1 / 123

Supporting Teachers in the PGES Student Growth Goal Component

Supporting Teachers in the PGES Student Growth Goal Component. What Principals Most Need to Know. Presenter Dr. Lauri Leeper. Warm-Up. Which of these BEST represents your feeling on using measures of student progress (Student Growth Goals) as a part of teacher evaluation?.

gizi
Télécharger la présentation

Supporting Teachers in the PGES Student Growth Goal Component

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Supporting Teachers in the PGES Student Growth Goal Component What Principals Most Need to Know Presenter Dr. Lauri Leeper

  2. Warm-Up Which of these BEST represents your feeling on using measures of student progress (Student Growth Goals) as a part of teacher evaluation? Milk bottle knock ‘em down game Ferris wheel Roller coaster Bumper cars

  3. Today’s Objectives • Leave in a better position to understand: • the complexities of getting SGGs right, • the importance of getting SGGs right, and • the support that teachers need to do it right. • Realize that there are two ways to implement SGGs: • as a state add-on requirement – letter of the law, or • properly and fully as a catalyst for deep and rich teacher and school improvement. Handout 2

  4. Which of these do effective teachers do? …plus one! • Assess students to determine their instructional levels and clarify their academic needs • Set instructional goals for students • Design strategies and identify resources to address identified needs • Monitor and assess student progress throughout the school year and adjust instruction accordingly • Work cooperatively with colleagues to share professional expertise • Formalize this process so that the teacher’s effectiveness can be documented and acknowledged Handout 2

  5. Focus on Student Results Why Student Growth Goals? Handout 2 SGG 101 Guide - pages 4-9

  6. Explicitly Connect Teaching and Learning Why Student Growth Goals? Handout 2 SGG 101 Guide - pages 4-9

  7. Improve Instructional Practice Why Student Growth Goals? Handout 2 SGG 101 Guide - pages 4-9

  8. Serves As a Tool for School Improvement Why Student Growth Goals? Handout 2 SGG 101 Guide - pages 4-9

  9. What does research say about student growth goals and student achievement?

  10. Review of Research: Two Facts and a Fib 18-41 percentage point gains when teachers set and communicate clear goals for learning Formative assessment in the classroom can result in increases in student learning up to half a grade level Schools that show multiple years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decisions   2 grade levels  Handout 3

  11. Review the studies that support student growth goals. Which ones resonate with you? Why? Discuss these with your table mates. What does research say about student growth goals and student achievement? Handout 3-4

  12. The Student Growth Goal Process Handout 4 SGG 101 Guide - pages 4-9

  13. Is your cholesterol at goal? • What is the need? • What is the goal? • What are we going to do to get to the goal? • How are we going to know if we are making progress toward the goal? • How will we know if we met the goal?

  14. Student Growth Goal Process Step 2: Create specific SGG based on pre-assessment. Step 4: Monitor progress through ongoing formative assessment. Step 1: Determine needs. Step 5: Determine whether the students attained the goal. Step 3: Create and implement teaching and learning strategies. SGG 101 Guide – page 12 Handout 4

  15. Step 1: Determine Needs Step 2: Create specific SGG based on pre-assessment. Step 4: Monitor progress through ongoing formative assessment. Step 1: Determine needs. Step 5: Determine whether the students attained the goal. Step 3: Create and implement teaching and learning strategies. Handout 4

  16. A. Determine your focus. STEP 1: Determine Needs SGG 101 Guide - page 13 Simulation – 34-35 Handout 4

  17. Determine Your Focus • Which subject(s) or class(es) will you choose? • How broad/narrow will your focus be? • What are the enduring skills in the content area? KDE has identified Enduring Skills examples for the following content areas (TPGES Student Growth – published 8/1/2014) Reading Writing Speaking and Listening Social Studies Science Mathematics Reading Foundational Skills Music Health Physical Education World Languages Art CTE SGG 101 Guide - page 13 Handout 4-5

  18. How do we determine focus? • Data from previous years • Rising students’ previous scores • Trend data for grade level/subject area • Curricular needs • District vision or mission • Other Handout 5

  19. Sunshine Middle School:6th Grade Math • Four 6th grade math teachers • Beginning of each year, they analyze the combined 5th grade end-of-year assessment results from elementary-feeder schools Handout 5

  20. Sunshine Middle School - Grade 6 Use the Grade 5 End of Year Assessment Combined Results • What trends and patterns do you notice? • What implications does this have for 6th grade mathematics instruction? Handout 5-7

  21. B. Choose the assessment(s) to measure your focus. STEP 1: Determine Needs SGG 101 Guide - page 13 Simulation - pages 34-35 Assessments – pages 42-63 Handout 7

  22. How Do We Determine What Pre- Assessments to Use? • Emphasis on tests with higher validity and reliability • Must be able to show progress in skills or content • What is already in place? Assessment examples on pages 8-10 Handout 7

