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Student Growth

Student Growth. Learning Targets. I can explain the “what, why, and how” of student achievement goal setting. I can recognize, locate, and utilize appropriate data sources for the student achievement goal setting process. I can determine my student growth needs based on appropriate data.

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Student Growth

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  1. Student Growth

  2. Learning Targets • I can explain the “what, why, and how” of student achievement goal setting. • I can recognize, locate, and utilize appropriate data sources for the student achievement goal setting process. • I can determine my student growth needs based on appropriate data. • I can apply guiding questions leading to the development of a quality student growth goal. • I can apply understand the personal relevance of 5 step student growth process.

  3. Student Growth Failure Model • What would we do, how would be behave, if we wanted to ensure that the student growth measure is of absolutely no benefit to increasing student achievement in your school? • How can we guarantee that student learning will not be positively impacted as a result of the student growth goal? • How can we effectively obstruct success in this process?

  4. Why Include Student Growth Goals?

  5. Student Growth Goals • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Provide a tool for school improvement

  6. What Does The Research Say Assignments • #1 READ: “Why Teachers Matter Most: The Impact of Teachers on Student Achievement” • # 2 READ: “Should Student Achievement Be Used in Teacher Evaluation?” Consider the article title. In one brief paragraph sum up what you consider the major points of the article. Share our thoughts with with your table partners. \Table Talk: What does the research reveal about “The Power of Student Achievement Goal Setting?”

  7. Goal Setting for Student Achievement is linked to: • mastery learning • enhancing pre-requisite cognitive skills • standards-based performance assessment • standards-based instruction • data-based decision-making

  8. Student Growth Process

  9. Student growth needs assessment should involve multiple assessment data to determine the goal to target

  10. Step 1: Determining Needs • Data tells a story • Data has a face • Data has a name • Data represents lives

  11. DETERMINING NEEDS • Consideryourindividualandschoolgoals • Identify Appropriate Sources of Evidence: • KPREP/Explore/Plan/ACT • Other district/content specific student data available in your school/district • Classroom data based on beginning of the year assessment

  12. DETERMINING NEEDS • Consider your content standards • Key Concepts/processes that are developed across the year • Key Concepts/processes critical to your area • Concepts/processes difficult for students

  13. Student data + Standards Reflection = Need or focus for student growth goal

  14. Step 2: Create A specific learning goal based on pre-assessment • Focus on the identified need • Identify what you want students to accomplish by the end of the year • Identify the appropriate pre/post assessment measure

  15. Learning from Baseline Data • Does the data show high need areas that could be used for student growth goal-setting? • Are these needs appropriate for a year-/course-long student growth goal?

  16. Learning from Baseline Data • Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?

  17. Identifying the Right assessment • Target/Assessment Method Match Common Norm- Referenced Assessments Common Dept./ Level Assessments Common District Assessments LDC/MDC Products Projects Student performances Rubrics

  18. Identifying the Right assessment • Rigorous • Aligned to the standard expectations • Check verbs when looking for rigor • Comparable within/across districts • Comparable within contents • Comparable across disciplines

  19. Rigor Congruency to standards Do the measures ask students to demonstrate mastery of the identified skills, concepts or processes at the level of rigor intended in the standard?

  20. Comparable across classrooms: Teacher Reflection Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor? Do my selected measures reach the level of rigor expected across the district?

  21. School Group Activity Refer to the handout entitled “Determining Needs-Appropriate Measurement Tools for Assessing Student Progress Part 1” Working together with table partners identify possible data sources that could assist in building the foundation for the student achievement goal. This is brainstorming - there are no right or wrong answers!

  22. Zeroing in on Student Achievement DataWhat Do We Have and Need?

  23. The Sum of the Whole • Turn your handout over to the activity entitled “Determining Needs-Appropriate Measurement Tools for Assessing Student Progress Part 2” • As a table team categorize the types of assessments you listed in in part 1 of this activity into one of three categories. • One person at each table will compile the table response and list your group findings on one of the data charts that are posted around the room. • Take a brief gallery walk to add to individual handouts.

  24. Take Home: Based on this morning’s learning, what assessment data sources would be most appropriate for your school for:

  25. You Will Need • Guiding Questions for Student Growth Teacher’s • Workbook Review and Extend Taking our learning to higher levels!

  26. Student Growth Process

  27. The Process Begins-Step 1: Determine Needs • Identify the essential skills, concept and processes for my content area. • Learn about the students’ ability in my content. • Pinpoint areas of need. • Decide on sources of evidence. • Use baseline data to determine area of need for the goal.

  28. Table Activity With like content table groups use the Guiding Questions for Student Growth Teacher’s Workbook as an organizer for Step 1: Determine Needs. Workbook notes will help your begin your goal setting process when you return to your district.

  29. You will need: • Goal Setting for Student Growth Process Handout • Think and Plan Tool • Sample Student Growth Goals Review and Extend Taking our learning to higher levels!

  30. Step 2: Creating Goals Using the SMART Process

  31. Step 2: Creating Smart Goals Narrowing the data focus: A SMART goal is based on BaselineDatathat was collected and analyzed as part of Step 1.

  32. How Smart should a SMART Goal Be?

  33. SMART Goal Process for Student Growth

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

  35. A Resource Tool to Help You… STUDENT GROWTH THINK AND PLAN TOOL

  36. Student Growth Think & Plan Tool • Identify the interval of instructional time. • Identify the essential/enduring skills, concepts, and processes for your content area. • Decide on sources of evidence for your baseline data. • Specify the expected gain or growth. • Explain your rationale for the goal. • Decide on the instructional strategies for goal attainment.

  37. Is the Goal SMART? 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.

  38. You will Need the Sample Student Growth Goals Handout Review and Extend Taking our learning to higher levels!

  39. Table Talk: What happens after the goal is developed? • What should I remember as I create and implement teaching and learning strategies? • How can I monitor student progress through ongoing formative assessment? • How will I determine whether students achieved the goals? • What are my next steps?

  40. Step3: Create and implement teaching and learning strategies

  41. Step 3: Create & Implement Strategies

  42. Goal or Strategy? Goal … a statement of an intended outcome of your work: Student Learning Distinct from Strategies • Strategies = Means • Goal = End • “Did you come to Lexington or by carpool?”

  43. Step4: Monitor student progress through ongoing formative assessment

  44. Step 4: Monitoring Student Progress and Making Adjustments • Monitor both student progress toward goal attainment AND strategy effectiveness • Review the progress toward the goal with the principal. • Make adjustments to strategies as needed

  45. Step 5: Determine whether students achieved the goals

  46. Step 5: Determining Goal Attainment Did students improve? Did the teacher meet the learning goal he/she established in Step 2?

  47. Complete Step 3, 4, and 5 of the Student Growth Process Planning Organizer Review and Extend Taking our learning to higher levels!

  48. How will you apply your Learning?

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