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Student Growth

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by

Mark Gardner

on 18 October 2014

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Transcript of Student Growth

GROWTH
or Hoopification?
TARGETS
...explain the
essentials of the law
around student growth and teacher evaluation.
...identify
critical content and skills
to use for examination of student growth over time.
...craft a student growth goal that represents
meaningful work
students do around important content or skills.
NORMS
We shall not...
RCW 28a.405.100 2(f)
Student growth data that is 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 state-based 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.
DO
WHAT
HOW
What SKILL do you want to cultivate?
Make sure to log into your CSD Google Account FIRST.
Staff Corner
Student Growth Goals (far right)

NOTE:
These represent learning...
Examples
, not necessarily
exemplars
...craft a student growth goal that represents
meaningful work
students do around
important content or skills.
SMART (not as smart)
S
M
A
R
T
...craft a student growth goal that represents
meaningful work
students do around
important content or skills.
Student Growth
Goal Setting

Welcome!
Start off by going to this site to enter some initial thinking...
http://
tiny.cc/theygrow
(case sensitive)
Pursue "why it won't work" to avoid exploring how it can.
Allow "what if?" and "yet" to absolve us from moving forward.
Admire details of the problem in order to delay taking action.
INSTEAD, you are invited to...
Be open to learning and adopting different perspectives.
Push yourself to examine your own assumptions and practices honestly.
Act out of care and optimism rather than fear or pessimism.
...explain the essentials of the law around student growth and teacher evaluation.

...explain the essentials of the law around student growth and teacher evaluation.

GROWTH
vs.
ACHIEVEMENT
score
hitting benchmark or standard
grade
percentage
change
progression
improvement
multiple
can include classroom-based, school-based, district-based,
and state-based tools.
when use of this data is relevant and appropriate.
change in student achievement
between two points in time.
This is YOUR CHOICE.
What do you care about?
KNOW
DO WITH
what they
What can they
?
What can they DO with FLUENCY and SKILL?
...identify critical content and skills to use for examination of student growth over time.
What is something in your class or content area that...
students typically do not do well when you first get them?
takes students a significant chunk of time to develop skill and fluency with?
you provide multiple opportunities for students to practice, get feedback, practice, get feedback, practice...?
expects students to "do with" knowledge, not just "know"?
is so important and meaningful that you would be remiss if students left your care without this skill?
When my students leave me at the end of the year, it is most important to me that they can...
while affective goals are important, consider your cognitive and skills goals for this question.
THIS
is what you should consider for your student growth goal.
DO NOT let yourself leap into the trap of
"but how am I going to show GROWTH about that?"
if you aren't sure yet...
...identify critical content and skills to use for examination of student growth over time.
What do you
already do
to...
teach that skill?
get them practicing that skill?
assess that skill?
monitor that skill?
communicate to them about
your expectations

for
and
their progress toward
that skill?
Specific - YES!
Measurable - YES!
Actionable - YES!
Relevant - YES!
Time-Bound - YES!
90% of my students will earn at least an 80% on the end of unit assessment.
All of my students will meet the grade level benchmark by the end of the quarter.
Spelling test scores will increase from September to May.
...craft a student growth goal that represents
meaningful work
students do around
important content or skills.
Cognitive task
Bloom's verbs
Webb's verbs
Content
The knowledge they'll be "doing" something with
Yardstick
The scale or increments
NOT the task
DO

WHAT

HOW
Middle School Social Studies: Students will increase their ability to
select and analyze

text evidence

in support of a claim
as measured by the
proficiency scale established by our PLC
. At the start of the unit, no students performed above a level two. By the end of the six-week unit, student performance will increase by two levels.
Kindergarten Math: Students will improve their ability to
solve

word problems involving addition and subtraction
and
communicate

the solution using pictures, drawings, or objects
. Growth will be measured by the
"Math Communication" scale
. On first assessment, students
ranged in skill from level 1-4. Students scoring 1 and 2
will increase by two levels, students scoring 3 and 4
will increase by one level.
EXPLORE
ANALYZE
REFLECT
CONNECT
Your Turn...
...craft a student growth goal that represents
meaningful work
students do around
important content or skills.
Option 1: Use the template
"Student Growth Goal Template" on the website
"Student Growth" tab on your evaluation form
Option 2: Use your own method
Keep in mind DO - WHAT - HOW
Make it meaningful, not hoopification!
Next step after this: PEER REVIEW/SHARING
Peer Review/Conversation
1. Goal "owner" give name, content and level.

2. Read the goal aloud AS IS--no explanation, justification or apologizing.

3. For two minutes, peers ONLY ask questions (you need a timer!)

4. After two minutes, peers may offer suggestions along with asking questions--no more than five minutes.

5. After five minutes (or when the owner feels ready), the owner of the goal summarizes what ideas or revisions he/she will pursue or apply.

6.1 Whole Class
3.1 Subgroup
8.1 Collaboration
A single roster.
One period of a preparation.
Students "not reaching full potential."
DO NOT default to a demographic cell.
Based on ASSESSMENT DATA.
Collaborate to set goals.
DOES NOT require the whole team to have the same goal, but that is helpful.
"Nested Goals"
8.1
6.1
3.1
DO
WHAT
HOW
DO
WHAT
HOW
(who?)
(who?)
(who?)
DO
WHAT
HOW
No "degree of movement" required... this is all about
collaborating to create goals.
The difference?
Degree of movement:
How FAR do you expect them to move?
Critical Questions to Ask Yourself:
1. Does the goal represent
most important
learning?
2. Will I be assessing this
multiple times
?
3. Should this goal take a
significant amount of time
for students to accomplish?
4. Can students achieve the goal on their
first attempt
?
5. Am I assessing the
same skill
each time, and is that skill deeper than memorization?
6. Am I assessing an
increase in proficiency

or an increase in correctness ?
Closing Feedback:
http://
goo.gl/NS2OMw
capital letter "O"
lowercase "W"
If you prefer to remain anonymous, please enter your name as Joe Papermaker.
Title of Workshop:
Student Growth Goal Setting
Presenter's Last Name:
Gardner
Clock Hour Course Code:
VAD0392
Full transcript