  23. Sunshine Middle School Grade 6 Math Teacher Teacher Example: Emma Euclid

  24. Rationale for Student Growth Goal Reviewed Grade 5 End of Year Assessment Combined Results for feeder schools. Determined: • upcoming students generally do well with computation and estimation, • strand analysis shows difficulty with other subject areas that use problem-solving, and • baseline data analysis indicates students especially struggle with open-ended, or short answer questions. Problem solving will be our focus for this SGG. Handout 11

  25. Baseline Data • Administered grade-level appropriate word problem. • Graded student responses using the Mathematics Problem Solving rubric. • Analyzed results. Handout 11-14

  26. Example Baseline Problem Ms. Lewis bought two MP3 albums for $13.35 each and three DVDs for $11.99 each. These prices include tax. She gave the cashier $75.00. How much change should Ms. Lewis have? Why choose this problem? • From example practice 5th grade assessment • Can be solved in a variety of ways • Can be represented visually Handout 11-14

  27. Example Baseline Prompts • Create a visual representation of this problem. • Which operations will you use to solve this problem? How do you know? • Solve the problem. Justify each step (explain why you do it). • How do you know your answer is correct? • Can this problem be solved another way? If yes, explain how. • Explain another instance in which you would need to use the same skills to solve a different type of problem. Handout 14

  28. Grading and Disaggregating the Data • Each student was assigned a random number to identify their assessment, rather than using their names. • As a team, we graded 10 random assessments to determine consistency in rubric application. • We then randomly distributed the assessments and each graded approximately 25 assessments. • We sorted the assessments into three equal groups across the grade level: Intensive, Benchmark, and Advanced. Handout 14

  29. Baseline Data • Look at individual student baseline data. • Look at class average by instructional component. • What challenges will Emma see this year? Handout 15-16

  30. Baseline Data Handout 16

  31. Baseline Data: Disaggregated Averages by Component and Level Handout 16

  32. Step 1: Determine Needs Teacher Action Steps for Step 1. A. Determine focus B. Choose assessment(s) to measure focus area. To Do: • With your table mates, discuss consideration/concerns and brainstorm specific actions you can take to support teachers in Step 1. (What, Why, Who, When, and How) • Consider both A and B. • Be prepared to share out. Handout 17-18

  33. Step 2: Create the Student Growth Goal Step 2: Create specific SGG based on pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the SGG Step 3: Create and implement teaching and learning strategies SGG 101 Guide - pages 13-14 Simulation – pages 35-37 Handout 19

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

  35. KDE Requirements for SGGs • Must have a proficiency/achievement component • Must have a growth component • Must be SMART Handout 19

  36. Which picture represents achievement?Which represents progress?

  37. 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. Progress (Growth) vs. Achievement (Proficiency) SGGs ACHIEVEMENT/ PROFICIENCY X% of students will achieve a score of X or higher. Handout 19

  38. Specific Measurable Appropriate Realistic Time-bound What Makes SGGs SMART? SGG 101 Guide – pages 19-20 Handout 19

  39. SPECIFIC • The goal addresses student needs within the content. • The goal is focused on a specific area of need (enduring skill). Handout 20

  40. Appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. MEASURABLE Handout 20

  41. The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. APPROPRIATE Handout 20

  42. The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. REALISTIC Handout 20

  43. The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. TIME-BOUND Handout 20

  44. Example SMART SGG During the current school year, every student will make measureable progress in mathematical problem solving, as measured by the district rubric. Students will improve their scores as follows: • All students will improve by at least one level. • Students at Level zero will increase by two levels. • Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level. Seventy percent of students will be at Level 2 by year’s end. • SMART SGGs are: • Specific • Measurable • Appropriate • Realistic • Time-bound Handout 20

  45. Example SMART SGG: Specific During the current school year, all students will make measurable progress in mathematical problem solving as measured by the district rubric. Students will improve their scores as follows: • All students will improve by at least one level. • Students at Level zero will increase by two levels. • Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level. Seventy percent of students will be at Level 2 by year’s end. Handout 20

  46. Example SMART SGG: Measurable During the current school year, all students will make measurable progress in mathematical problem solving as measured by the district rubric. Students will improve their scores as follows: • All students will improve by at least one level. • Students at Level zero will increase by two levels. • Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level. Seventy percent of students will be at Level 2 by year’s end. Handout 20

  47. Example SMART SGG: Appropriate During the current school year, all students will make measurable progress in mathematical problem solving as measured by the district rubric. Students will improve their scores as follows: • All students will improve by at least one level. • Students at Level zero will increase by two levels. • Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level. Seventy percent of students will be at Level 2 by year’s end. Handout 20

  48. Example SMART SGG: Realistic During the current school year, all students will make measurable progress in mathematical problem solving as measured by the district rubric. Students will improve their scores as follows: • All students will improve by at least one level. • Students at Level zero will increase by two levels. • Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level. Seventy percent of students will be at Level 2 by year’s end. Handout 20

  49. Example SMART SGG: Time-bound During the current school year, all students will make measurable progress in mathematical problem solving as measured by the district rubric. Students will improve their scores as follows: • All students will improve by at least one level. • Students at Level zero will increase by two levels. • Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level. Seventy percent of students will be at Level 2 by year’s end. Handout 20

More Related