Making Student Growth Meaningful in the Elementary Classroom Bonnie Humphries & Carmen Gullion, Gallatin County Upper Elementary School.

Making Student Growth Meaningful in the Elementary

Classroom

Bonnie Humphries & Carmen Gullion,Gallatin County Upper Elementary School

Our story: What made student growth goal-setting meaningful for us?

Key Idea #1:Focus on Enduring

Skills/Learning

Carmen’s data for first goal

Students Reading on Grade Level• 40% of my class read on grade level in the fall

based on Fall Literacy First results • 27% read on grade level based on fall MAP

results

Carmen’s first goal

For the 2012-13 school year, 100% of my students will make progress in reading as evidenced by winter and spring MAP RIT scores and fluency scores based on Literacy First program. 78% will be reading on grade level by spring 2013 as evidenced through MAP RIT scores and Literacy First fluency scores combined.

Starting with these interim

assessments didn’t give me

the results and focus I wanted

for my students.

Carmen’s next year’s data

• Used a teacher created 3-level rubric adapted from the LDC module rubric for text evidence

• Students given a constructed response requiring text evidence to support their answers

• 5 out of 25 (20%) of my language arts students scored a 2 out of 3 on the rubric

• 20 students scored a 1 (80%)

Carmen’s later goal

By the end of the 2013-2014 school year, all of my students will show growth in answering constructed responses and using text-based evidence as demonstrated by the Text Evidence Response Rubric. In addition, 23 out of 25 (92%) will score a 3 or higher on the rubric.

Enduring Skill

Bonnie’s goal

By May 2013, the students in Math Class 1 will improve on their writing to explain their mathematical thinking on formative assessments. They will increase as a class from 41% scoring 3 on a Writing to Explain Rubric to 80% scoring a 3.

Enduring Skill

Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom,• is worthy of embedded, course-long focus,• may be necessary for the next level of

instruction.

Key Idea #2:Use multiple sources

of data

Artifact of Need

Revision after Feedback

Final Student Rubric

Final Student Exemplar

Student Exemplar of Need

Baseline Data

Mid-Year Revision After Feedback

Mid-Year Data

Final Student Exemplar

Final SGG Math FA Data

Baseline Midyear Final0

10

20

30

40

50

60

70

80

90

SGG Growth 2013-14

Data Points

Percent scoring

"3"

Key Idea #3:Blend instruction and assessment all year

Share your thoughts with a

partner. What does this

mean for you and your school?

Key Idea #4:Engage students

How we engaged students

• Student friendly or student-developed rubrics

• Simplistic and clear rubrics• Peer review with the rubric and feedback

from peer• Regular and descriptive feedback –

students would redo their work

Idea from The Leader in Me

Student’s keep track of their progress

Key Idea #5:Have administrator

support

Administrator Support

• Knowing the goal-setting process and requirements

• Having a holistic picture of the teacher• Using a systematic way of tracking data• Allowing time for discussions “along the way”

in addition to the beginning, mid-year and final meetings

More connections in the TPGES

Framework for Teaching• 3B-Questioning & discussion techniques• 3C-Student engagement• 3D-Using Assessment in Instruction• 2B-Student accountability • 1E-Designing Coherent InstructionProfessional Growth Planning

What next? Where we are headed next year

Moving Forward

• Engage students using Leader in Me strategies

• Include both a growth target and a proficiency target in the goal

• Continue to learning about enduring skills

• Focus on the needs of my current students

How will you support meaningful

student growth goal-setting in your

school?