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Five Steps for Setting Student Growth Goals. Facilitated by: BCPS Instructional Coaches May 1 , 2014. The Five Steps. Step 1: Determine Needs. How to Determine Needs….

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five steps for setting student growth goals

Five StepsforSetting Student Growth Goals

Facilitated by: BCPS Instructional Coaches

May 1, 2014

how to determine needs
How to Determine Needs…
  • Teachers will spend the first 4-6 weeks of school getting to know students’ abilities and formatively assessing students level of proficiency before targeting a priority area of need
which sources of evidence work best for determining student needs
Which sources of evidence work best for determining student needs?

MAP strands, DRA, etc.

Pre-Assessments

Writing Samples

(ERQ, SCR, ODW)

Multiple Choice Questions

Student Performance

Tasks

Running Records

Anecdotal Notes/

Observations

mrs smith 4 th grade teacher
Mrs. Smith: 4th grade teacher
  • She will spend the first 4-6 weeks of school collecting data.
  • Mrs. Smith finds that her students struggle in the areas of finding main ideas, paraphrasing a text, recalling main topics from the text, and sequencing.
  • After sharing her findings with her PLC, Mrs. Smith begins to group these skills under one priority area.
sprint session 1 5 minutes
Sprint Session #1(5 minutes)

Discuss at your table group:

  • What sources of data can be used to determine student need?
  • After analyzing data, how will a teacher determine a priority area of need?
  • Parking Lot
defining an enduring skill
Defining an ENDURING SKILL

Learning that

  • ENDURESbeyond a single test date,
  • is of value in other disciplines,
  • is relevant beyond the classroom,
  • is worthy of embedded, course-long focus,
  • is necessary to develop high level thinking
slide11

Sub Skills

Strategy

slide13

Sub Skill

Strategy

Disposition

sprint session 2 5 minutes
Sprint Session #2(5 minutes)

At your table group:

  • Underline the enduring skill in each example student growth goal.
  • Why does the enduring skill underlined match the criteria?
  • Parking Lot
what s next for mrs smith
What’s Next for Mrs. Smith?
  • Mrs. Smith has looked at her student needs: finding main ideas, paraphrasing a text, recalling main topics from the text, and sequencing (sub-skills).
  • She also understands enduring skills.
  • Now, she is ready to match her student needs to an enduring skill.
  • Mrs. Smith goes to her standards.
ccr ela anchor standard 2
CCR ELA Anchor Standard 2
  • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  • Mrs. Smith determines her enduring skill is “summarizing the key supporting details and ideas” because the student needs (subskills) fall under CCR Anchor Standard 2.
where to look for enduring skills
Where to look for enduring skills?
  • ELA CCR Anchor Standards
  • Mathematical Practices
  • CC Literacy Anchor Standards for History, Science and Technical Subjects
  • http://education.ky.gov/teachers/PGES/Pages/Student-Growth-Page.aspx
  • Common Core App
sprint session 3 10 minutes
Sprint Session #3(10 minutes)

At your table group:

  • Look through the enduring skills lists provided for all subject areas.
  • Discuss thoughts, ideas, questions, etc. you have about enduring skills.
  • Parking Lot
before mrs smith writes her sgg
Before Mrs. Smith writes her SGG…
  • Mrs. Smith will determine what proficiency looks like for the enduring skill at her grade level
  • She develops a summarization rubric using a progression of grade level standards to set proficiency and growth
  • She will develop her baseline assessment which is a performance task
  • After all this is complete, Mrs. Smith will administer the baseline assessment and score each student according to the rubric
  • This baseline data will be used to write her SGG
four components of the sgg
Four Components of the SGG
  • Enduring Skill
  • Growth
  • Proficiency
  • Measurement Tool

At your table group:

Identify components 2-4 in each sample SGG with the appropriate mark. (5 minutes)

mrs smith s sgg
Mrs. Smith’s SGG

For the 2014-2015 school year, 100% of my students will show growth in summarizing key ideas and details (enduring skill). Each student will improve by 2 or more levels (growth) on the summarization rubric (measurement tool). In addition, 80% of students will score proficient or above (proficiency) on the summarization rubric (measurement tool) by the end of the year.

sprint session 4 non example sggs 7 minutes
Sprint Session #4: Non-Example SGGs(7 minutes)
  • For the 2014-2015 school year, 95% of my 4th grade students will show growth in Reading as evidenced by Winter and Spring MAP RIT scores and unit assessments throughout the Spring semester.
  • For the 2014-2015 school year, 100% of my students will show growth in their understanding of the civil war. Furthermore, 100% of my students will score 95% or better on the unit test.
  • Parking Lot
mrs smith will continually assess using multiple assessment measures

Multiple Choice items

Discussion, Debates

Short answer prompts

Anecdotal notes

Observation

Products

Performances

Mrs. Smith will continually assess using multiple assessment measures:

38

sprint session 5 5 minutes
Sprint Session #5(5 minutes)

Discuss at your table group:

  • How can teachers monitor their SGG throughout the year?
  • Why use multiple measures?
  • Parking Lot
keeping the pace suggestions
Keeping the Pace Suggestions
  • Bringing student data to PLCs
  • Using student data notebooks/journals
  • Using data for team planning
  • Monday Workdays (2014-2015)
mrs smith down the stretch
Mrs. Smith down the stretch…
  • In the spring, Mrs. Smith gives a performance task and scores each individual student using the summarization rubric.
  • Mrs. Smith analyzes the data to determine if her students have met the growth and proficiency goals within her SGG for the year.
  • She will then present her data to the principal and reflect on student growth and proficiency.