Math Content
Network Update
The Power of Mistakes
• Student Engagement
• Culture of Learning
• Growth Mindset
• Congruent Tasks
Math Content
Network Follow-Up
I. Implement a Formative Assessment Lesson
a. Bring back 5-10 pieces of student work (pre &
post assessments)
II. Collect evidence showcasing formative
assessment strategies 2, 4, or 5.
a. Can be in the form of student work, lesson
outline, data collected, pictures, videos, etc.
ELA Content
Network Update
I. Congruent Classroom Assessment Items
II. Text-Dependent Questions
III. LDC – What Results? Scoring Student Work
IV.TPGES 3c – Student Engagement
V. Narrative Writing
What can you expect your content teachers to know?
Content Specialists’ Services
Measuring Student
Growth
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
Proposed Multiple Measures
Observation
Teacher Professional Growth and
Effectiveness System
Peer Observation
formative
Professional
Growth
All measures are
supported through
evidence.
Reflective
Practice
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
Student
Growth
within the Teacher Professional
Growth and Effectiveness System
(TPGES)
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
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
Pedagogical
Content
Knowledge
MET Study
School
Working
Conditions
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 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
Student Growth Process
Step 1:
Determine
needs
Step 2:
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
Step 1
Determining Needs
Step 1:
Determine
needs
Step 2:
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
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
Baseline data used for developing
a student growth goal
Getting Baseline Data
Once you know your students …
Decide upon an assessment that can provide
pre-, mid-course, and post-assessment data
Step 2
Creating Goals Using the
SMART Process
Step 1:
Determine
needs
Step 2:
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.
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 is
focused on a
specific area of
need.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standards-based
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.
Student Growth Goal Sample
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.
Includes All Students
The goal addresses growth for all
students in the classroom
Based on Over-arching concepts
The goal addresses growth in
over-arching skills/concepts
of the content vs. simply
knowledge of content
You need to KNOW your students
in order to critique the goal.
Step 3
Creating and Implementing
Strategies
Step 1:
Determine
needs
Step 2:
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
Step 4
Monitoring Student Progress
and Making Adjustments
Step 1:
Determine
needs
Step 2:
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
Monitoring Student Progress
• 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:
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
Building Skills to Support the
Student Growth Process
• Are teachers and administrators skillful collaborators?
• Can teachers write measurable goals focused on student
learning?
• Are teachers knowledgeable about the instructional and
leadership practices that will have the greatest impact on
the achievement of their goals?
• Do teachers know how to measure or assess the
effectiveness of those practices?
• Do teachers know how to analyze student and system data?
• Can teachers adjust their practices in ways that will better
serve their particular population of learners?
Continuing the
Conversation
Looking Closer at
Quality Goals
and Appropriate
Assessment
Supporting
Student Goal
Setting Through
Collaboration
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/pages/pges
-field-test-districts-.aspx
• TPGES Overview from Summer Trainings,
http://education.ky.gov/teachers/hieffteach/pages/pges
--overview-series.aspx
• CIITS/EDS Resources,
https://powersource.pearsonschoolsystems.com/portal
/ciits/pges-field-test/
• Mean to an End
http://education.ky.gov/commofed/msgs/documents/
means to and end templates (5).doc
QUESTIONS
Contact Information
• cathy.white@education.ky.gov
Branch Manager, Office of Next Generation
Professionals
• monica.osborne@education.ky.gov
Effectiveness Coach, GRREC