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FOUNDATIONS of Student Growth Goal Setting proficiency and Sources of Evidence

FOUNDATIONS of Student Growth Goal Setting proficiency and Sources of Evidence. What does proficiency look like? How will I know my students have reached it?. Connecting Content to Student Needs. Foundations for identifying content. Previously….

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FOUNDATIONS of Student Growth Goal Setting proficiency and Sources of Evidence

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  1. FOUNDATIONS of Student Growth Goal Settingproficiency and Sources of Evidence What does proficiency look like?How will I know my students have reached it?

  2. Connecting Content to Student Needs Foundations for identifying content

  3. Previously… You learned how to identify enduring learning.

  4. Think and Plan Tool Continue here!

  5. EDS Connections

  6. EDS Connections

  7. Questions to ask about proficiency • What does it look like for students to be performing at proficiency level on these skills, concepts, and processes? • How do I know? Think & Plan Tool Questions!

  8. Handout 8

  9. Enduring Skills to Grade Level Standards Review grade level cluster headings Identify the grade-level standards that align with the enduring skills you identified

  10. What does proficiency look like? For each enduring skill, after identifying the standards that align, discuss: What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards?

  11. Sources of Evidence • Is there a rubric that describes proficiency? • What assessments are available that allow students to demonstrate proficiency? • Are these assessments congruent to the proficiency expectations you outlined? • Do assessment items need revision to improve congruency? • What assessments need to be found or created that allow students to demonstrate proficiency?

  12. Handout

  13. Work through your identified enduring skills identifying: • Proficiency • Sources of Evidence • REMEMBER: • You will want a list to choose from when you match your student needs to the content focus! • Revise this list as you teach this year. • This list can be used for other purposes beyond student growth goal setting.

  14. Review your organizer • Which identified enduring learning do you have strong sources of evidence? • Which learning will you need to find/create sources of evidence? • Discuss • How you can revise this list throughout the year as you work with students? • How you can use this list to focus your instruction?

  15. Student Growth Goal Setting Processhttp://mediaportal.education.ky.gov/educator-effectiveness/professional-growth-and-effectiveness/2014/02/student-growth-goal-setting-process/Student Growth Goal Setting Resourceshttp://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx Resources

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