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Student Learning Targets as a Measure of Teacher Effectiveness

Student Learning Targets as a Measure of Teacher Effectiveness. Delivered by: Marie McMillen Eddie Campbell Brenda McGown. Prepared for South Dakota Education Professionals July 30 – August 2, 2013 . What do you see as the benefits and challenges of student learning targets?. BENEFITS.

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Student Learning Targets as a Measure of Teacher Effectiveness

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  1. Student Learning Targets as a Measure of Teacher Effectiveness Delivered by: Marie McMillen Eddie Campbell Brenda McGown Prepared for South Dakota Education Professionals July 30 – August 2, 2013

  2. What do you see as the benefits and challenges of student learning targets? BENEFITS CHALLENGES

  3. Training Targets • I understand the student learning target creation process and its impact on student learning. • I can write, implement, and monitor a learning target written in SMART goal format that is appropriate for measuring long-term student growth. • I can help others work through the design and use of student learning targets.

  4. Multiple Measures of Teacher Effectiveness All measures are supported by evidence and artifacts.

  5. Why Use Student Learning Targets? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practice and teacher effectiveness • Tool for school improvement

  6. Using SLTs to Measure Student Growth Step 1: Developing Student Learning Targets The process begins with attaching structure to student learning expectations. Teachers or groups of teachers are responsible for developing SLTs but the principal’s guidance throughout the process is valuable. Four Questions to Consider 1. What do I most want my students to know and be able to do? Identify the core concepts and standards 2. Where are my students starting? Gather then analyze data to determine how well prepared students are to learn core concepts and standards • What assessments are available? Select or Develop an assessment Select or develop an appropriate assessment to measure student learning and growth • What can I expect my students to achieve? Leads to development of student growth targets with a strong rationale supporting why the targets are appropriate

  7. Using SLTs to Measure Student Growth Step 2: SLT Approval by the Evaluator Once developed, the SLT must be approved as the official measure of student growth for the evaluation period. This should be done early in the school year. Submitting the SLT to the evaluator prior to any face-to-face meeting will provide him/her time to review the goal and offer any feedback needed to strengthen the goal.

  8. Initial Collaborative Learning Target Conference

  9. Using SLTs to Measure Student Growth Step 3: Ongoing Communication During the Instructional Period The evaluator and teacher should be in contact throughout the year to determine progress toward the goal(s) and whether any accommodations are necessary. This is especially important during early stages of SLT implementation. Feedback may occur electronically or as part of other evaluation-related meetings, i.e. post-observation conferences.

  10. Using SLTs to Measure Student Growth Step 4: Preparing for the Summative Conference Discussion of teacher’s student growth rating takes place during a summative conference at the end of the evaluation period. To prepare for this conference, teachers should assemble, organize and deliver to the evaluator evidence of student growth.

  11. Student Growth Process SD Step 1: Developing Student Learning Targets SD Step 3: On going communication SD Step 2: Administrative Approval SD Step 4: Summative Conference

  12. Relationship Among Student Growth Process, SD Steps, and SD Framework for Teaching

  13. Step 1: Determining Needs

  14. Appropriate Needs Assessment You must get the needs assessment correct to get the goal correct. The needs assessment must generate relevant student data. Selected assessments must produce comparable data at beginning and ending of year/course.

  15. Step 2: Creating Student Learning Targets Using the SMART Process

  16. SMARTA Format for Developing SLTs

  17. SMART SLTs for Measuring Student Growth SMART Goal:

  18. SMART SLTs for Measuring Student Growth Context: (describe assessment and determination of need) SMART Goal:

  19. SMART SLTs for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? Context: SMART Goal:

  20. Specific To be specific, the goal should state exactly what content is to be addressed. The content should be tied directly to the standards for this grade and subject.

  21. SMART SLTs for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? Context: SMART Goal:

  22. Measurable Measures are stated by increases in: rate, percentage, number, level of benchmark, level of performance, rubric standards, or juried level of standard.

  23. SMART SLT for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? Context: SMART Goal:

  24. Appropriate To be appropriate, the goal should be directly related to the subject, to the standard(s), and to the students. The goal is within the teacher’s realm of influence in the classroom.

  25. SMART SLTs for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? Context: SMART Goal:

  26. Realistic/Rigorous Realistic goals are rigorous and should stretch the outer bounds of what is attainable. Realistic goals are not easy goals.

  27. SMART SLTs for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? Context: SMART Goal:

  28. Time-bound The goal has a time frame for accomplishing the measurable target. Ongoing progress monitoring provides data for adjusting the learning experience toward the goal. Data is collected between 2 points in time, as close to beginning and ending of course as possible.

  29. SMART SLTs for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all students? Context: SMART Goal:

  30. Includes All Students The goal addresses growth for all students in the classroom.

  31. SMART SLTs for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all students? • Comparable across classrooms? Context: SMART Goal:

  32. Comparable across classrooms The measures ensure that students are being measured with instruments and processes of comparable rigor across similar classrooms. Based on the data, rigor of goals is comparable across similar classrooms.

