Nevada Educator Performance Framework Goal Setting and ... Health Student Learning Goal.pdf · WORKING COPY Nevada Educator Performance Framework Goal Setting and Planning Tool Nevada

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Nevada Educator Performance Framework Goal Setting and Planning Tool

Nevada Department of Education – NEPF Goal Setting and Planning Tool – May 2017

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Information

Academic Year: 2018-2019

Educator Name: Health Sample

Course/Subject/Grade Level(s):9th grade health

Interval of Instruction: 50 minutes 5 times a week

Student Learning Goal – Make it S.M.A.R.T. (Specific and Strategic, Measurable, Action Oriented & Achievable, Realistic, Relevant and Results-Focused, Timed and Tracked) All educators evaluated with the NEPF are required to set a Student Learning Goal (SLG) and Professional Practice Goal (PPG) as described in the NEPF protocols. A SLG is a long-term, measurable, academic goal set for students to accomplish by the end of a course. Developing a SLG includes identifying the most important learning content for the year alongside teachers of the same content area (if possible), reviewing student academic data, setting a long term goal for identified students, measuring the long term goal along the way and evaluating student attainment of the goal at or near the end of the school year. Although Nevada law states that the evaluation of a probationary teacher or administrator in his or her initial year of employment as a probationary teacher or administrator must NOT include student performance data, these educators are still required to set an SLG as part of the NEPF protocol. The Professional Practice Goal focuses on the educator’s Instructional (teachers) or Instructional Leadership Practices (administrators) that support the achievement of the SLG.

Directions: Use the sections below to write a Student Learning Goal (SLG) and Professional Practice Goal (PPG). Questions and criteria are designed to help guide the goal writing process.

1. Complete the details for each goal element in the descriptions column.

a. Guiding questions in the description column are provided for your reference, and may not pertain to all SLG/PPGs.

2. The educator and evaluator use the criteria column and its contents as a guide/rubric to create the SLG/PPG, and throughout

the review and approval process.

3. The final step is for the educator and evaluator to agree and sign the form signifying understanding of the SLG/PPG

expectations.

The SLG and PPG will be reviewed as part of the Mid-Cycle Goal Review. At that time, if necessary, the goal may be revised. The evaluator will add comments to the appropriate section below to record any changes made, and provide a brief summary of the Mid-Cycle Goal Review discussion.

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Determining Needs

Question: What is the priority content and learning that is expected/needed?

Element Description Criteria

Needs Assessment

What is the biggest learning challenge(s)? 9th grade students are learning to apply a thoughtful decision-making process in health-related situations. These health-related situations include communication skills, goal setting, personal wellness, nutrition, violence prevention, healthy relationships, and environmental and consumer health. Additionally, students should be able to select and discuss the long-term health benefits of these decisions.

Identifies priority content and learning based on current students’ abilities and/or trend data (strategic)

Focuses on appropriate knowledge/skill for the course, grade level and student population

Uses data to identify student needs and identifies sources of information about students (e.g., test scores/performance from prior years etc.)

Rationale

Why is this topic/focus important/priority? How is it essential to present and future content learning? It is essential for students to learn how to make decisions relating to their personal health, understand how to apply these decisions in their life, and the effects these decisions have throughout their lifetime. Students will be able to articulate health-related situations through conversations and collaborations with diverse partners building on others’ ideas and expressing their own clearly and persuasively.

Provides a clear explanation why the content is an appropriate focus and/or area of need (relevant)

Explains how identified priorities align with school/district goals

Aligned Standards

Need/focus is aligned to the following standards… Health-related decision-making is covered in Nevada Academic Content Standard for Health (NVACS-Health) in Content Standard: 1.0 comprehend concepts related to health promotion and disease prevention to enhance health. 3.0 demonstrate the ability to access reliable health information, products, and services to enhance health. 4.0 demonstrate the ability to use interpersonal communication skills to enhance health and to avoid or reduce health risks. 5.0 demonstrate the ability to use decision-making skills to enhance health. 6.0 will demonstrate the ability to use goal-setting skills to enhance health. 7.0 demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health risks. College and Career Speaking and Listening Goal 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Represents big ideas or essential skills students need to attain for success at the next level

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

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Goal Setting and Development of S.M.A.R.T. Goal Question: Where are the students at the beginning of instruction with respect to the goal?


Baseline Data or

Information

What information is being used to inform the creation of the SLG and establish the amount of growth/achievement that should take place within the time period? During the 2018-2019 school year, ninth grade students were assessed on applying thoughtful decision-making in health-related situations using a pre-test. Pre-test data showed that 50% of the students struggled verbally to make the connection of how their decisions affect their everyday lives. More specifically, this data showed students were not able to identify health-related situations, use health vocabulary to discuss decision-making in health related situations, nor apply content knowledge to health-related situations.

Data about current student performance is included (measurable)(includes trend data, if appropriate/available)

Summarizes the educator’s analysis of the baseline data by identifying student strengths and weaknesses (specific)

Question: Based on what is known about the students, where should they be performing by the end of the interval of

instruction, and how will they demonstrate their knowledge/skills?


Target(s)

Considering all available data and content requirements, what target(s) can students be expected to reach and which students will be included in the SLG? Include course, grade level, and number of students. Students who scored 50% or less on the ninth grade health-related situations pre-test will increase their overall grade level score to 75%. Through discourse, students will increase their understanding of the decision making in health-related situations by engaging in classroom activities and articulate learning through collaborative conversations with peers. The gains will be shown on the mid-year test given in December, and the post-test given in March.

