Stay on Task

Limit Side Bar Conversations

Use Electronic Devices for Training ONLY

Turn Cell Phones OFF or to SILENT

Rule of Two Feet

Be Positive – Your Attitude Affects Us All!

Never! Never! Never!

With a Talking Partner:

Never Say or Do Anything a Kid Can Say or Do: What does it mean? What does it look like? What does it sound like? What should the teacher do? What should the teacher not do?

Reading to Learn: Yes YOU Can!

None of us are reading teachers, so how do we teach students to read? How can a content teacher improve student reading ability? Pronouncing words isn’t reading…

Focus on Literacy

Teacher Choice

During Planning

Once a Month

First Wednesday

Facilitator Driven

TPGES and YOU!

KENTUCKY’S FRAMEWORK

FOR TEACHING

A Mind MapTPGES: What Do You Remember?

Reflect on our training held August 11 before school started. What do you remember? Be ready to share and discuss…

I can describe the purpose and structure of the Framework for Teaching (FFT).

I can identify characteristics and behaviors of excellent teachers and align them with the Framework for Teaching.

I am familiar with domain 2 (Classroom Environment) and domain 3 (Instruction) in TPGES.

I can access my self assessment and Professional Growth Plan in CIITS.

I understand the questions, expectations, and administration of the Student Voice Survey.

I am familiar with the Student Growth Goal process.

Student Voice and Student Growth Goals

What can Student Surveys Tell Us about Teacher Effectiveness?

Should StudentsHave

A Voice?

Research tells us that students are the best predictors of teacher effectiveness.

“Student ratings are the single most valid source of data on teaching effectiveness.”

--McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52,1218–1225.

Student Voice Survey

• Student surveys will be used to collect data and to generate reports focused on classroom learning conditions, student engagement, and school climate.

• The survey is done on line through CIITS and coordinated by the teacher and a counselor.

• Student responses are anonymous.

• Individual teacher results will not be shared publicly.

Student Voice Survey

• Student surveys are administered at the classroom level.

• A minimum of one class will take the survey

• Must be taken between the hours of 7:00am and 5:00pm

• Must have at least 10 responses in order to get valid results

• Must make appropriate accommodations for students

• Confidentiality forms must be signed

The Survey…It’s Not a Secret

• Take the next several minutes and review the student voice survey for high school. Discuss the following with your partner(s):

• What questions are the most interesting?

• What questions are of concern?

• What domains are the focal point of the survey?

• Why are Domains 1 and 4 missing?

• What questions do you feel need to be added?

Student Growth Goals

Where are they? What is the biggest thing I need to focus on? How am I going to get them there?

Within the first 30 instructional days of the start of school, all teachers will develop one student

growth goal (SGG) as directed below:

a. identify an area of need based on baseline assessment data of current students and

aligned to content standards

b. develop one student growth goal (SGG) anchored in baseline assessment data that

includes:

1. a growth target – determine the growth target that 100% of students will achieve

when considering the Student Growth Goal;

2. a proficiency target - determine the proficiency target and identify the percent of

students that will achieve Student Growth Goal proficiency target;

c. self-assess the SGG using the Bath County SGG Rigor and Comparability Rubric

d. conduct peer review of the rigor and comparability of the SGG prior to principal approval:

1. determine that the SGG fits the “acceptable” criteria of rigor;

2. determine that the SGG fits the “acceptable” criteria for comparability;

Student Growth Goals

Student Growth Goals

1. Once rubric and peer review protocol have been applied, the SGG will be submitted

to the principal for approval within 30 instructional days of the start of

employment.

2. Teachers will submit their SGG through CIITS within 45 instructional days of

employment each year.

3. Throughout the duration of the SGG, the teacher will: a. utilize a holistic approach that must include a pretest, and can include a post

test, and/or other measures, to determine the growth identified in the goal(s); pre/post test assessments can be identical or comparable versions (if a posttest is used)

b. provide a variety of opportunities for students to demonstrate understanding of the content and their progress (rubrics, scoring guides, specific feedback)

c. analyze assessments that evidence student growth throughout the interval of instruction

4. Meet with principal to determine annual student growth by April 15th of each year (or before the summative conference).

