APS TEACHER
EVALUATION
SMART GOALS 2013-2014
AGENDA
• Purpose
• Balancing Realism and Rigor
• Progress Based Goals
• Three Types of Goals
• Avoiding Averages
• Goal Critique
PURPOSE
PURPOSE OF STUDENT PROGRESS GOAL
SETTING
• Focuses on student results
• Explicitly connects teaching and learning
• Improves instructional practices and teacher
performance
• Serves as tool for school improvement
WHAT IS STUDENT PROGRESS GOAL
SETTING?
Step 2:
Step 1:
Determine
needs
Create
specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
goal
BALANCING REALISM AND
RIGOR
SMART GOALS
Specific
Measureable
Appropriate
Realistic, but Rigorous
Time limited
BALANCING REALISM AND RIGOR
• Consider cut scores from Virginia Department of
Education (or from other assessments)
• 22 out of 40 items = pass/proficient
• 34 our of 40 items = pass/advanced
• Consider Curriculum
• What are the needs of the curriculum (e.g. spiral
curriculum)?
• Have students been exposed to the information before?
• Consider historical data
PROGRESS BASED GOALS
WHY PROGRESS BASED GOALS?
100%
90%
80%
70%
60%
50%
End of Year
40%
Beginning of Year
30%
20%
10%
0%
Teacher A
Teacher B
PROGRESS VS. ACHIEVEMENT
Progress Based Goal
Achievement Based Goal
• For the 2013-2014 school
year, the identified
students will increase their
score by a minimum of 2
points on the writing
rubric.
OR
• For the 2013-2014 school
year, students will score
X% greater on the posttest than on the pre-test.
• For the 2013-2014
school year, 90% of
students will score 80%
or better on the third
quarter assessment.
THREE TYPES OF GOALS
THREE TYPES OF GOALS
• Whole Group Goals
• Tiered Goals
• Individual Goals
WHOLE GROUP GOALS
• The pre-assessment used to determine
baseline data reports results in percentages
or provides levels of performance.
• Data suggest that students come with
relatively similar readiness levels for the
content being taught.
• For outliers (exceptionally low or
exceptionally high performing students),
individual goals may be developed.
WHOLE GROUP EXAMPLE
Number of students
scoring at each range
9
8
7
6
5
4
3
2
1
0
8
8
4
Number
of
students
scoring
at each
range
During the course of this
school year, 100
percent of students will
make measureable
progress as measured
by the divisiondeveloped assessment.
All students will improve
their pre-assessment
score by 65 percentage
points on the post
assessment.
TIERED GOALS
• The pre-assessment used to determine
baseline data reports results in percentages
or provides levels of performance.
• Data suggest that students come with very
different readiness levels for the content
being taught.
• For outliers (exceptionally low or
exceptionally high performing students),
individual goals may be developed.
TIERED EXAMPLE
Number of students scoring at each level
10
9
8
7
6
5
4
3
2
1
0
9
6
5
0-30%
Number of students
scoring at each level
31-50%
51-70%
TIERED EXAMPLE
• During the course of this school year, 100 percent of
students will make measureable progress as
determined by the team-developed assessment.
Students will improve their scores as follows:
• Students scoring between 0 and 30 percent on the preassessment will improve their scores by 40 percentage
points on the post-assessment.
• Students scoring between 31 and 50 percent on the preassessment will improve their scores by 35 percentage
points on the post-assessment.
• Students scoring between 51 and 70 percent on the preassessment will improve their scores by 30 percentage
points on the post-assessment.
INDIVIDUAL GOALS
• The pre-assessment used to determine baseline
data reports results in percentages or provides
levels of performance.
• Used for smaller groups of students with a variety of
readiness level and background knowledge.
• Acceptable amounts of progress are often
dependent on students’ historical academic
performances.
INDIVIDUAL EXAMPLE
For the 2013-2014
school year, all my
students will make
measurable progress
as measured by the
online reading
assessment. Based
on their IEPs, their
goals are as follows:
Student
Grade
Current
Level
Goal
Level
1
K
Pre-K.1
K.6
2
K
Pre-K.2
1.0
3
1
Pre-K.5
K.5
4
2
K.2
1.7
5
2
K.4
2.0
6
3
1.3
2.8
AVOIDING AVERAGES
AVOIDING AVERAGES
• Avoid using class averages when writing
your SMART goal.
• Can hide variability
• Some students make actually score lower and the
average may still be higher
• Averages don’t allow you to track the progress of
individual students and adjust instruction to help
lagging students meet the goal you have set for
them.
CRITIQUING GOALS
GRADE 7 ENGLISH TEACHER Q
• Grade 7: Baseline Reading Data
• Online reading assessment used
• Beginning of the year reading levels
• 6.7 and below = below grade level
• 6.8-7.2 = on grade level
• 7.3 and above = above grade level
TEACHER Q STUDENT READING
BASELINE DATA
Student
Baseline Score
Student
Baseline Score
Student 1
5.3
Student 11
6.8
Student 2
5.5
Student 12
6.8
Student 3
5.5
Student 13
6.8
Student 4
5.5
Student 14
7.0
Student 5
5.6
Student 15
7.2
Student 6
5.7
Student 16
7.4
Student 7
6.2
Student 17
7.6
Student 8
6.3
Student 18
7.7
Student 9
6.6
Student 19
7.7
Student 10
6.6
Student 20
8.0
STUDENT BASELINE READING DATA:
TIERS
Number of Students
12
10
10
8
6
5
5
On Grade
Level
Above Grade
Level
4
2
0
Below Grade
Level
Number of Students
TEACHER Q
EVALUATE: IS THIS GOAL SMART?
Goal Statement:
From September 2013,
to June 2013, 100
percent of students will
make measurable
progress in reading as
measured by the
online assessment. All
students will improve
their baseline score by
1.0 grade levels by the
post assessment.
A good goal
statement is one that
is…
Specific
Measurable
Appropriate
Realistic, but Rigorous
Time-limited
AGENDA
• Purpose
• Balancing Realism and Rigor
• Progress Based Goals
• Three Types of Goals
• Goal Critique
APS TEACHER
EVALUATION
SMART GOALS 2013-2014