Including Student Growth in Educator Evaluation

Day 2November/December 2013

Sessions Addressing Student Growth

• Setting Student Growth Goals (SGGs)

• Monitoring SGGs

• Reflecting and evaluating SGGs

• Connecting with CCSS, SBAC and other initiatives

Session Norms

• Pausing• Paraphrasing• Posing questions• Putting ideas on the table• Providing data• Paying attention to self and others• Presuming positive intentions• Anything else?

Structure of the Day

• Feedback from the October sessions• Plus / Delta • The Dilemma•Not possible to do it all• The Decision•Modify•Group Input

Intended Outcomes for this Session

• Consider operational definitions of student growth terms

• Align sound student growth goals with appropriate measurement tool(s)

• Provide rationale for assessment choice

Since our Last Session . . .

•How did you take the information back to your district?

What worked? What were your challenges?

Essential Question #1

• How do we develop common language to establish and measure appropriate student growth goals?

Operational Definitions of Rubric Terms

• Consider the language used in the Student Growth rubrics• As a team, consider your district’s definition of terms such as:

• SGG 3.1, 6.1:

• Establishes inappropriate goals• Establishes appropriate student growth goals• Full learning potential• High-quality sources of data

Operational Definitions: Share Out

• Choose a spokesperson for your district

• Each district will have three minutes to share definitions of the terms

• Other districts record ideas for their own consideration

Essential Question #2

• How do we develop common language to establish and measure appropriate student growth goals?

• How do we align appropriate measurement(s) with the established goals?

Keys to Quality Classroom Assessment• Clear Purpose• Clear Targets• Sound Assessment Design• Effective Communication• Student Involvement

Aligning Sound Student Growth Goals with Appropriate Assessments

• What do you know about your student growth goal(s)?• Cognitive demand

• Context

• Content

• What do you know about the assessments that best align?• Selected response• Written response• Performance assessment• Personal communication

Cognitive Demand

• Refers to the kind of thinking process required of the student due to the complexity of the task

• Expectations of student thinking

• Can be identified using one of many taxonomies or frameworks• Consider through the lens of your district

Exploring Cognitive Demand in Instruction and Assessment (2006)

• Everyone: Read the introduction to the article by Karin K. Hess• Half of your team focus on Bloom’s Taxonomy• Half of your team focus on Webb’s Depth of Knowledge Levels

• Team discussion prompts: How do these descriptions relate to your district’s vision of Rigor or Cognitive Demand?How does this concept relate to the CCSS and SBAC?

Context• Circumstances under which the student has to meet the

conditions of the goal in which the content may be demonstrated• Consider 4 of the Big 5 (plus 1)• Who?• When?• Where?• Why?• How?

Content

5th of the Big 5 (plus one)

• It’s the What

• Standards and/or learning targets

• That are appropriate for/aligned to the content standard(s)

Application

• Examine your student growth goals to identify:• Cognitive demand• Context• Content

• Revise as appropriate through this lens

Four Types of Goals

• Knowledge• Represent factual information, procedural knowledge, and conceptual

understandings that underpin each discipline

• Reasoning• Specify thought processes students are to learn to do well within a

range of subjects

• Skill Target• Demonstration or physical skill-based performance

• Product• Describe learning in terms of artifacts where creation of a product is

the focus of the learning target

Assessment Methods• General Assessment Methods• SELECTED RESPONSE – multiple choice, true/ false . . . • WRITTEN RESPONSE – short or long-answer responses . . . • PERFORMANCE ASSESSMENT – performance task• PERSONAL COMMUNICATION – questions, interviews, oral

responses

Target Method MatchAdapted from An Introduction to Student Involved Assessment FOR Learning, 6th ed.

Selected Response: Response from a list

Written Response: Short answer or extended response

Performance Assessment: Demonstration or product

Personal Communication: Structured and unstructured interactions

Knowledge

Reasoning

Skill

Product

Examples for Target Method Match Activity• Knowledge: Math- “Recognizes various types of angles . . .”

• Reasoning: Social Studies – “Compares and contrasts points of view . . . “

• Skill Target: P.E. – “Performs CPR correctly . . . “

• Product: ELA – “Creates a visual display for use in a presentation . . . “

(Fill in the chart with Very Strong, Good, Partial or Poor)

Application• Which type is your goal?:• Knowledge?• Reasoning?• Skill?• Product?

• Which type of assessment is the best match?

Target Method MatchAdapted from An Introduction to Student Involved Assessment FOR Learning, 6th ed.

Selected Response: Response from a list

Written Response: Short answer or extended response

Performance Assessment: Demonstration or product

Personal Communication: Structured and unstructured interactions

Knowledge

Reasoning

Skill

Product

Connection to Data Pyramid

Benchmark assessments, MAP (Measure of Academic Process),

DIBELS, music performances,) finals/mid-terms, common

assessments, RBA (ELA), fit-n-fun day

CBAs, unit test, project/exam = summative demonstration, practice MSP portfolio, grade-level

common assessments, oral exams, skills performance test, collaborative with classroom teachers - 6 trait

writing: transferable learning, PB exams, RCBM, Performance tasks

Unit test/project, common formative assessment, essays (all content areas), literature circles, writing groups presentation and

projects with rubric criteria, peer assessments, quizzes, writing samples, student self assessment, timed writing probes, weekly math-fact fluency,

writers workshop writing samples, AIMS (reading/math assessment), running records

Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pair-share, student reflection, note check, student dialogue/discourse/demonstration, student white boards, conferring with students, diagram labeled with words (ELL), student interviews,

hand votes, written responses, science lab, math practice

Annually

2-4 times a year

Quarterly or end of unit

1-4 times a month

Formative Practices

End of course exam (EOC), MSP, ACT, SAT, ASVAB, PSAT, IB tests, AP tests, WELPA (ELL), district

finals

Essential Questions

• How do we develop common language to establish and measure appropriate student growth goals?

• How do we align appropriate measurement(s) with the established goals?

Team Time

For Your Consideration: Operational Definitions of Terms

As you apply these definitions “back home”

• Where will things go swimmingly?

• Where might you run into rough waters?

• What might you need to understand and explore more fully?

For Your Consideration: Cognitive Demand of Student Growth Goals

• What will be the level of cognitive demand you will encourage/require within your district?

For Your Consideration, Goals and Assessments

• Types of goals

• Type of assessments

• Types of data already collected and when?

• Level of match/mismatch

• Revisions that might need to be made

Plus/ Delta

Please take a few minutes and create sticky notes for the Plus/Delta chart to let us know how well we met your needs today.

• Plus: What worked well in this session and should be continued?

• Delta: What could be done better or differently?

Thank you!

• Next Session:• January 10, 2014 – OESD, Bremerton• January 22, 2014 – Port Angeles Site