Rigor and Comparability RubricStructure of the Goal Acceptable Needs Revision Insufficient

The student growth goal:

Focuses on a standards-based enduring skill which students areexpected to master

Identifies an area of need pertaining to current students’ abilities

Includes growth and proficiency targets that establish anddifferentiate expected performance for ALL students

Uses appropriate measures for base-line, mid-course, and end ofyear/course data collection

Explicitly states year-long/course-long interval of instruction

The student growth goal:

Focuses on a standards-based enduring skill

Identifies a specific area of need supported by data forcurrent students

Includes a growth target that establishes growth for ALLstudents; a proficiency target that establishes the masteryexpectation for students

Uses measures for collecting baseline, mid-course, and end ofyear/course data that matches the skill being assessed

Specifies a year-long/course-long interval of instruction

The student growth goal:

Focuses on a standards-based skill that does not matchenduring skill criteria

Identifies a specific area of need, but lacks supporting data forcurrent students

Includes both a growth target and a proficiency target, but failsto differentiate expected performance for one or both targets

Uses measures that fail to clearly demonstrate performance forthe identified skill

Specifies less than a year-long/course-long interval ofinstruction

The student growth goal:

Is not standards-based

Is not focused on a specific area of need

Includes only a growth or a proficiency target

Uses no baseline data or uses irrelevant data

Fails to specify an interval of instruction

Rigor of the Goal Acceptable Needs Revision InsufficientThe student growth goal:

Is congruent to KCAS (or state-approved) grade level standardsand appropriate for the grade level and content area for which itwas developed

Identifies measures that demonstrate where students are inmeeting or exceeding the intent of the standard(s) beingassessed

Includes growth and proficiency targets that are challenging forstudents, but attainable with support

The student growth goal:

Is congruent and appropriate for grade level/content areastandards

Identifies measures that allow students to demonstrate theircompetency in performing at the level intended in thestandards being assessed

Includes growth and proficiency targets that are doable, butstretch the outer bounds of what is attainable

The student growth goal:

Is congruent to content, but not to grade level standards

Identifies measures that only allow students to demonstratecompetency of part, but not all aspects of the standards beingassessed

Includes targets that are achievable, but fail to stretchattainability expectations

The student growth goal:

Is not congruent or appropriate for grade level/content areastandards

Identifies measures that do not assess the level ofcompetency intended in the standards

Includes targets that do not articulate expectations AND/ORtargets are not achievable

Comparability of Data Acceptable Needs Revision InsufficientData collected for the student growth goal:

Uses comparable criteria across similar classrooms (classroomsthat address the same standards) to determine progress towardmastery of standards/enduring skills

Uses evidence that allows for students to demonstrate thedegree of mastery of a targeted enduring skill or concept

Develops assessments using on-level text complexity.

For similar classrooms, data collected for the student growthgoal:

Reflects use of common measures/rubrics to determinecompetency in performance at the level intended by thestandard(s) being assessed

Uses evidence that allows for students to independentlydemonstrate the degree of mastery of a targeted enduringskill or concept

Develops assessments that use on-level passage-based textand prompts.

n/a

n/a

n/a

For similar classrooms, data collected for the student growthgoal:

Does not reflect common criteria used to determine progress

Does not use evidence that does not allow for students toindependently demonstrate the degree of mastery of atargeted enduring skill or concept

Does not develop assessments that use on-level passage-based text and prompts.

