need areas that could be used for student growth goal-setting?Are these needs appropriate for a year-/course-long student growth goal?

After you have collected evidence that provides baseline data specific to the identified area or areas of need, then you need to analyze that data. Youll want to learn if the data reflects any high need areas that could be a focus area for goal-setting. If so, are those identified needs appropriate for a year long or course long student growth goal?15

Learning from Baseline Data

16Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?

Again, check that the areas of need you identify are aligned with your grade-level enduring skills, concepts or processes in your standards.16Identifying the Right assessmentTarget/Assessment Method Match

ProductsCommonNorm- Referenced AssessmentsCommonDistrict AssessmentsCommonDept./ LevelAssessmentsStudent performancesProjectsLDC/MDCRubricsTarget/Assessment Method MatchLooking at the standards that are going to be assessed, is the assessment method chosen the most appropriate way for students to be assessed on their learning? If you are working with a writing goal shouldnt the assessment have students writing versus a multiple choice assessment? This goes back to your deconstruction of the standards and what you have identified as the goals for the students. Remember that there are multiple ways that students can be assessed and many of them are listed on the slide. It is going to be important that when teachers use other tools for assessment that there are processes and procedures put in place to validate those tools. Well be talking more about quality assessment practices later today.

17Identifying the Right assessmentRigorousAligned to the standard expectationsCheck verbs when looking for rigorComparable within/across districtsComparable within contentsComparable across disciplines

IN the ESEA waiver the wording that is used is rigorous and comparable within and across districts So what does that mean.

Rigorous means that it is aligned to the standard. Whenever you deconstruct a standard you get the skills and content that a student will need to be be proficient with the standard. These are the foundational skills and content needed. It is important when looking at making a rigorous assessment that it is truly aligned to the expectations of the standard not correlated to the standard because it focuses on those foundational skills and content. Many times that means that the student is able to apply the standard. The more teachers know and understand the expectations of the standards, the better prepared they are going to be to create rigorous assessments aligned to the standards.

Now what about comparable within/across districts. This is probably the area that is still not clearly defined and outlined how we do that. Within a school and district it means that individual teachers are not creating their own assessments without any type of review process. Departments and levels should be working together to ensure that the assessments being used are aligned to the standards (rigorous) and having the same type of expectations for students. Many times that means that common assessments are identified and used. Where there is only one teacher in a building it is going to be important to network with others within your district or your region who are teaching the same courses/content. Districts and administration need to help plan for that networking. As more and more gets uploaded to CIITS a goal would be that we would have more and more resources available around quality assessment questions that creating these assessments would become easier. 18RigorCongruency to standardsDo the measures ask students to demonstrate mastery of the identified skills, concepts or processes at the level of rigor intended in the standard?

19So, what do we mean by rigor. For the purpose of identifying the right measures for goal setting for student growth, we mean congruency to the standards. In other words, the sources of evidence demonstrate high expectations toward college and career readiness and meet or exceed the expectations of the standard being assessed.

Notice that it is the alignment to standards that make our measures both rigorous and comparable. Evaluating students at the level of rigor expected of the standards in all our classrooms provides the comparability not only across our districts but across our state. 19

Comparable across classrooms: Teacher Reflection

Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor?

Do my selected measures reach the level of rigor expected across the district?

20So, what does comparable across classrooms mean? To ensure validity, similar classrooms should be measured with similar instruments to ensure that all students are treated fairly. The measures for getting baseline data should meet the rigor and expectations for mastery of the standards. Another thing to consider is if there a good match between the rigor of the standard to be assessed and the method used to collect evidence?

For instance, if the best way to determine if students are meeting the rigor of a standard is a performance, then the task should be a performance that demonstrates where students are in meeting mastery of that standard.Teacher should ask themselves: Do the measures used to show student growth expect student to demonstrate mastery of the standards at the intended level of rigor? If youve done the foundational work with standards we have discussed, then you will be able to answer this question easily.

The next question asks us to compare what we are doing in our classroom to other classrooms across the district. Is it meeting the same expectation for rigor? Districts will need to set in place guidance to schools on determining whether data collection meets this expectation for rigor and for comparability.

For teacher-generated measures, one way to meet comparability might be for teachers to work collaboratively in like teams to determine the essential/enduring skills, concepts and processes to be measured then develop an appropriate assessment items for demonstrate mastery that are approved by their district.

Whiteboard/discussion - What would this look like in a school/district? How might they engage in this process?

20 School Group ActivityRefer to the handout entitled Determining Needs-Appropriate Measurement Tools for Assessing Student Progress Part 1

Working together with table partners identify possible data sources that could assist in building the foundation for the student achievement goal.

This is brainstorming - there are no right or wrong answers!

