Download - Student Growth Goal Setting Foundations
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STUDENT GROWTH GOAL SETTING FOUNDATIONS
What Skill Will You Focus on?Identifying Enduring Skills
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Establish
BaselineTarget students’
priority need
Identify the sources of evidence needed to measure students’ level
of proficiency in the Enduring Skills
Identify what proficiency looks like for the Enduring Skills
Identify the Enduring Skills in the content area standards
Know the expectation of content area standardsFo
unda
tions
for i
dent
ifyin
g
cont
ent
Connecting
Content
to Student Needs
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Targets
• Collaboratively identify the enduring skills, understandings, processes, understandings and concepts in your content area.
• Prepare you to identify a strong content focus for your student growth goal.
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This activity will…
• Guide you through a process for identifying enduring skills in your content.
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FOCUS ONENDURING SKILLS?
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Making the biggest impact with your student growth goal…
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Think and Plan Tool
Begin here!
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Questions to Ask
• Based on my content standards, what are the enduring skills*, concepts and processes students should master by the end of the school year/course?
• Is the learning identified enduring?
Think & Plan Tool
Questions!
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Defining ENDURING
Learning that • ENDURES beyond a single test date• is of value in other discipline • is relevant beyond the classroom• is worthy of embedded, course-long focus• may be necessary for the next level of
instruction
Handout
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ENDURING LEARNINGWriting Example
EXAMPLES NON-EXAMPLES• Write arguments to support
claims with clear reasons and relevant evidence
• Establish the significance of claims
• Create logical organization of claims, reasons and evidence
• Use words, phrases and clauses to create cohesion
Sub-skills
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ENDURING LEARNINGReading Example
EXAMPLES NON-EXAMPLES• Summarize key supporting
details and ideas• Identifying main ideas of a
text• Differentiate between bias
and evidence• Differentiate between
essential and irrelevant information
• Skimming or scanning a text
Sub-skills
Strategy
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ENDURING LEARNINGSocial Studies Example
EXAMPLES NON-EXAMPLES• Produce an argument to
support claims with appropriate use of relevant historical evidence
• Describe point of view for primary and secondary sources
• Use Chicago Style correctly when citing evidence
• Improve student perception of history
Sub-skill
Strategy
Disposition
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ENDURING LEARNINGScience Example
EXAMPLES NON-EXAMPLES• Develop models using an
analogy, example, or abstract representation to describe a scientific principle or design solution.
• Create a model of an erupting volcano using vinegar and baking soda.
Activity
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• Worthy of extended focus• Fundamental to learning in
other disciplines• Aptitude that has value and
utility beyond one narrow context
• Foundational for the application of content
• Applicable beyond school• Can be measured over time
• A sub skill• Explicit content knowledge• An activity• A skill with limited
application• A strategy for learning
WHAT IT IS WHAT IT ISN’T
Enduring Learning
14Handout
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Find the “big rocks”
What are the big rocks, big concepts, underlying practices & processes of your content area?• Where can you find this info for your
content? What are the guiding documents of your content?
• Where is this info in your standards?
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What Standards, Structural Documents & Resources accompany the standards in each content area?
• Anchor Standards-Literacy/Science/Social Studies/Technical Subjects
• Anchor Standards Reading-ELA
• CCSS/KCAS-ELA • C3 Framework (+
literacy standards) -Social Studies
• CCSS/KCAS- Critical Areas combined with math practices
• KY World Language Standards
• National Standards-Visual Arts, PE, etc.
• NGSS/KCAS- Practices/Concepts-Science
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Highlight or underline the skills or competencies you notice in your standards document.
On your own…
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Chart the skills you’ve underlined or highlighted.
Together…
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Share one example
Share one example you feel confident about.
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• Look at the examples identified by the Kentucky Department of Education for your content. Remember that these are not inclusive lists!• Are you on the right track for identifying enduring learning?
What can you learn from the list for your content?• If your identified learning is not on the list…
• Go back and check the criteria – does it match? Share with a colleague why you think it matches and come to agreement.
• If you agree, you have identified another one. • If not, now you have a better understanding of what enduring
is.
Handout
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REMEMBER: You will want a list to choose from when you match your
student needs to the content focus! Revise this list as you teach this year. You may think of
more. This list can be used for other purposes beyond student
growth goal setting.
• Continue to work collaboratively through your standards document to identify additional enduring skills.
• Record digitally (Add to your content’s Enduring Skills Initial List)
• Use the tools: *Enduring definition*Your What It Is/What It Isn’t chart*Initial Enduring Skills list for your content
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Student Growth Goal Setting Processhttp://mediaportal.education.ky.gov/educator-effectiveness/professional-growth-and-effectiveness/2014/02/student-growth-goal-setting-process/
Student Growth Goal Setting Resourceshttp://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx
Resources