Student Learning Targets as a Measure of Teacher Effectiveness

Student Learning

Targets as a Measure of

Teacher Effectiveness

Prepared for South Dakota Education Professionals

July 30 – August 2, 2013

Delivered by:Marie McMillen Eddie Campbell

Brenda McGown

What do you see as the benefits and challenges of

student learning targets?BENEFITS CHALLENGES

Training Targets

I understand the student learning target creation process and its impact on student learning.

I can write, implement, and monitor a learning target written in SMART goal format that is appropriate for measuring long-term student growth.

I can help others work through the design and use of student learning targets.

Measures of Professional Practice

(South DakotaFramework)

Quantitative Measures of Student

Growth(Learning Targets Assessment Data)

South DakotaTeacher

EffectivenessSystem

All measures are supported by evidence and artifacts.

Multiple Measures of Teacher Effectiveness

Why Use Student Learning Targets?

Focus on student resultsExplicitly connect teaching and learning Improve instructional practice and teacher

effectivenessTool for school improvement

Using SLTs to Measure Student GrowthStep 1: Developing Student Learning TargetsThe process begins with attaching structure to student learning expectations. Teachers or groups of teachers are responsible for developing SLTs but the principal’s guidance throughout the process is valuable.

Four Questions to Consider1. What do I most want my students to know and be able to do?

Identify the core concepts and standards2. Where are my students starting? Gather then analyze data to determine how well prepared students are to

learn core concepts and standards3. What assessments are available? Select or Develop an assessment

Select or develop an appropriate assessment to measure student learning

and growth4. What can I expect my students to achieve?

Leads to development of student growth targets with a strong rationale

supporting why the targets are appropriate

Using SLTs to Measure Student Growth

Step 2: SLT Approval by the EvaluatorOnce developed, the SLT must be approved as the official measure of student growth for the evaluation period. This should be done early in the school year.

Submitting the SLT to the evaluator prior to any face-to-face meeting will provide him/her time to review the goal and offer any feedback needed to strengthen the goal.

Initial Collaborative Learning Target Conference Assessment

How will progress be measured? What assessments are already in place and how were they developed? If applicable, how will the assessments be developed? Are the data sources/measures of student learning, growth, achievement, &/or proficiency/mastery appropriate for goal?

Are the identified assessments aligned to state, local, or national association standards?

Goals

Do the Student Learning Targets/Student Growth Goals respond to student needs reflected by the data?

Are the Student Learning Targets/Student Growth Goals aligned to content learning targets?

Do the Student Learning Targets/Student Growth Goals meet the criteria set forth on the Checklist?

Strategies Are identified strategies appropriate to positively impact the student goals?

How can the supervisor help support you with achieving these goals?


Step 3: Ongoing Communication During the Instructional PeriodThe evaluator and teacher should be in contact throughout the year to determine progress toward the goal(s) and whether any accommodations are necessary. This is especially important during early stages of SLT implementation.

Feedback may occur electronically or as part of other evaluation-related meetings, i.e. post-observation conferences.


Step 4: Preparing for the Summative ConferenceDiscussion of teacher’s student growth rating takes place during a summative conference at the end of the evaluation period.

To prepare for this conference, teachers should assemble, organize and deliver to the evaluator evidence of student growth.

Student Growth Process

Step 1:Determine

needs

Step 2:Collaborate

with administration

to create specific

learning targets based on pre-

assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goal(s) for

target

SD Step 1: Developing Student Learning Targets

SD Step 2: Administrative Approval

SD Step 3: On going communication

SD Step 4:SummativeConference

Relationship Among Student Growth Process, SD Steps, and SD Framework for Teaching

Student Growth Process S D Steps Domain(s) from Danielson Framework

Content 1 Domain 1. Planning and Preparation

Context 1 Domain 1. Planning and Preparation

Baseline Data 1 Domain 1. Planning and Preparation

Student Learning Target Statement

2 Domain 4. Professional ResponsibilitiesStudent Growth

Instructional Strategies 3 Domain 1. Planning and PreparationDomain 3. Instruction

Monitoring SLT Acquisition 3 Domain 1. Planning and PreparationDomain 3. Instruction

Determining SLT Acquisition

4 Domain 4. Professional ResponsibilitiesStudent Growth

Step 1: Determining Needs

Step 1:Determine

needs

Step 2:Collaborate

with administration

to create specific learning

targets/ goals based on pre-

assessment



strategies




achieved the goals

Appropriate Needs Assessment

You must get the needs assessment correct to get the goal correct.

