Teacher Evaluation Institute July 23, 2013

1. Virginia Department of Education Division of Teacher Education and Licensure Teacher Evaluation InstituteJuly 23, 2013 Roanoke

2. Student Achievement Goal Setting Foundational Tools and Techniques

3. Why Consider Student Achievement Goal Setting? The Uniform Performance Standards and Evaluation Criteria incorporate student academic progress as 40 percent of a teacher’s evaluation. For about 30 percent of teachers, student growth percentiles will be available. For about 70 percent of teachers, other measures of academic progress will need to be identified.

4. Focuses on student results Explicitly connects teaching and learning Improves instructional practices and teacher performance Serves as a tool for school improvement What are the purposes ofStudent Achievement Goal Setting?

5. Goal-Setting Process Step 2: Create specific learning goals using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies

6. Step 1: Determine Needs Step 2: Create specific learning goals using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies

7. Teacher P • Middle school history and social science teacher • Focus area for the goal: U.S. History II

8. Determining Needs • Use the data for Teacher P. • What student needs are suggested by the data? • What instructional needs are suggested by the data?

9. Teacher P: U.S. History II Baseline Data

10. Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

11. Step 2: Create Goals Step 2: Create specific learning goals using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies

12. Goal… a statement of an intended outcome of your work: Student Learning Distinct from Strategies Strategies = Means Goal = End What is a Student Achievement Goal?

13. Progress (Growth) vs. Achievement Goals PROGRESS/ GROWTH Students will score X% greater on the post-test than on the pre-test. OR Students will increase their performance by X performance level on the rubric. ACHIEVEMENT X% of students will achieve a score of X or higher.

14. What makes goals SMART? • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound

15. Teacher P (U.S. History II)Evaluate: Is this goal SMART? • Goal Statement: • During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. • Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound

16. Does the goal focus on one content area or specific knowledge and/or skills in that content area? Does the goal focus on the needs of ALL groups of learners? SPECIFIC

17. Teacher P (U.S. History II)Evaluate: Is this goal specific? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II by improving their knowledge in order to become productive citizens. • Goal Statement: • During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. • Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Yes No

18. MEASURABLE • Has an appropriate instrument been chosen to measure the goal? • Can goal attainment be measured by the Standard 7 Student Achievement Goal-Setting Rubric?

19. Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

20. Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

21. Teacher P (U.S. History II)Evaluate: Is this goal measurable? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice assessment. All students will improve their pre-assessment scores by at least 40 percentage points on the post-assessment. • Goal Statement: • During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. • Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Yes No

22. APPROPRIATE • Is it within the teacher’s control to affect change?

23. Teacher P (U.S. History II)Evaluate: Is this goal appropriate? Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II by improving their knowledge in order to become productive citizens. • Goal Statement: • During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. • Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Yes No

24. REALISTIC, but RIGOROUS • Is the goal feasible? • Is it a “stretch” goal? • Does it use the “Goldilocks Principle?”

25. Teacher P (U.S. History II)Evaluate: Is this goal realistic? • Goal Statement: • During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. • Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Goal Statement: During the course of this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice assessment. All students will improve their pre-assessment score by at least 20 percentage points on the post-assessment. Yes No

26. Balancing Realism and Rigor • Consider cut scores from Virginia Department of Education (or from other assessments) • 22 out of 40 items = pass/proficient • 34 out 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 students’ backgrounds • How much growth have students historically made in this subject?

27. TIME-BOUND • Is the goal contained to a single course or school-year?

28. Teacher P (U.S. History II)Evaluate: Is this goal timebound? Goal Statement: All students will make measurable progress in U.S. History II to become lifelong learners and productive citizens who understand and analyze the past and apply it to affect the present. • Goal Statement: • During this school year, all students will make measurable progress in U.S. History II as determined by the division-developed multiple choice and essay assessment. Students will improve as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve by 55 percentage points on the post-assessment. • Students scoring 55 percent and higher on the pre-assessment will improve their scores by 30 percentage points on the post assessment. Yes No

29. Things to Consider

30. Things to Consider

31. Questions • What is clear to you about creating goals using the SMART criteria? • What is unclear to you about creating goals using the SMART criteria?

32. Whole-group goals Tiered goals Individual goals Major Types of Goals

33. 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 need to be developed.

34. Example Baseline DataSpanish I Assessment: Number of Students Scoring at Each Range

35. Example Goal • During the course of this school year, 100 percent of students will make measurable progress in Spanish I as measured by the division-developed assessment. All students will improve their pre-assessment score by 65 percentage points on the post-assessment.

36. Tiered Goals • The pre-assessment used to determine baseline data reports results in percentages or provide 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 need to be developed.

37. Example Baseline DataScience Assessment: Number of Students Scoring at Each Level

38. Example Goal • During the course of this school year, 100 percent of students will make measurable progress in science as measured by the division-developed assessment. Students will improve their scores as follows: • Students scoring between 0 and 30 percent on the pre-assessment will improve their scores by 40 percentage points on the post-assessment. • Students scoring between 35 to 50 percent on the pre-assessment will improve their scores by 35 percentage points on the post-assessment. • Students scoring between 55 to 70 percent on the pre-assessment will improve their scores by 30 percentage points on the post-assessment.

39. Individualized Goals • The pre-assessment used to determine baseline data reports results in percentages or provide levels of performance • Used for smaller groups of students with a variety of readiness levels and background knowledge • Acceptable amounts of progress are often dependent on students’ historical academic performances

40. Example Data and Goal for K-3 Self-Contained Special Education Classroom For the 2012-2013 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:

41. Questions • What is clear to you about the major types of goals? • What is unclear to you about the major types of goals?

42. Step 3: Create Instructional Strategies Step 2: Create specific learning goals using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies

43. Teacher P Instructional Strategies How do these strategies support the challenges noted from the baseline data? Exit cards contain 1-3 questions on the lesson’s content to assess students’ mastery of the material.

44. Step 4: Monitor Progress Step 2: Create specific learning goals using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies

45. Teacher P: U.S. History II Midyear Data

46. Teacher P: U.S. History II Midyear Data

47. Percentage of Questions Answered Correctly by All Students in Each Reporting Category (Class Average)

48. Step 5: Determine Goal Achievement Step 2: Create specific growth goals using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the goal Step 3: Create and implement teaching and learning strategies

49. Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric

50. Rating Teacher Performance on Standard 7 Using the Student Achievement Goal-Setting Rubric