Structure of the GoalThe student growth goal:

Focuses on a standards-based enduring skill which students are expected to master

Identifies an area of need pertaining to current students’ abilities

Includes growth and proficiency targets that establish and differentiate expected performance for ALL students

Uses appropriate measures for base-line, mid-course, and end of year/course data collection

Explicitly states year-long/course-long interval of instruction

Rigor of the GoalThe student growth goal:

Is congruent to KCAS (or state-approved) grade level standards and appropriate for the grade level and content area for which it was developed

Identifies measures that demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed

Includes growth and proficiency targets that are challenging for students, but attainable with support

Comparability of Data Data collected for the student growth goal:

Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills

Uses evidence that allows for students to demonstrate the degree of mastery of a targeted enduring skill or concept

Develops assessments using on-level text complexity.

Student Growth Goals

All student growth goals must be written in S.M.A.R.T. format.

A Sample S.G.G.

S.G.G. Example #1

Goal Statement #1: For the 2014-2015 school year, 100% of my

students will make measurable progress in argumentative

writing. Each student will improve by at least one performance

level in three or more areas of the LDC writing rubric.

Furthermore 80% of students will score a 3 or better overall.

SIs

the

goal

specific?

MIs

the

goal

measurable?

AIs

the

goal

appropriate?

RIs

the

goal

realistic?

TIs

the

goal

time-bound?

Targets

Growth Proficiency

S.G.G. Example #2

Goal Statement #2: This school year, my high school biology

students will demonstrate measurable growth in their

knowledge of biology content. Most students will significantly

improve their score on the End of Course Assessment.

SIs

the

goal

specific?

MIs

the

goal

measurable?

AIs

the

goal

appropriate?

RIs

the

goal

realistic?

TIs

the

goal

time-bound?

Targets

Growth Proficiency

S.G.G. Example #3

Goal Statement #3: Students in my French II classes will make

improvement gains in their linguistic competencies. Using a

variety of measures, most of the students in my French II

classes will reach the intermediate-high competency level by

the end of the year.

SIs

the

goal

specific?

MIs

the

goal

measurable?

AIs

the

goal

appropriate?

RIs

the

goal

realistic?

TIs

the

goal

time-bound?

Targets

Growth Proficiency

S.G.G. Example #4

Goal Statement #4: For this semester course, 100% of my

students will improve their knowledge of fitness. Students will

improve their personal rating on our School Physical Fitness

Test by 20% in all tested areas. 70% of students will score at the

“Fit” level as measured by the School Physical Fitness Test.

SIs

the

goal

specific?

MIs

the

goal

measurable?

AIs

the

goal

appropriate?

RIs

the

goal

realistic?

TIs

the

goal

time-bound?

Targets

Growth Proficiency

S.G.G. Example #5

Goal Statement # 5: During this school year, 100% of my

students will improve in analyzing primary and secondary

source documents. Each student will increase his/her ability to

analyze documents by at least one performance level in one

area of the school social studies standards rubric. Furthermore,

75% of students will score at “proficient” or above.

SIs

the

goal

specific?

MIs

the

goal

measurable?

AIs

the

goal

appropriate?

RIs

the

goal

realistic?

TIs

the

goal

time-bound?

Targets

Growth Proficiency

GROWTH portion of goal:

HIGH: Teacher has 90% - 100% of students meet the growth portion of the goal

EXPECTED: Teacher has 80 % - 89% of students meet the growth portion of the goal.

LOW: Teacher has 79% or less of their students meet the growth portion of the goal.

PROFICIENCY portion of goal:

HIGH: Teachers’ number of students meeting proficiency exceeds their goal by more than 10%

EXPECTED: Teacher's number of students meeting this goal is within a +/- 10% range of the proficiency goal.

LOW: Teacher's number of students meeting proficiency is more than 10% below the proficiency goal.

I can describe the purpose and structure of the Framework for Teaching (FFT).

I can identify characteristics and behaviors of excellent teachers and align them with the Framework for Teaching.

I am familiar with domain 2 (Classroom Environment) and domain 3 (Instruction) in TPGES.

I can access my self assessment and Professional Growth Plan in CIITS.

I understand the questions, expectations, and administration of the Student Voice Survey.

I am familiar with the Student Growth Goal process.