The needs assessment must generate relevant student data.

Selected assessments must produce comparable data at beginning and ending of year/course.

Step 2: Creating Student Learning Targets Using the SMART Process

Step 1:Determine

needs

Step 2:Collaborate

with administration


targets based on pre-

assessment



strategies




achieved the goals

SMARTA Format for Developing SLTs

SSpecific- The goal

addresses student needs within the

content.

The goal is focused on a

specific area of need.

MMeasurable- An

appropriate instrument or

measure is selected to assess

the goal.

The goal is measurable and

uses an appropriate instrument.

AAppropriate- The

goal is clearly related to the role and responsibilities

of the teacher.

The goal is standards-based

and directly related to the subject and students that the teacher teaches.

RRealistic- The goal

is attainable.

The goal is doable, but

rigorous and stretches the

outer bounds of what is

attainable.

TTime-bound- The goal is contained to a single school

year/course.

The goal is bound by a

timeline that is definitive and

allows for determining

goal attainment.

SMART SLTs for Measuring Student Growth

SMART Goal:

SMART SLTs for Measuring Student GrowthContext: (describe assessment and

determination of need)

SMART Goal:

SMART SLTs for Measuring Student GrowthChecklist for Goal

QualityAppropriate needs

assessment?Specific?

Context:

SMART Goal:

Specific

To be specific, the goal should state exactly what content is to be addressed.

The content should be tied directly to the standards for this grade and subject.



assessment?Specific?Measurable?

Context:

SMART Goal:

MeasurableMeasures are stated by increases in:

rate, percentage, number, level of benchmark, level of performance, rubric standards, or juried level of standard.

SMART SLT for Measuring Student GrowthChecklist for Goal


assessment?Specific?Measurable?Appropriate?

Context:

SMART Goal:

Appropriate

To be appropriate, the goal should be directly related to the subject, to the standard(s), and to the students.

The goal is within the teacher’s realm of influence in the classroom.



assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?

Context:

SMART Goal:

Realistic/Rigorous

Realistic goals are rigorous and should stretch the outer bounds of what is attainable.

Realistic goals are not easy goals.



assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound?

Context:

SMART Goal:

Time-boundThe goal has a time frame for

accomplishing the measurable target.Ongoing progress monitoring provides

data for adjusting the learning experience toward the goal.

Data is collected between 2 points in time, as close to beginning and ending of course as possible.



assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all students?

Context:

SMART Goal:

Includes All Students

The goal addresses growth for all students in the classroom.



assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all students?Comparable across

classrooms?

Context:

SMART Goal:

Comparable across classrooms

The measures ensure that students are being measured with instruments and processes of comparable rigor across similar classrooms.

Based on the data, rigor of goals is comparable across similar classrooms.

Model the SMART SLT Activity

SMART SLT for Student GrowthChecklist for Goal


assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all student?Comparable across

classrooms?

Context: Elementary ArtBaseline data show that less than 1% of

my students met the benchmark (80% score) on the art assessment developed by the district.

Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school.

SMART Goal:By the end of the current school year, atleast 80% of my students will meet orexceed the benchmark for art

assessment.

By the end of the current school year, at least 80% of my students will meet or exceed the

benchmark for art assessment.

Specific? Measurable Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?

How SMART is this SLT? By the end of the current school year, at least 80% of my students will

meet or exceed the benchmark for art assessment.

Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? Time-bound? by end of school year Standards based? assume the dist. assessment is standards based Rigorous? Yes, if 80% stretches the outer bounds of attainable Appropriate assessment? if the district assessment is based on state or national standards Data between 2 points in time? not stated, but probably understood that baseline was set

in beginning of year Comparable across classrooms? district assessment ensures comparable assessment, but

not sure if goal is comparable across classrooms. Includes all students? all students are included in the assessment, but the two students

already at benchmark are not addressed and there is no growth expectation for the other 20%.

Original SMART SLT: By the end of the

current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.

Revised SMART SLT:

By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

Directions for activity

• Stand up, walk at least 10 steps to find a person you have not talked with today. Be sure to take the SMART Goal handout with you.

• Together, answer the check list questions.• Rewrite the provided Student Learning Target

if can be improved.• Share out.• Repeat until all goals have been reviewed.



assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all student?Comparable across

classrooms?

Context: 4th Grade ReadingSTAR data reveals that 58% of students

are reading on or above grade level.

SMART Goal:For the current school year, all of my students will be reading on or above

grade level by the end of the school year as measured by the STAR assessment.

For the current school year, all of my students will be reading on or above grade level by the end of the

school year as measured by the STAR assessment.

Specific? Measurable? Appropriate? Realistic? Time-bound? Standards based? Rigorous? Appropriate assessment? Data between 2 points in time? Comparable across classrooms? Includes all students?

How SMART is this SLT? For the current school year, all of my students will be reading on or above grade

level by the end of the school year as measured by the STAR assessment.

Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? Highly unlikely, but dependent on the pre-assessment data of the other

42% of students Time-bound? by end of school year Standards based? STAR is standards based Rigorous? add a stretch goal for the 58% who are already at grade level Appropriate assessment? yes Data between 2 points in time? yes, beginning and ending STAR assessments are

referenced Comparable across classrooms? district assessment Includes all students? all students are measured, but there is no growth

expectation for the 58% already at grade level

Original SMART SLT: For the current school

year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.

Revised SMART SLT:

For the current school year, all 90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.



assessment? Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all student?Comparable across

classrooms?

Context: High School ScienceAs a pretest, biology students evaluated anexperiment and I scored their performanceusing a 4-level scientific rubric in which a core of 3 signifies proficiency. Question/Hypothesis – 2 Investigation Design – 1.5 Methods of Data Collection – 1.5 Data Analysis – 1.5

SMART Goal:During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform atthe 3 level in all 4 areas on a postperformance assessment.

During the school year, all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.


How SMART is this SLT? During the school year, all of my students will make measurable progress in each of the 4

areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.

Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? yes Time-bound? by end of school year Standards based? Is this standards content? Rigorous? What about students already at the 3 level? Are all of the benchmark

and goal scores averages? What about all indiv. student growth? Appropriate assessment? Not sure if this is a district rubric. It should be or at

least aligned beyond the single classroom teacher. Data between 2 points in time? yes Comparable across classrooms? Not mentioned Includes all students? all students are included in assessment, but only as part of

the averages for benchmark and goals.

Original SMART SLT: During the school year,

all of my students will make measurable progress in each of the 4 areas related to scientific investigation. The students will perform at the 3 level in all 4 areas on a post performance assessment.

Revised SMART SLT: During the school year, all

of my students will make measurable progress in each of the 4 areas related to scientific investigation, as measured on the district scientific investigation rubric. The average performance score for all will be at the 3 level in all 4 areas on the post performance assessment.


Quality Appropriate needs

assessment? Specific? Measurable? Appropriate? Realistic/Rigorous? Time-bound? Includes all student? Comparable across

classrooms?

Context: Middle School Special EducationThe Woodcock-Johnson test was administered in August. The baseline data how that all the students are reading below grade level. The range of grade equivalency is 1.2 to 5.7.

SMART Goal:For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.

For the current school year, all students will show measurable progress on the Woodcock-Johnson. The students will

increase their Woodcock-Johnson score by an average of 1.5 years.


How SMART is this SLT? (For the current school year, all students will show measurable progress on the

Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.)

