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Student Growth Developing Quality Growth Goals STEPS 3-4-5. Teacher Professional Growth & Effectiveness System (TPGES). 4. Assessment Literacy & Student Growth Lync. Student Growth STEPS 3,4,5 Lync. Overview of Student Growth. Student Growth STEP 2 Lync. Student Growth STEP 1

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Student growth developing quality growth goals steps 3 4 5
Student Growth Developing Quality Growth Goals STEPS 3-4-5

Teacher Professional Growth & Effectiveness System (TPGES)

4


Student growth series

Assessment Literacy & Student Growth

Lync

Student Growth

STEPS 3,4,5

Lync

Overview of Student Growth

Student Growth

STEP 2

Lync

Student Growth

STEP 1

Lync

Student Growth Series

5


Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

6


Proposed multiple measures

State Contribution:

Student Growth %

Local Contribution:

Student Growth Goals

Proposed Multiple Measures

All measures are

supported through

evidence.

7


Targets

I can apply guiding questions to implement student growth goal-setting.

I can determine effective teaching & learning strategies to support students’ goal attainment.

I can implement strategies and monitor student progress toward goal attainment as a recursive process.

I can determine goal attainment.

Targets

8


Student growth process
Student Growth Process goal-setting.

9


Determine needs

Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards.

Determine what mastery of those skills, concepts & processes looks like.

Pinpoint areas of need.

Determine needs.

10


Decide on sources of evidence
Decide on sources of evidence. processes for your content area for your content/grade-level standards.

Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need?

11


Sources of evidence for student growth goal setting must be

Rigorous processes for your content area for your content/grade-level standards.–

Comparable across classrooms –

Sources of evidence for student growth goal setting must be. . .



Step 2 create goal
Step 2: Create goal rigorous and comparable.

14


Components of a quality student growth goal

Meets SMART criteria rigorous and comparable.

Includes growth statement/target

Includes proficiency statement/target

Components of a Quality Student Growth Goal

15


Smart goal process for student growth
SMART Goal Process for rigorous and comparable.Student Growth

16


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 argumentation rubric.Furthermore 80% of students will score a 3 or better overall.

Goal Sample

23



Strategies are… measurable progress in

the how tolink between goal context and goal attainment.

how learning and school improvement happen.

Dr. James Stronge

WHY?

18


STEP 3: measurable progress in

Start by deciding on Instructional Strategies for Goal Attainment.

19


Carefully chosen strategies are

supported by research measurable progress in

developmentally appropriate

appropriate for the

subject matter

Dr. James Stronge

Dr. James Stronge

Carefully chosen strategies are…

20


35 measurable progress in


ASK YOURSELF… measurable progress in

How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal?

21


Unpacking a

Student Growth measurable progress in

Unpacking a


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 argumentation rubric. Furthermore 80% of

students will score a 3 or better overall.

Goal Sample

23


24 measurable progress in


Selecting strategies for our sample goal

Engaging students in discussions, debates, and collaborative conversations

Teaching students how to use graphic organizers to delineate arguments, plan their own arguments and give peer feedback

Selecting Strategies for our Sample Goal

25


NEXT, ASK YOURSELF… conversations

What resources and supports do I need to implement these strategies with my students?

26


Multiple resources supports
Multiple Resources & Supports conversations

Research–based Strategies:

Professional Publications & Webinars

Collaboration with Others

>Online Resources &

Communications

>CIITS Resources

27


28 conversations


29 conversations


1 conversations

4

3

2

30


31 conversations


TRANSCRIPT conversations

REFLECTION

APPLIES IN MULTIPLE CONTENT AREAS

32



Collaborative conversations

with other teachers conversations

Collaborative Conversations

 with your principal


35 conversations



Plan for progress monitoring

How and when will I monitor progress towards the SGG throughout the year/course?

What formative assessment processes will I use for progress monitoring?

Plan for Progress Monitoring

37


Assess how formatively

Multiple Choice items throughout the year/course?

Discussion, Debates

Short answer prompts

Anecdotal notes

Observation

Products

Performances

Assess How?Formatively!

38


Goal sample from any content area

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.

Goal sample from any Content Area

40


41 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.


35 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.


How will i involve students in progress monitoring
How will I involve students in progress monitoring? 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.

Engage Students

42


From 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. Classroom Assessment for Learning: doing it Right – Using it Well

43


44 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.


How will feedback occur regularly to move students forward in their learning
How will feedback occur 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. regularly to move students forward in their learning?

45


Reflecting on progress a formal look

How are students doing in meeting the goal? Are they progressing enough to meet the goal by the end of the course/year?

How are the instructional strategies working? Do I need to adjust my instructional strategies?

Reflecting on Progress: A Formal Look

46


Step 5 determining goal attainment
Step 5: progressing enough to meet the goal by the end of the course/year?Determining Goal Attainment


Post data

Proficiency progressing enough to meet the goal by the end of the course/year?

Post-Data

Growth


Goal sample

For the 2011-2012 school year, progressing enough to meet the goal by the end of the course/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.

Goal Sample

49


50 progressing enough to meet the goal by the end of the course/year?


Students progressing enough to meet the goal by the end of the course/year?


Teacher practice
Teacher Practice progressing enough to meet the goal by the end of the course/year?


Collaborative conversations1

--with your principal progressing enough to meet the goal by the end of the course/year?

Collaborative Conversations

--with other teachers


Professional Learning progressing enough to meet the goal by the end of the course/year?


Just in time professional learning

PD 360 progressing enough to meet the goal by the end of the course/year?

“Just in Time” Professional Learning

55


Next steps

1. Use the guiding questions to begin thinking about your content and sources of evidence you might use to identify areas of need.

2. Stay tuned: Participate in the follow-up PGES Office Hours and future Lync sessions.

Next steps . . .

56


Targets1
Targets content and sources of evidence you might use to identify areas of need.

  • I can apply guiding questions to implement student growth goal-setting.

  • I can determine effective teaching & learning strategies to support students’ goal attainment.

  • I can implement strategies and monitor student progress toward goal attainment as a recursive process.

  • I can determine goal attainment.

57


QUESTIONS content and sources of evidence you might use to identify areas of need.

58


Contact information

[email protected] content and sources of evidence you might use to identify areas of need.

Branch Manager, Office of Next Generation

Professionals

[email protected]

Contact Information

59


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