Identifies the expected outcomes for either the whole class or tiered targets as appropriate (this is the group on which the score on the SLG will be based)

Uses baseline or pretest data to determine appropriate growth/proficiency target with clear explanation of how targets are determined

Sets rigorous yet attainable/realistic targets that are developmentally appropriate and measurable

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Rationale for Target

What is the rationale for setting the target(s) for student growth/proficiency within the interval of instruction? Health is defined as “the state of being free from injury or illness”. In order to improve their decision-making in health-related situations, students need to know and discuss various categories of wellness. These include communication skills, goal setting, personal wellness, nutrition, violence prevention, healthy relationships, and environmental and consumer health. Through discussion of these categories, students will be able to make educated decisions that will promote a healthier life-style for their future.

Includes explanations for growth/proficiency targets that establish and differentiate expected performance for identified students (measurable, attainable, results focused)

Describes student population and considers any contextual factors that may impact student growth/proficiency, if subgroups are excluded, explain which students, why they are excluded

Evidence Source(s)

What assessment(s) will be used to measure student progress toward the goal? The NVACS for Health will be used to create an assessment to monitor students’ progress in their understanding of communication skills, goal setting, personal wellness, nutrition, violence prevention, healthy relationships, and environmental and consumer health. In collaboration with the ninth grade teachers, we will develop a rubric to assess student understanding of their decision-making in health-related situations using CCR Anchor Standard 1. These assessments will include a pre-test and post-test to measure understanding of their decision-making in health-related situations, as well as, two assessments that include the speaking and listening rubrics measuring their decision-making in health-related situations.

Identifies data sources used to meet the assessment criteria outlined in NEPF Protocols

Provides a plan for combining assessments if multiple summative assessments are used

Uses appropriate measures for baseline, midcourse, and end of interval data collection (timed/tracked)

Student Learning Goal

Question: What is the most important knowledge/skill(s) the students should attain by the end of the interval of

instruction?

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Goal Statement

Possible example: “Based on the data that _______________(x%) of my students currently have mastered ________________________(Standard(s)) as measured by ____________________________(assessments), my goal is that by the end of the interval of instruction, _________(x%) of my students will have achieved mastery/growth as measured by ____________(assessments)”. Based on the data that 50% of my students currently scored below 75% as measured on the pre-test group discussion rubric, my goal is that by the end of the interval of instruction, 75% of my student will achieve a score of 75% or greater on the post-test group discussion rubric based on SL.8.1; Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade nine topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Identifies specific knowledge/skills students should attain and/or specific student outcome/performance that will be affected

Focuses on standards based enduring skill which students are expected to master for the course, grade level and student population (relevant and realistic)

Includes multiple sources of data to demonstrate growth and impact on all students identified in SLG

Professional Practice Goal The educator uses the Self-Assessment Tool and/or previous evaluation to identify and set a professional practice goal (PPG). This goal should

clearly identify an Instructional Practice Standard(s)(teachers)/ Instructional Leadership Standard(s)(administrators) or Professional

Responsibilities Standard(s) that aligns and provides support for achieving the SLG.


Professional Practice Goal

Statement

“In order to help the students achieve the learning goal, I will improve my practice on _______________(NEPF Standard (s)) and measure my progress toward this goal by __________________.” In order to help the students achieve the learning goal, I will improve my practice on the Nevada Educator performance Framework (NEPF) Teacher Instructional Practice Standard 3, Students engage in meaning-making through discourse and other strategies by measuring students’ growth in their decision-making in health-

related situations. I will also seek input from other health education

teachers as well as review the CCSD Curriculum Engine for additional examples to use in planning and instruction.

Based on NEPF self-assessment and/or prior year evaluation

Identifies specific NEPF standard(s) (either Instructional/Instructional Leadership (admin) or a Professional Responsibilities standards that supports the SLG)

Measureable and identifies specific measures/assessments that will be used to determine progress toward goal

Action Steps and Rationale

What actions will you integrate into your daily/weekly routines? If you achieve this professional practice goal, is it highly likely to impact student performance on the SLG?

Action steps are clearly described and necessary to attain the goal

Goal is realistically achievable given the timeframe and identified target

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Element Description Criteria Ninth grade students will take the pre-test and post-test during the 2018-2019 school year to collect the data for my student learning goal. I will identify target students from the 2018-2019 pre-test and post-test. I will meet with the ninth grade health teachers to create a speaking and listening rubric that will measure the decision-making in health-related situations. Lesson planning will include activities that include communication skills, goal setting, personal wellness, nutrition, violence prevention, healthy relationships, and environmental and consumer health. Assessment data will be collected in August (pre-test), November, January, and March (post-test). I will meet with the ninth grade teachers after the post-test to analyze the data. In my weekly lesson plans, I will begin and conclude each lesson with a Kagan learning strategy that focuses on discourse to promote learning through speaking and listening.

Goal is relevant to expected outcomes and if reached should have the effect expected

Timeline and Evidence of

Progress

What evidence will be generated by taking the actions described above? How and when will you show evidence of progress? Pre-test in August. Mid-year data collection points in November, and January. Post-test in March Formative assessments given weekly.

Goal clearly identifies the timeframe from start to finish with benchmarks identified throughout

Identifies evidence that may be used to determine progress toward goal

For Evaluator Use Only

Evaluator Name: Click here to enter text.

Initial Approval Date: Click here to enter a date.

Educator’s Signature: Click here to enter text.

Evaluator’s Signature: Click here to enter text. (If SLG/PPG were revised please explain in notes section below and have educator and evaluator initial and date on signature lines above)

Mid-Cycle Goal Review Date: Click here to enter a date.

Mid-Cycle Goal Review Notes: Click here to enter text.

Nevada Educator Performance Framework Goal Setting and ... Health Student Learning Goal.pdf · WORKING COPY Nevada Educator Performance Framework Goal Setting and Planning Tool Nevada

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