Specific? yes Measurable? yes, based on pre and post assessments Appropriate? it is in the teacher’s realm of control Realistic? yes Time-bound? yes Standards based? nationally validated? Rigorous? Is 1.5 average growth rigorous? Should measurable progress

be specified for all students? Appropriate assessment? ? Data between 2 points in time? yes Comparable across classrooms? yes, it is standardized nationally Includes all students? all students are included

Original SMART SLT: For the current school

year, all students will show measurable progress on the Woodcock-Johnson. The students will increase their Woodcock-Johnson score by an average of 1.5 years.

Revised SMART SLT: For the current school

year, all students will show measurable progress on the Woodcock-Johnson. will increase their score by ___ years and the average The students will increase of their Woodcock-Johnson score by an average of will be 1.5 years.

Anna Tate

8th Grade Language Arts TeacherPre-Assessment of

Student Ability in Writing

First, Anna must select or develop an appropriate needs assessment.

She decided to have each student do a free write on any subject (s)he selected.

These were scored using the District created writing rubric.

Rubric used for Assessing Students1 2 3 4

Audience &

Purpose

The writer may identify a general topic but demonstrates little or no awareness of purpose or audience.

The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task than the actual purpose or intended audience.

The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion.

The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information.

Idea

Development

The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. No examples or details are provided or support is irrelevant.

The writer demonstrates inconsistent development of ideas often presenting facts with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support.

The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments.

The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments.

Organization

& Structure

The writer offers little or no organizational structure, placing ideas in no logical order. There is little or no variety in sentence structures.

The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, these appear alongside mostly simple sentences.

The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to ideas, though connections between some ideas are less clear on occasion.

The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures.

Student Audience & Purpose

IdeaDevelopment

Organization & Structure

Average

Student 1 2 2 1 1.67Student 2 3 3 4 3.33Student 3 1 1 1 1Student 4 2 2 1 1.67Student 5 3 2 2 2.33Student 6 3 2 2 2.33Student 7 2 1 1 1.33Student 8 1 1 1 1Student 9 3 3 3 3Student 10 2 2 1 1.67Student 11 3 2 2 2.33Student 12 3 3 3 3Student 13 1 1 1 1Student 14 3 3 4 3.33Student 15 3 2 2 2.33Student 16 2 2 2 2Student 17(no response) 0 0 0 0

Student 18 3 3 2 2.67Student 19 3 3 4 3.33Student 20 2 1 1 1.33Average 2.25 1.95 1.9

Student Performance by GroupsLow Performing

Students

Mid Performing

Students

High Performing

Students

Audience &

Purpose.75 2.54 3.0

Idea

Development.75 2.08 3.0

Organization

& Structure.75 1.62 4.0

Baseline Data What are the learning

needs of my students? What are the assessments

or evidence sources I will use?

Attach supporting data.

I worked with the other LA teachers in the district to create a common assessment using criteria from the writing rubric. The data from the pre-assessment shows that 4 students scored very low, 3 scored very high and all areas of writing are low. I then grouped the students according to their scores to see that the low performers averaged .75 in all three areas of the rubric which is significantly lower that the mid performing group. The high performing group avg. 4.0 on Organization and Structure, but the other two group avg. below 2.

Baseline Data

Anna’s Student Learning Target

Student Learning Target Statement: For the 2012 – 13 school year students will make measurable progress in writing- 80% of the students will score a “3” or better overall.

A good student learning target is one that is…

Specific Measurable Appropriate Realistic Time-bound

Anna’s SLT

Student Learning Statement: For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall.

A good student learning target is one that is…

Specific Measurable Appropriate Realistic Time-bound

You need to KNOW your students before you can

judge the appropriateness of the student learning target.

Step 2: Creating SLTs Using the SMART Process

Step 1:Determine

needs

Step 2:Collaborate

with administration


targets based on pre-

assessment



strategies




achieved the goals

Step 3: Creating and Implementing Strategies

Step 1:Determine

needs

Step 2:Collaborate

with administration

to create specific

learning goals based on pre-

assessment



strategies




achieved the goals

Relationship between Student Learning Targets and the

Professional’s Learning Needs

• Students will use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes.

• Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing.

• Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development.

Student Growth vs. Professional Growth Strategies

• I will implement strategies learned during the Writer’s Workshop training and develop writing prompts for students to use in their writer’s notebooks.

• I will refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing.

• I will refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.

Step 4: Monitoring Student Progress and Making Adjustments

Step 1:Determine

needs

Step 2:Collaborate

with administration

to create specific

learning targets based on pre-

assessment



strategies




achieved the goals

Monitoring Student Progress

• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.

• Make adjustments to strategies as needed.

• Meet with evaluator for a mid-year review

So, what data sources will you use?

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Data Source Possibilities

Interim Assessments


ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Descriptive

Rubrics

Anna Tate8th Grade Language Arts Teacher

Goal Statement:

For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas; audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.

Baseline and Mid-Year Data

25% 50%

Anna’s Mid-year Reflection on Strategies

Goal Strategy Adjustments to Strategies

Implement writer’s notebook for student writing practice.

I will incorporate opportunities for peer response groups to write collaboratively using writer’s notebook activities, assessing specifically for idea development using rubric criteria. I will focus my modeled writing lessons around how writers create and build on topic ideas.

Implement peer response groups.

I will model decision-making about suggested revisions as students provide feedback on my writing samples. I will provide students more intentional practice making revisions to their writing and allow them to share those revisions in peer response groups.

Analyze modes of writing.

I will model thinking aloud, and ask students to do the same, to think through characteristics expected for narrative, informational/explanatory, and argumentative writing.

Incorporate digital writing opportunities.

I will incorporate opportunities to students to write for specific audiences and purposes using digital technologies. Students will collaborate to write, share ideas and will provide and receive feedback using digital tools.

Step 5: Determining Goal Attainment

Step 1:Determine

needs

Step 2:Collaborate

with administration

to create specific

learning goals based on pre-

assessment



strategies




achieved the goals


Baseline, Mid-Year, End of Year Data

50%

80%

25%

Goal Statement:

For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.


Baseline, Mid-Year, End of Year Data

50%

78%

25%

Goal Statement:

For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.

Student Audience & Purpose

IdeaDevelopment

Organization & Structure

Average

Student 1 2/3 2/3 1/3 3Student 2 3/4 3/4 4/4 4Student 3 1/2 1/2 1/3 2.33Student 4 2/3 1/3 1/3 3Student 5 3/3 2/3 2/4 3.33Student 6 3/3 2/3 2/3 3Student 7 2/4 1/3 1/3 3.33Student 8 1/2 1/3 1/2 2.33Student 9 3/3 3/3 3/4 3.33Student 10 2/3 2/3 1/4 3.33Student 11 3/4 2/4 2/3 3.67Student 12 3/3 3/3 3/3 3Student 13 1/2 1/2 1/2 2Student 14 3/3 3/4 4/4 3.67Student 15 3/3 2/3 2/3 3Student 16 2/3 2/3 2/3 3Student 17(no response) 0/2 0/2 0/2 2

Student 18 3/3 3/3 2/3 3Student 19 3/3 3/4 4/4 3.67Student 20 2/3 1/4 1/3 3.33Average 2.25/2.95 1.95/3.1 1.9/3.15

End of the Year Reflection• What worked (i.e., strategies, support, resources,

goal(s), assessment)? • What did not work? Why? • What would you do differently? Why? • How did the Student Learning Goal setting process

impact your professional practice, professional responsibilities, and/or student learning?

• How do these results impact professional growth or directed improvement plan targets? What additional training or learning is needed?

Summative Reflection on goal(s) status and next steps

Based on the results of your original identified measures of goal attainment, to what extent did you achieve your goal(s)?How will I use these results to support my professional growth?

One thing I want to

know more about is

_______________

I teach ________

at __________

grade level

NAME________________

Questions?Thoughts?

How SMART is this SLT?