  33. Model the SMART SLT Activity

  34. SMART SLT for Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all student? • Comparable across classrooms? Context: Elementary Art Baseline data show that less than 1% of my students met the benchmark (80% score) on the art assessment developed by the district. Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school. SMART Goal: By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.

  35. By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. • Specific? • Measurable • Appropriate? • Realistic? • Time-bound? • Standards based? • Rigorous? • Appropriate assessment? • Data between 2 points in time? • Comparable across classrooms? • Includes all students?

  36. How SMART is this SLT? By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. • Specific? yes • Measurable? yes, based on pre and post assessments • Appropriate? it is in the teacher’s realm of control • Realistic? • Time-bound? by end of school year • Standards based? assume the dist. assessment is standards based • Rigorous? Yes,if 80% stretches the outer bounds of attainable • Appropriate assessment? if the district assessment is based on state or national standards • Data between 2 points in time? not stated, but probably understood that baseline was set in beginning of year • Comparable across classrooms? district assessment ensures comparable assessment, but not sure if goal is comparable across classrooms. • Includes all students? all students are included in the assessment, but the two students already at benchmark are not addressed and there is no growth expectation for the other 20%.

  37. Original SMART SLT: By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. Revised SMART SLT: By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

  38. Directions for activity • Stand up, walk at least 10 steps to find a person you have not talked with today. Be sure to take the SMART Goal handout with you. • Together, answer the check list questions. • Rewrite the provided Student Learning Target if can be improved. • Share out. • Repeat until all goals have been reviewed.

  39. SMART SLT for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all student? • Comparable across classrooms? Context: 4th Grade Reading STAR data reveals that 58% of students are reading on or above grade level. SMART Goal: For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.

  40. For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. • Specific? • Measurable? • Appropriate? • Realistic? • Time-bound? • Standards based? • Rigorous? • Appropriate assessment? • Data between 2 points in time? • Comparable across classrooms? • Includes all students?

  41. How SMART is this SLT? For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. • Specific? yes • Measurable? yes, based on pre and post assessments • Appropriate? it is in the teacher’s realm of control • Realistic? Highly unlikely,butdependent on the pre-assessment data of the other 42% of students • Time-bound? by end of school year • Standards based? STAR is standards based • Rigorous? add a stretch goal for the 58% who are already at grade level • Appropriate assessment? yes • Data between 2 points in time? yes, beginning and ending STAR assessments are referenced • Comparable across classrooms? district assessment • Includes all students? all students are measured, but there is no growth expectation for the 58% already at grade level

  42. Original SMART SLT: For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. Revised SMART SLT: For the current school year, all90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.

  43. SMART SLT for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all student? • Comparable across classrooms? Context: High School Science As a pretest, biology students evaluated an experiment and I scored their performance using a 4-level scientific rubric in which a core of 3 signifies proficiency. Question/Hypothesis – 2 Investigation Design – 1.5 Methods of Data Collection – 1.5 Data Analysis – 1.5 SMART Goal: During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.

  44. During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment. • Specific? • Measurable? • Appropriate? • Realistic? • Time-bound? • Standards based? • Rigorous? • Appropriate assessment? • Data between 2 points in time? • Comparable across classrooms? • Includes all students?

  45. How SMART is this SLT? During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment. • Specific? yes • Measurable? yes, based on pre and post assessments • Appropriate? it is in the teacher’s realm of control • Realistic? yes • Time-bound? by end of school year • Standards based? Is this standards content? • Rigorous? What about students already at the 3 level? Are all of the benchmark and goal scores averages? What about all indiv. student growth? • Appropriate assessment? Not sure if this is a district rubric. It should be or at least aligned beyond the single classroom teacher. • Data between 2 points in time? yes • Comparable across classrooms? Not mentioned • Includes all students? all students are included in assessment, but only as part of the averages for benchmark and goals.

  46. Original SMART SLT: During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment. Revised SMART SLT: During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation, as measured on the district scientific investigation rubric. The average performance score for all will be at the 3 level in all 4 areas on the post performance assessment.

  47. SMART SLT for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all student? • Comparable across classrooms? Context: Middle School Special Education The Woodcock-Johnson test was administered in August. The baseline data how that all the students are reading below grade level. The range of grade equivalency is 1.2 to 5.7. SMART Goal: For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.

  48. For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years. • Specific? • Measurable? • Appropriate? • Realistic? Time-bound? • Standards based? • Rigorous? • Appropriate assessment? • Data between 2 points in time? • Comparable across classrooms? • Includes all students?

  49. How SMART is this SLT? (For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.) • Specific? yes • Measurable? yes, based on pre and post assessments • Appropriate? it is in the teacher’s realm of control • Realistic? yes • Time-bound? yes • Standards based? nationally validated? • Rigorous? Is 1.5 average growth rigorous? Should measurable progress be specified for all students? • Appropriate assessment? ? • Data between 2 points in time? yes • Comparable across classrooms? yes, it is standardized nationally • Includes all students? all students are included

  50. Original SMART SLT: For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years. Revised SMART SLT: For the current school year, all students will show measurable progress on the Woodcock-Johnson. will increase their score by ___ years and the average The students will increase of their Woodcock-Johnson score by an average of will be 1.5 years.

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