Think about the many student data sources that you have available in your school and district. Brainstorm these data sources on the handout provided. One table participant should be the official recorder for the group. The recorders worksheet will be used to formulate the information on the wall chart paper. A facilitator will combine charts to make a master list of possible data sources for student goal setting. 21Zeroing in on Student Achievement DataWhat Do We Have and Need?Zeroing in on Student Achievement DataWhat Do We Have and Need?Norm-Referenced Achievement TestStandards-based, Criterion-referenced AssessmentsDistrict/School AssessmentsClassroom AssessmentsOther Sources:Perception DataProgram DataDemographic Data(Put this for up so that they can find the form in the packet)22The Sum of the WholeTurn your handout over to the activity entitled Determining Needs-Appropriate Measurement Tools for Assessing Student Progress Part 2 As a table team categorize the types of assessments you listed in in part 1 of this activity into one of three categories. One person at each table will compile the table response and list your group findings on one of the data charts that are posted around the room.Take a brief gallery walk to add to individual handouts.

We all know that he sum of the whole is greater than each of its individual parts. As your table recorder takes a maker from the table and writes your table contribution on the chart, group members should engage in a gallery walk to gather new ideas from your colleagues in the room. (Screen shot of form on next slide)23Take Home: Based on this mornings learning, what assessment data sources would be most appropriate for your school for:Determining Curriculum Needs?

Establishing baseline data and determining goal attainment?

Progress monitoring goal progress throughout the year?

The first two columns are focusing on what are the data sources that might be used to identify the needs of the content and the needs of the students. The third column contains data we might consider for monitoring the year long progress toward goal or toward strategies. 24Review and ExtendTaking our learning to higher levels!

You Will Need

Guiding Questions for Student Growth Teachers WorkbookFind the handout entitle Goal Setting For Student Growth Process and the Guiding Questions for Student Growth Teachers Workbook. Think about the student growth process introduced earlier. This process is our yellow brick road to effective student growth planning. As we revisit each step I ask you to place yourself in your classroom on day one of the new school year. It is a new beginning with a new group of students. You have no control over the abilities or skills that they bring with them on opening day, but you have unlimited possibility to impact what they carry out the door at the end of the year. This is our North Star to give us direction and purpose.

You will use the handouts provided to begin to develop roadmap for this session and for next years work with student growth goal setting. Through out this session we will pause to fill in the steps by step information for the 5 step process. 25Student Growth Process26Student achievement goal setting involves a multi-step process. How important is the first step? What if you were coming to Lexington but your road map was for Knoxville? How important is having the right road map?

Step one is foundational to the success of the entire student growth process. It is the step that all other steps are build upon. If our understanding of step 1 is incorrect-if it is distorted or incomplete the chance of the process being highly effectively isnt very good. For this treason we will take an comprehensive look into step 1. The Process Begins-Step 1: Determine Needs

Identify the essential skills, concept and processes for my content area.Learn about the students ability in my content.Pinpoint areas of need.Decide on sources of evidence.Use baseline data to determine area of need for the goal.

Step one is about determining student need. This is a complex step that demands careful groundwork, investigation, and deep reflection. It cannot be taken lightly. Lets begin this step with your content group discussions of important concepts in student growth. Please locate the handout entitled, Guiding Questions for Student Growth.

Record your discussion of major concepts while you identify resources and tools that are available to you at your school level.27Table Activity With like content table groups use the Guiding Questions for Student Growth Teachers Workbook as an organizer for Step 1: Determine Needs.

Workbook notes will help your begin your goal setting process when you return to your district. 25-30 minutes. Debrief 5-10. 28Review and ExtendTaking our learning to higher levels!

You will need:

Goal Setting for Student Growth Process Handout

Think and Plan Tool

Sample Student Growth Goals

Once you have determined the needs of your students it is time to begin the construction of the student growth goal. Please locate the Sample Student Growth Goals Worksheet as we move into Step 2: Creating Learning Goals.29Step 2: Creating Goals Using the SMART Process3030In step 1, teachers learned where students are in comparison with where they need to be at the end of the year/course in mastering the content area standards. Now lets shift our thinking to Step 2. Note again, that you are only ready for step 2 once you have done the ground work of step 1.

Step 2: Creating Smart GoalsNarrowing the data focus:

A SMART goal is based on Baseline Data that was collected and analyzed as part of Step 1.

In Step 2, the teacher creates a SMART goal that is based on baseline data that was collected and analyzed as part of Step 1. This step is the linchpin of student achievement goal setting and it provides the basis for the other steps. Keep in mind that our first consideration is to ensure that the goal is based on relevant student achievement data. This step is where the teacher narrows the focus to identify the starting point. The teacher has to have a clear understanding of the student starting point. The appropriate baseline measure is critical for success goal development. In addition the goal must be meaningful, concrete, specific and trackable. To assist in the development of meaningful goals you will use SMART: Criteria to develop a quality student goal.