P.E. Teacher’s SLTFor the 2013-14 school year:

Curl ups: • Level 1 students will increase their baseline by 9; Level 2

students by 7; Level 3 students by 4 Mile Run:• Level 1 students will decrease their baseline by 4 min.; Level 2

students by 2 min.; Level 3 by 1 min.Reach and stretch:• Level 1 students will increase their baseline by 7 cm.; Level 2

by 5 cm.; Level 3 by 2 cm.

As measured by the Presidential Fitness Test


Science Teacher’s SLT

For the current school year, all of my students will make measurable progress in each of the

four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis).

All students will achieve at the 3 level of performance on a 4-point rubric in each area.


Art Teacher’s SLTAll students will demonstrate measurable

progress in each of the rubric areas (Elements & Principles, Creativity & Originality,

Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric.

Let’s Practice

On your own, Decide if the goal provided is SMART.Refer to the SMART Criteria.

Next, Share your thinking and rationale. Others at your table may have the same goal. If it is not SMART, discuss possible adjustments

to meet SMART criteria.

Using Baseline DataThe next two activities ask that you write SLTs based on the provided data.

After the first data set is presented, move to a different part of the room and find a partner you have not yet worked with. Together you will write a SMART Student Learning Target that addresses the base line data.

Once you have completed your SLT, share your work with another duo. Make suggestions to strengthen the work.

You may be asked to share your work with the rest of the group.

8th Grade Math TeacherPercentile Rank Distribution of

Students on the STAR*

Mathematics Assessment

Students performing at the 50th percentile are

said to be on grade level.

*Acronym Stands for the Standardized Test for Assessment of Reading (STAR)*Acronym Stands for the Standardized Test for Assessment of Reading (STAR)

Base Line Data Continued

After the data is presented, please stand up if you were born in Jan., Feb., March, April, May or June. Select a partner from the folks seated. Together you will write a SMART Student Learning Target that addresses the base line data.

Once you have completed your SLT, share your work with another duo. Make suggestions to strengthen the work.

You may be asked to share your work with the rest of the group.

Baseline Data ContinuedReflecting on the work of his past students, Mr. Wright realized that his pre law students often had difficulty presenting information and developing persuasive arguments as they wrote legal briefs. To verify this concern, he decided to give a pre test, providing them with the details of an incident and then requiring them to prepare a legal brief.

Number and Percent of Students Earning Each Score Point on the EssaysUnscora

ble1 2 3 4 5 6

Expository 3 (5%) 7 (12%) 12 (21%) 19 (33%) 8 (14%) 5 (9%) 3 (5%)Persuasive 2 (4%) 9 (16%) 14 (25%) 23 (40%) 5 (9%) 4 (7%) 2 (4%)

Gallery Walk• Facilitators will group you into triads based

on the exit slip information.• Each triad will pick a content area, then

develop an overarching appropriate SLT.• Write the SLT on the provided chart paper

and then post along the wall.• During the gallery walk, you will provide

feedback using post it notes.• Collect the chart paper and review feedback.

1. What do I most want my students to know and be able to do?Identify the core concepts and standards

2. Where are my students starting? Gather then analyze data to determine how well

prepared students are to learn core concepts and standards

3. What assessments are available? Select or Develop an assessment

Select or develop an appropriate assessment to measure student learning and growth

4. What can I expect my students to achieve?Leads to development of student growth targets with a

strong rationale supporting why targets are appropriate

Based on what you have learned, what do you see as the benefits and challenges of

student achievement goal setting?BENEFITS CHALLENGES

Common Challenges1. Data access & analysis

– Robustness of data system

– Teacher & administrator skills

2. Sufficient & appropriate assessments

3. Writing SMART Student Learning Targets

4. Clarifying the acceptable amount of progress

5. Developing instructionally-based strategies – See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc….

What does research say about setting student learning targets?

