ISLN
January 2013
Before We Get Started
Brainstorm with your district members:
• How are you measuring student growth
in your district?
• What assessments are you using?
Targets
I can explain why student growth
goals are included in the new
teacher effectiveness system.
 I can communicate and support the
student growth goal setting process.
 I can identify the current status of
implementation of student growth
goals in my district/school and use
available resources to determine
next steps.

Why Measure Student
Growth?
Elementary and Secondary
Education Act (ESEA)
Flexibility Waiver
Six Components
• continuous improvement of instruction
• meaningful differentiation of teacher/principal
performance using at least three performance levels
• multiple measures of effectiveness including use of
student growth data (both state standardized tests
and formative growth measures that are rigorous
and comparable across schools in a district) as a
significant factor
• regular evaluation
• clear and timely feedback to include opportunities
for professional development
• use of the system to inform personnel decisions
Kentucky Commitments
• No public reporting of individual teacher
data
• Not supporting student growth as a single
measure for personnel decisions
• Agreement that an educator effectiveness
model focused on continuous
improvement is only beneficial if the data
and information from the system are used
to improve instructional practices leading
to improved student learning outcomes
“Learning goals give meaning to
and act as a healthy check on the
traditionally untethered tendency
for public institutions to be
satisfied with processes, regardless
of outcomes.”
~Schmoker (1999, p.30)
Past Evaluations
Seniority
High Level of
Principal Input
Degrees
Earned
“If a goal of evaluating teachers is
to ensure student learning, then
student learning must be a major
part of what’s measured.”
~MET Study
MET Study Suggests …
Rigorous
Classroom
Observations
Student
Feedback
Student
Growth
MET Study
School Working
Conditions
Pedagogical
Content
Knowledge
Proposed Multiple Measures
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
formative
Professional Growth
All measures are
supported through
evidence.
Self Reflection
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
Student Growth
Student Growth Measures in
Kentucky’s Field Test
State Contribution
Student Growth Percentiles –
applies to grades 4 – 8 reading and math
Local Contribution
Student Growth Goal –
applies to all teachers
Goal Setting for Student Growth:
Honoring Progress and Getting Results
© 2012, Stronge & Grant. Used with permission.
Student Growth Process
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
Step 1: Determining Needs
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
Getting a Baseline Measurement
When getting a baseline measurement, a
teacher would need to take into account:




Previous years’ data
Conversations with previous teachers
Formative assessment processes
Student work
In order to determine what assessment needs
to be administered to gather evidence of
students’ current level of performance
Which assessments work best for
goal setting for student growth?
Assessments

Be rigorous –
 Have high expectations for progress
toward college and career readiness
 Provide data toward mastery of
overarching skills/concepts based on
standard(s)
 The measures in state non-tested
subjects and grades are as rigorous
as those in tested subjects and
grades.
Assessments
Provide data between two points
in time (pre-/post-assessment)
 Provide baseline data
 Provide post data by end of goalsetting period
 Be comparable across similar
classrooms within or across
districts