31How Smart should a SMART Goal Be?Aspect of Goal StatementEvidenceSpecificIs it focused on a particular topic, subject, skill, etc?MeasurableWhat can you identify to measure this goal? (Baseline and Goal Attainment Measure)AppropriateIs this goal within your ability to achieve with your students? Is it directly related to the subject you teach. RealisticCan the goal be accomplished? Is it feasible?Time-BoundCan you attain the goal within the current school year?Lets get explicit about How Smart a Smart goal should be by examining SMART criteria we see that the goal should be specific. We should be able to recognize the content addressed in the goal. Without this information , we could not measure and track progress.

The goal must be measurable and use the appropriate instrument. If the goal is appropriate it is directly related to the subject and students that the teacher teaches. A realistic goal is attainable, but that does not mean it is easy. An easy goal would be meaningless. A realistic goal should stretch the otter bounds of what is attainable.

Finally the goal should be time-bound. Generally student growth goals are set for one school year or one semester.

You will learn more about the SMART Criteria and SMART Goal develop in a later segment of todays training.32SMART Goal Process for Student Growth3333Please locate our handout that looks like the one seen on the screen. We will use this handout as we examine sample growth goals. The goal must meet the SMART criteria. Take a moment to review what each of the S M A R T criteria means. Notice how this might be different from the SMART process used in your district for different purposes.

(After conversation) Goals developed need to meet SMART as defined here. Refer to this document as you evaluate your goals and have discussion about them. Also, note that this is not simply a SMART goal setting process, it is a SMART goal process applied to goal setting for student growth.

Components of a Quality Student Growth GoalMeets SMART criteria

Includes growth statement/target

Includes proficiency statement/target

34There are 3 important components to include in a quality student growth goal.

The goal meets the SMART criteria. We will visit each of these criteria closely in the next several slides.Specific -The goal addresses student needs within the content.Measurable -An appropriate instrument or measure is selected to assess the goal.Appropriate - The goal is clearly related to the role and responsibilities of the teacher.Realistic - The goal is attainable.Time-bound - The goal is contained to a single school year/course.

The goal includes a growth statement/target that articulates the enduring skill, concept or process, as well as the expected growth for all students.

The goal includes a proficiency statement/target that indicates the percentage of student who will reach proficiency.

34 A Resource Tool to Help You35STUDENT GROWTH THINK AND PLAN TOOL

We use tools every day to help us accomplish a task with more accuracy and efficiency. Taking the guiding questions provided for you in the handout, weve created a supplementary resource tool to guide your thinking and planning as you develop your student growth goals. In addition to the SMART criteria, and the growth and proficiency components of quality goals, the STUDENT GROWTH Think and Plan Tool will be another resource you can use in the goal setting process.

35Student Growth Think & Plan ToolIdentify the interval of instructional time.

Identify the essential/enduring skills, concepts, and processes for your content area.

Decide on sources of evidence for your baseline data.

Specify the expected gain or growth.

Explain your rationale for the goal.

Decide on the instructional strategies for goal attainment.36Take a moment to look at the document. As reflected in its title, this tool will be helpful in guiding your planning for student growth that will result in the student outcomes desired. A guiding question accompanies each bullet on the tool. This tool will also align with how you will use EDS to record and share your goal setting. Once this is live, we will share more details with you.36 Is the Goal SMART?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.

37Lets examine the first growth goal together. Refer to the handout Guiding Questions for Student Growth Teachers Workbook Step 2: Create a specific Learning Goal and to our Student Goal Process For Student Growth. Work through the 5 SMART Criteria with your table group to decide if the goal meets the smart criteria.

S Is the goal specific? This goal is focused on argumentative writing a specific area of need within in the content area. This could be a goal for an ELA teacher, a social studies teacher, a science teacher or a technical area teacher because it is based on specific literacy standards.

M Is the goal measurable? The goal is measurable and the teacher is using an appropriate measure in this case, the argumentative writing rubric.

A Is the goal appropriate? This goal is appropriate because it is based on specific literacy standards that are a part of the standards in several content areas. An ELA teacher, a social studies teacher, a science teacher or a technical area teacher may have a literacy-based goal, if this is an area of need that becomes apparent during pre-assessments.

R Is the goal realistic? The goal is doable, but rigorous and stretches the outer bounds of what is attainable. It is realistic to expect that ALL students will improve by at least one performance level, as measured by the argumentative rubric. The rigor comes from alignment to the standards and the stretch aspect is in the expectation that 80% of the students will score a 3 or better overall.

