Math Content Network Update

The Power of Mistakes

•Student Engagement

• Culture of Learning•Growth Mindset

•Congruent Tasks

Math Content Network Follow-Up

I. Implement a Formative Assessment Lessona. Bring back 5-10 pieces of student work (pre & post

assessments)

II. Collect evidence showcasing formative assessment strategies 2, 4, or 5.

a. Can be in the form of student work, lesson outline, data collected, pictures, videos, etc.

ELA Content Network Update

I. Congruent Classroom Assessment Items

II. Text-Dependent Questions

III. LDC – What Results? Scoring Student Work

IV.TPGES 3c – Student Engagement

V. Narrative Writing

What can you expect your content teachers to know?

Content Specialists’ Services

Measuring Student

Growth

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth

Proposed Multiple Measures

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

within the Teacher Professional Growth and Effectiveness System (TPGES)

Student Growth

TargetsI can explain why student growth goals are

included in the new teacher effectiveness system.

I can communicate and support the student growth goal setting process.

I can identify the current status of implementation of student growth goals in my district/school and use available resources to determine next steps.

Why Measure Student Growth?

Elementary and Secondary Education Act (ESEA) Flexibility Waiver

Past Evaluations

SeniorityHigh Level of

Principal Input

Degrees Earned

“If a goal of evaluating teachers is to ensure student learning, then student learning must be a major

part of what’s measured.”

~MET Study

MET Study Suggests …Rigorous

Classroom Observations

Student Feedback

School Working

Conditions

Pedagogical Content

Knowledge

Student Growth

MET Study

Proposed Multiple Measures

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

Student Growth Measures in Kentucky’s Field Test

State Contribution

Student Growth Percentiles –

applies to grades 4 – 8 reading & math

Local Contribution

Student Growth Goal –

applies to all teachers

Student Growth Process

Step 1Determining Needs

Determining Needs

Step one begins with looking at data to get to know your students

• Previous years’ data • Conversations with previous teachers• Formative assessment processes• Student work

This is not Baseline data used for developing a student growth goal

Getting Baseline Data

Once you know your students …

Decide upon an assessment that can provide pre-, mid-course, and post-assessment data

Step 2 Creating Goals Using

the SMART Process

SMART Goal Process

Student Growth Goal Sample Baseline Data:

Writing

Baseline data on an 8th grade school wide writing assessment utilizing the LDC argumentative writing rubric: Score: 1 2 3 4

25% 45% 30% 0%

Overall, 30% of students scored a “3” or better.

Student Growth Goal:

For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a “3” or better overall.

Includes All Students

The goal addresses growth for all students in the classroom

Based on Over-arching concepts

The goal addresses growth in over-arching skills/concepts of the content vs. simply knowledge of content

You need to KNOW your students in order to critique the

goal.

Step 3Creating and Implementing

Strategies

Step 4 Monitoring Student Progress

and Making Adjustments

Monitoring Student Progress

• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes

• Make adjustments to strategies as needed

• Goals are not adjusted; Strategies are adjusted

Step 5Determining Goal Attainment

Building Skills to Support the Student Growth Process

• Are teachers and administrators skillful collaborators?

• Can teachers write measurable goals focused on student learning?

• Are teachers knowledgeable about the instructional and leadership practices that will have the greatest impact on the achievement of their goals?

• Do teachers know how to measure or assess the effectiveness of those practices?

• Do teachers know how to analyze student and system data?

• Can teachers adjust their practices in ways that will better serve their particular population of learners?

Continuing the Conversation

Supporting Student Goal Setting Through Collaboration

Looking Closer at Quality Goals and Appropriate Assessment

How can you deepen your How can you deepen your understanding?understanding?

• Winter Summit Winter Summit –February 2013: Specific dates vary by location

(Feb 5th: BG; Feb 6th: KDV)

• Other Research-Based Resources– The Power of SMART Goals: Using Goals to

Improve Student Learning (Jan O’Neill and Anne Conzemius)

– Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (James Stronge and Leslie Grant)

• KDE Resources

–KDE Home Page• TPGES Field Test District Page,

http://education.ky.gov/teachers/hieffteach/pages/pges-field-test-districts-.aspx • TPGES Overview from Summer Trainings,

http://education.ky.gov/teachers/hieffteach/pages/pges--overview-series.aspx • CIITS/EDS Resources,

https://powersource.pearsonschoolsystems.com/portal/ciits/pges-field-test/ • Mean to an End

http://education.ky.gov/commofed/msgs/documents/means to and end templates (5).doc

QUESTIONSQUESTIONS

Contact Information

• cathy.white@education.ky.gov

Branch Manager, Office of Next Generation

Professionals

• monica.osborne@education.ky.gov

Effectiveness Coach, GRREC