Student Growth Developing Quality Growth Goals STEPS 3-4-5

1. Student Growth Developing Quality Growth Goals STEPS 3-4-5 Teacher Professional Growth & Effectiveness System (TPGES) 4

2. 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

3. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 6

4. State Contribution: Student Growth % Local Contribution: Student Growth Goals Proposed Multiple Measures All measures are supported through evidence. 7

5. 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

6. Student Growth Process 9

7. 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

8. Decide on sources of evidence. 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

9. Rigorous – Comparable across classrooms – Sources of evidence for student growth goal setting must be. . .

10. It is the alignment to standards that make our measures both rigorous and comparable.

11. Step 2: Create goal 14

12. Meets SMART criteria Includes growth statement/target Includes proficiency statement/target Components of a Quality Student Growth Goal 15

13. SMART Goal Process for Student Growth 16

14. 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

15. Step 3: Create & Implement Teaching & Learning Strategies 17

16. Strategies are… the how tolink between goal context and goal attainment. how learning and school improvement happen. Dr. James Stronge WHY? 18

17. STEP 3: Start by deciding on Instructional Strategies for Goal Attainment. 19

18. supported by research developmentally appropriate appropriate for the subject matter Dr. James Stronge Dr. James Stronge Carefully chosen strategies are… 20

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20. ASK YOURSELF… How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal? 21

21. Student Growth Unpacking a

22. 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

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24. 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

25. NEXT, ASK YOURSELF… What resources and supports do I need to implement these strategies with my students? 26

26. Multiple Resources & Supports Research–based Strategies: Professional Publications & Webinars Collaboration with Others >Online Resources & Communications >CIITS Resources 27

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31. TRANSCRIPT REFLECTION APPLIES IN MULTIPLE CONTENT AREAS 32

32. Application in multiple areas 33

33. with other teachers Collaborative Conversations  with your principal

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35. Step 4: Monitor student progress 36

36. 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

37. Multiple Choice items Discussion, Debates Short answer prompts Anecdotal notes Observation Products Performances Assess How?Formatively! 38

39. 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

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42. How will I involve students in progress monitoring? Engage Students 42

43. From Classroom Assessment for Learning: doing it Right – Using it Well 43

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45. How will feedback occur regularly to move students forward in their learning? 45

46. 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

47. Step 5: Determining Goal Attainment

48. Proficiency Post-Data Growth

49. 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 49

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