T Is the goal time-bound? This goal is bound by a defined timeline (the school year) that allows sufficient time for determining goal attainment

Does the Goal include growth target and proficiency targets?

Includes growth statement/target 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.

Includes proficiency statement/target Furthermore 80% of students will score a 3 or better overall.

37Review and ExtendTaking our learning to higher levels!

You will Need the Sample Student Growth Goals HandoutSample Student Growth Goals

Directions: Refer to the sample student growth goals handout. Critique the sample goals with your table group to decide if the goal meets the smart criteria. Does the goal include growth statement? Does it include a proficiency target?

38Table Talk: What happens after the goal is developed? What should I remember as I create and implement teaching and learning strategies?

How can I monitor student progress through ongoing formative assessment?

How will I determine whether students achieved the goals?

What are my next steps?

39Step3: Create and implement teaching and learning strategies

4040In step 1, teachers learned where students are in comparison with where they need to be at the end of the year/course in mastering the content area standards. Now lets shift our thinking to Step 2. Note again, that you are only ready for step 2 once you have done the ground work of step 1.

Step 3: Create & Implement StrategiesExamples of Strategies to Improve Student LearningStudents will use a writers notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes.Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing.Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development.

Step 3 involves creating and implementing teaching and learning strategies to reach the goal. Strategies are the how to.the link between goal and goal attainmentStrategies are how learning and student improvement happen. Strategies should have the following characteristics.

Supported by researchDevelopmentally appropriate Appropriate for the subject matter.

Teachers are encouraged to examine their teaching practices and read education research to provide the most effective instruction to students.41 Goal or Strategy?Goal a statement of an intended outcome of your work: Student Learning

Distinct from StrategiesStrategies = Means Goal = EndDid you come to Lexington or by carpool?

A student achievement goal is a statement of an intended outcome of the teachers work: student progress.

Student achievement goals are different from strategies. Strategies are the means and goals are the ends.

Consider the following question: Did you come to Lexington or by carpool? This question is confusing. Lexington is the end, carpool is the means. 42Step4: Monitor student progress through ongoing formative assessment

4343In step 1, teachers learned where students are in comparison with where they need to be at the end of the year/course in mastering the content area standards. Now lets shift our thinking to Step 2. Note again, that you are only ready for step 2 once you have done the ground work of step 1.

Step 4: Monitoring Student Progress and Making AdjustmentsMonitor both student progress toward goal attainment AND strategy effectiveness

Review the progress toward the goal with the principal.

Make adjustments to strategies as needed

Step 4 is a critical aspect of the goal setting process: monitoring student progress and making adjustments

Throughout the year the teacher monitors how students or the program is doing in relation to the goal. At designated points the teacher might meets colleagues and administrators to discuss goal progress and the effectiveness of strategies. The teacher can use both formal and informal data to monitor student progress. The teacher may decide, based on the evidence, that the strategies are not working and thus changes the strategies.

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Step 5: Determine whether students achieved the goals

4545In step 1, teachers learned where students are in comparison with where they need to be at the end of the year/course in mastering the content area standards. Now lets shift our thinking to Step 2. Note again, that you are only ready for step 2 once you have done the ground work of step 1.

Step 5: Determining Goal AttainmentDid students improve?

Did the teacher meet the learning goal he/she established in Step 2?

The final part of the goal setting process is determining whether students have improved and whether the teacher has met the learning goal that he/she established. Determining the achievement of the goal is directly related to the quality of the goal created.

Recall the guiding principles:

You must get the needs assessment correct to get the goal correct.

The needs assessment must generate relevant student data.

Selected assessments must produce comparable data at beginning and ending of year/course.

46Review and ExtendTaking our learning to higher levels!

Complete Step 3, 4, and 5 of the Student Growth Process Planning OrganizerIndividually complete steps 3-5 of your Student Growth Process Planning Organizer and then share briefly with your table partners. Once the teacher has determined the needs of her students and content the process continues with steps 3-5. At your table use notes from previous sessions and personal experiences to engage in conversations around these questions:

What should I remember as I create and implement teaching and learning strategies?

How can I monitor student progress through ongoing formative assessment?

How will I determine whether students achieved the goals?

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How will you apply your Learning?How will you apply this learning? In the fall you will need to collaborate with your principal to develop a strong student growth goal that follows the 5 step growth process and contains the elements of an effective goal. You will need to identify strategies that will be he means of attaining your goal and you will need to monitor your progress toward goal attainment along the way. What can begin to do now to assure that you are prepared to engage in this process in a way that will change student achievement in your classroom? Like the characters in the story, our success in this venture lies within each of us.

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