•
Not a unit assessment
•
Addresses skills and concepts students
need to develop across the year
Let’s look at the list that you created at the
beginning of our time together today.
What assessments are being used in your
district that meet this criteria?
Rigorous?
Overarching skills or concepts?
In assessed and non-assessed areas?
Data between (at least) two points?
Comparable across similar classrooms?
Data Source Possibilities
Common
Assessments
Interim
Assessments
District
Assessments
Projects
Products
Student
Performances
Student
Portfolios
LDC/MDC
Classroom
Assessments
Data Source Possibilities
Common
Assessments
Interim
Assessments
District
Assessments
Projects
Products
Student
Performances
Student
Portfolios
Classroom
Assessments
Assessment Inventory Worksheet:
Which assessments might your teachers use
for goal-setting?
Continue the discussion in your district.
Which assessments might your
teachers use for goal-setting
for student growth?
“Just about everyone realizes that if a teacher
does a great instructional job, that teacher’s
students will usually perform better on tests.
It’s the other side of the equation that’s less
often understood, namely that how a teacher
tests — the way a teacher designs tests and
applies test data — can profoundly affect how
well that teacher teaches.”
From Test Better, Teach Better
W. James Popham
Association for Supervision and Curriculum Development, 2003
Step 2: Creating Goals Using the
SMART Process
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
students
achieved
the goals
SMART Goal Process
S
M
A
R
T
Specific- The
goal addresses
student needs
within the
content.
Measurable- An
appropriate
instrument or
measure is
selected to
assess the goal.
AppropriateThe goal is
clearly related
to the role and
responsibilities
of the teacher.
Realistic- The
goal is
attainable.
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
measurable
and uses an
appropriate
instrument.
The goal is
standardsbased and
directly related
to the subject
and students
that the teacher
teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds
of what is
attainable.
The goal is
bound by a
timeline that
is definitive
and allows for
determining
goal
attainment.
The goal is
focused on a
specific area
of need.
Student Growth Goal Sample
Checklist for Goal
Quality








Appropriate needs
assessment? Assesses
overarching concepts
of the discipline?
Specific?
Measurable?
Appropriate?
Realistic/Rigorous?
Time-bound?
Includes all students?
Comparable across
classrooms?
Baseline Data:
Writing
Baseline data on an 8th grade school
wide writing assessment utilizing
the LDC argumentative writing
rubric:
Score:
1
25%
2
45%
3
30%
_4_
0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year, 100%
of students will make measurable
progress in argumentative writing.
Each student will improve by one
performance level in three or more
areas of the LDC writing rubric.
Furthermore, 80% of students will
score a “3” or better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Appropriate needs
assessment?
Assesses overarching
concepts of the
discipline?
Baseline Data:
Writing
Baseline data on an 8th grade school wide
writing assessment utilizing the LDC
argumentative writing rubric:
Score:
1
25%
2
45%
3
30%
_4_
0%
Overall, 30% of students
scored a “3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or
more areas of the LDC writing
rubric. Furthermore, 80% of
students will score a “3” or
better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Specific?


The goal addresses
student needs within
the content.
The goal is focused
on a specific area of
need.
Baseline Data:
Writing
Baseline data on an 8th grade school wide
writing assessment utilizing the LDC
argumentative writing rubric:
Score:
1
2
3
_4_
25%
45%
30%
0%
Overall, 30% of students scored a “3”
or better.
Student Growth Goal:
For the 2011-2012 school
year, 100% of students will
make measurable progress
in argumentative writing.
Each student will improve
by one performance level in
three or more areas of the
LDC writing rubric.
Furthermore, 80% of
students will score a “3” or
better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Measurable?

An appropriate
instrument or
measure is selected
to assess the goal.
Baseline Data:
Writing
Baseline data on an 8th grade school
wide writing assessment utilizing
the LDC argumentative writing
rubric:
Score:
1
25%
2
45%
3
30%
_4_
0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or more
areas of the LDC writing rubric.
Furthermore, 80% of students will
score a “3” or better overall.
Student Growth Goal Sample
Checklist for Goal
Quality

Appropriate?


The goal is clearly
related to the role
and responsibilities
of the teacher.
This goal was
written by an 8th
grade Language
Arts teacher.
Baseline Data:
Writing
Baseline data on an 8th grade school
wide writing assessment utilizing
the LDC argumentative writing
rubric:
Score:
1
25%
2
45%
3
30%
_4_
0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or more
areas of the LDC writing rubric.
Furthermore, 80% of students will
score a “3” or better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Realistic/Rigorous
?

