Student Growth Goals

Report
Student Growth Goals
Sorting it out
Overarching
Goal
2
Learning Intentions
1. Understand the characteristics of a
proficient Student Growth Goal (SGG).
2. Identify learning content of a SGG at the
right “grain size”.
3. Understand the characteristics of the
target portion of a SGG.
4. Implement the OSPI SGG Template
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Student Growth RCW28A.405.100
• Student growth data:
– relevant to the teacher and subject matter must be a factor in the
evaluation process and must be based on multiple measures that can
include classroom-based, school-based, district-based, and statebased tools.
– Student growth data elements may include the teacher's
performance as a member of a grade-level, subject matter, or other
instructional team within a school when the use of this data is
relevant and appropriate.
– Student growth data elements may also include the teacher's
performance as a member of the overall instructional team of a
school when use of this data is relevant and appropriate.
– As used in this subsection, "student growth" means the change in
student achievement between two points in time.
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Criteria 3 and 6 Definitions
3. Differentiation: The teacher acquires and uses
specific knowledge about students’ cultural,
individual intellectual and social development
and uses that knowledge to adjust their practice
by employing strategies that advance student
learning. SUB GROUPS
6. Assessment: The teacher uses multiple data
elements (both formative and summative) to
plan, inform and adjust instruction and evaluate
student learning. WHOLE CLASS
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Five Student Growth Criteria
• 3.1 Establish Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
• 3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
• 6.1 Establish Student Growth Goals using Multiple Student Data
Elements
Re: whole class based on grade-level standards and aligned to school and
district goals
• 6.2 Achievement of Student Growth Goals
Re: whole class based on grade-level standards and aligned to school and
district goals
• 8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district
team
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The Student Growth Rubric
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Unpacking the
Student Growth
Criteria
As a Table Group Discuss the key differences:
– between proficient and distinguished?
– between proficient and basic?
– between basic and unsatisfactory?
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Student Growth Goal CONTENT
describes what students will know/be able to do at the end of an instructional period
A proficient student growth goal:
• is specific, measureable and time-bound
• is based on multiple sources of available data that
reveal prior student learning
• is aligned to content standards
• is appropriate for the context, instructional interval and
content standard(s) (grain size)
• demonstrates a significant impact on student learning
of content (transferable skills)
• identifies formative and summative measures aligned
to learning targets to monitor progress towards goals
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Establishing Student Growth Goals
• In a practical sense, we
want growth goals to
not be too large, not be
too small, but just right
(think Goldilocks and
the three bears). Not
too broad, not too
narrow, but just right.
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Goldilocks Approach: Example Goal
STUDENT GROWTH GOAL CONTENT
STUDENT GROWTH GOAL TARGET
Too Narrow
6.1
Students will
Whole Group find a percent
of a quantity
as a rate per
100.
My target will
be…….
JUST RIGHT
Students will understand ratio
concepts and use ratio reasoning
to solve problems by:
• understanding the concept of
ratios and the language to
describe the relationships
• understanding the concept of
unit rate
• using ratio and rate reasoning
to solve real-world problems
Too Broad
Students will be
able to reason
proportionally
My target will
be…..
My target will be……
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Sorting Student Growth Goals
• As a team decide which goals are too narrow,
too broad, and just right
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Establishing Student Growth Goals
• Another way to think of the three student growth
criteria is analogous to nesting measuring cups, moving
from large to small (8 to 6 to 3) or small to large (3 to 6
to 8)
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Example of “Nested” Goals
8.1 Establish Team Learning Goals (teacher as
part of a grade-level, content area, or other
school/district team)
Between December and April, students will
understand conclusion writing; as measured by inclass investigations, on demand tasks, and
teaching team benchmark assessments.
Teaching team will meet bi-weekly from December
to April to examine student work and calibrate
expectations.
6.1 Establish Learning Goals Using Multiple
Student Data Elements (whole class based on
grade-level standards and aligned to school
and district goals)
Between December and April, students will
understand conclusion writing; as measured by inclass investigations, on demand tasks, and
teaching team benchmark assessments.
3.1 Establish Learning Goals (individual or
subgroups of students)
Between December and April, ELL students will
understand conclusion writing; as measured by inclass investigations, on demand tasks, and
teaching team benchmark assessments, using
supports such as GLAD strategies and six step
Marzano academic vocabulary process .
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Student Growth Goal TARGET
describes what students will know/be able to do at the end of an instructional period
A proficient student growth goal:
• is specific, measureable and time-bound
• is based on multiple sources of available data that
reveal prior student learning
• is aligned to content standards
• is appropriate for the context, instructional interval and
content standard(s) (grain size)
• demonstrates a significant impact on student learning
of content (transferable skills)
• identifies formative and summative measures aligned
to learning targets to monitor progress towards goals
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4.NF.A
Students will understand fraction equivalence and ordering by:
• explaining why fractions are equivalent
• generating equivalent fractions
• compare fractions with different numerators and denominators
My target will be that between September and
November, 85% of my students will demonstrate at
least one level of growth on the district fraction
assessment and at least 65% of my students will
achieve proficiency in our PLCs Math Congress Sub
Sandwich Prompt and Smarter Balanced released
items. I will also be tracking my students’ own
perceptions of mathematics to gauge my students’
growth toward this goal.
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Student Growth Goal Template
• Look over the Student Growth Goal Templates
• What do you and your colleagues need to
consider prior to establishing student growth
goals?
• How do you plan to support staff
understanding of student growth goals?
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Future Me
http://www.futureme.org/
• Write an email to the “Future you” that will be
sent on January 7th
• My current plans to help my colleagues
understand Student Growth Goals are:
• Heather and Craig will ask me how the roll out
is going, what thoughts will I share with them?
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