Linked to mastery learning• 1 standard deviation higher on average compared with conventional instruction (Bloom, 1984)• Includes formative assessments, frequent corrective feedback

Linked to enhancing pre-requisite cognitive skills• .7 standard deviation higher on average compared with conventional instruction (Walberg, 1984)• Includes initial skills assessment and teaching prerequisite skills that are lacking

Linked to assessment for learning• Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment

Reform Group, 2000) Linked to standards-based performance assessment

• Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000)

Linked to standards-based instruction• 18-41 percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, &

Pollock, 2001) Linked to data-based decision-making

• School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003

Setting student achievement goals…

Focuses on student results

Connects teaching with learning

–Improved instruction in the classroom

Contributes to school improvement

Credits

The information shared in this presentation was based on the work of Dr. James Stronge and his peers at William and Mary.Materials developed by the Kentucky Department of Education and the Virginia Department of Education helped inform the presentation.

SLTs and Teacher Effectiveness Pilot

ReviewRequirements

RecommendationsReady to Go

Dr. Janeen Outka, EDEC

Are we doing it right?

• Good news: This is a pilot project.• Good news: We have time to fine tune this

process before statewide implementation.• Good news: You are allowed to make this

process flexible for your school.

– KEEP MOVING FORWARD!

SMART SLTs for Measuring Student GrowthChecklist for Goal QualityAppropriate needs assessment?Specific?Measurable?Appropriate?Realistic/Rigorous?Time-bound? Includes all students?Comparable across classrooms?

Who is writing SLTs?• Teacher Pilot

– Pilot Schools: 100 percent of teachers being evaluated in the pilot year (number varies by district)

– Scale-up schools: District decision, learning opportunity

• Principal Pilot– If administrator is a principal of a teacher pilot

school, 100 percent of teachers being evaluated– Otherwise, 25 percent of teachers under the

principals charge.

Options for establishing SLTs

• Can set uniform SLTs forthe whole class

• Can establishmultiple, differentiated targets based on students’ initial mastery of the content standard

• Can be individualized to a specific teaching assignment

• Can be established collaboratively by a PLC

• Can be structured to conform to school or district goals

How many SLTS do I need?

• In the pilot year, teachers can start with just one SLT– To think about for the future. . .

• Elementary teachers• Secondary teachers• K-12 teachers• Teachers with multiple preps

What is the timeline for writing, incorporating, and assessing SLTs?

• School calendar• Course length• Knowledge of students• Scope of SLT• Recommendation to wrap up post-

assessments by end of April.

Assessing SLTs

• Do I need to use the same pre/post test?– No– Can use multiple measures to gather data

• Does it have to be a test?– No– Rubrics– Performance assessments– Presentations– Samples of student work

Assessing SLTsCommon State Assessments

Assessments that are pre-approved and mandated for use state-wide OR assessments that are purchased and used across multiple districts.

Common District Assessments

Assessments that are pre-approved and used in many classrooms in multiple schools in a district.

Common School Assessments

Assessments that are mandated or optional for use school-wide.

Classroom Assessments Assessments used by a single teacher for a particular course.

Assessing SLTsCommon State Assessments

Assessments that are pre-approved and/or mandated for use state-wide OR assessments that are purchased and used across multiple districts.

Smarter BalanceSDAPNCRCEOCWrite to LearnDIBELSAP ExamsSTARS reading/mathMAPSAIMSACT (SDMyLife practice exams and quizzes)CTE contests/judging

Common District Assessments

Assessments that are pre-approved and used in many classrooms in multiple schools in a district.

DIBELSSTARSMAPSAIMSDistrict created/purchasedPublisher materials

Assessing SLTsCommon School Assessments

Assessments that are mandated or optional for use school-wide.

•Exams written by the science teachers and used in all chemistry courses. •Publisher materials


Assessments used by a single teacher for a particular course.

Individual teacher created assessments for use in a single course.

Support

• SLT Handbook TBA• Coaching

– Systems Implementation– SLTs– Assessment– Professional Practices/Danielson Framework

Student Learning Targets as a Measure of Teacher Effectiveness

Documents

student data

student growthstep

student learning expectations

student resultsexplicitly

use student learning

student growth pgp

longterm student growth

student learningand