The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is attainable.
Baseline Data:
Writing
Baseline data on an 8th grade
school wide writing assessment
utilizing the LDC argumentative
writing rubric:
Score:
1
2
3
_4_
25% 45%
30% 0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or
more areas of the LDC writing
rubric. Furthermore, 80% of
students will score a “3” or
better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Time-bound?
Baseline Data:
Writing
Baseline data on an 8th grade
school wide writing assessment
utilizing the LDC argumentative
writing rubric:
Score:
1
2
3
_4_
25% 45% 30% 0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or
more areas of the LDC writing
rubric. Furthermore, 80% of
students will score a “3” or
better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Includes all
students?
Baseline Data:
Writing
Baseline data on an 8th grade
school wide writing assessment
utilizing the LDC argumentative
writing rubric:
Score:
1
2
3
_4_
25%
45% 30% 0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or
more areas of the LDC writing
rubric. Furthermore, 80% of
students will score a “3” or
better overall.
Student Growth Goal Sample
Checklist for Goal
Quality
 Comparable
across
classrooms?
Baseline Data:
Writing
Baseline data on an 8th grade
school wide writing assessment
utilizing the LDC argumentative
writing rubric:
Score:
1
2
3
_4_
25% 45% 30% 0%
Overall, 30% of students scored a
“3” or better.
Student Growth Goal:
For the 2011-2012 school year,
100% of students will make
measurable progress in
argumentative writing. Each
student will improve by one
performance level in three or
more areas of the LDC writing
rubric. Furthermore, 80% of
students will score a “3” or
better overall.
Remember: You need to
KNOW your students in
order to critique the goal.
Step 3: Creating and
Implementing Strategies
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
Step 4: Monitoring Student
Progress and Making
Adjustments
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
Monitoring Student Progress:
An ongoing formative assessment process
• Monitor both student progress toward goal
attainment AND strategy effectiveness through
formative assessment processes
• Make adjustments to strategies as needed
• Goals are not adjusted; Strategies are adjusted
Step 5:
Determining Goal Attainment
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching
and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
Conversations to have…..
1. Examine Assessments
Do we have quality assessments that
 provide data to measure student growth
meet the waiver criteria
-rigorous and comparable
-two data points in time
2. Plan for inclusion of all subject/content areas
 Common assessments
 Unique circumstances
3. Provide Training
Assessment Literacy
Identifying needs/choosing appropriate assessment
Data analysis
Use of formative assessment
SMART Goal Process
4. Utilize PLCs to support Teacher Effectiveness System
How can you structure time and facilitate
conversations to support leader and teacher
understanding of student growth?
• Sample PLC Schedule
– Meeting #1: Identify the Need
– Meeting #2: Identify the SMART Goals
– Meetings #3: Correlate Promising Practices with
Current Practices
– Meeting #4: Plan Professional Development
– Meeting #5: Analyze Results and Refocus Efforts
O’Neill, J. and Conzemius, A. (2006).The Power of SMART Goals: Using Goals to Improve Student
Learning Blooming, IN: pp. 25-27, Solution Tree Press.
How can you deepen your understanding?
• Winter Summit
– February 2013: Specific dates vary by
location (Feb 5th: BG; Feb 6th: KDV)
• Other Research-Based Resources
– The Power of SMART Goals: Using Goals to
Improve Student Learning
Jan O’Neill and Anne Conzemius
– Student Achievement Goal Setting: Using
Data to Improve Teaching and Learning
James Stronge and Leslie Grant
• KDE Resources
– KDE Home Page
• TPGES Field Test District Page,
http://education.ky.gov/teachers/hieffteach/pa
ges/pges-field-test-districts-.aspx
• TPGES Overview from Summer Trainings,
http://education.ky.gov/teachers/hieffteach/pa
ges/pges--overview-series.aspx
• CIITS/EDS Resources,
https://powersource.pearsonschoolsystems.co
m/portal/ciits/pges-field-test/
• Mean to an End
http://education.ky.gov/commofed/msgs/docu
ments/means to and end templates (5).doc
Contact Information
• Cathy.White@education.ky.gov
Branch Manager, Office of Next Generation
Professionals
• Ellen.Sears@education.ky.gov
Effectiveness Coach