Building Positive Relationships (5 Minutes)“Sunshine Cards”Lead Person: Melinda Crockett

Child Find (5 Minutes)“Update from Our Special Education Director”Lead Person: Christina Grace

Improving Literacy Instruction (15 Minutes)“The Common Core Literacy Standards”Activity #1: I Can Do That!Lead Person: Paul W. Prater

Standards Based Grading (15 Minutes)

“How We Got Grading Wrong: Are We Doing Better?Activity #2: Let’s Talk About GradingLead Person: Paul W. Prater

TPGES Updates/Information (5 Minutes)

“Evaluation Process and Organizational Information”Lead Person: Paul W. Prater

Student Growth Goals (30 Minutes)“More Information about Student Growth Goals”Lead Person: Paul W. Prater

Closing Thoughts

We are all literacy teachers and our goal is to graduate literate students. For good reason, the common core standards mandate that all teachers focus on teaching literacy.

What is contained in the Common Core LiteracyStandards?

Activity #1: Stand Up and Let’s Hear Them!

Activity #2:

How We Got Grading Wrong,

and What to Do About It

Please silently read the provided article.

When time is called, please discuss the article with your talking partner.

Be prepared to share comments that you heard YOUR PARTNER make that about the article.

What is the biggest thing I need to focus on (overarching)? 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;

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).

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

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

Identifies an area of need pertaining to currentstudents’ abilities

Includes growth and proficiency targets that establishand differentiate expected performance for ALLstudents

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

Explicitly states year-long/course-long interval ofinstruction

The student growth goal:

Focuses on a standards-based enduring skill

Identifies a specific area of need supported by datafor current students

Includes a growth target that establishes growthfor ALL students; a proficiency target thatestablishes the mastery expectation for students

Uses measures for collecting baseline, mid-course,and end of year/course data that matches the skillbeing assessed

Specifies a year-long/course-long interval ofinstruction

The student growth goal:

Focuses on a standards-based skill that does notmatch enduring skill criteria

Identifies a specific area of need, but lackssupporting data for current students

Includes both a growth target and a proficiencytarget, but fails to differentiate expectedperformance for one or both targets

Uses measures that fail to clearly demonstrateperformance for the identified skill

Specifies less than a year-long/course-long intervalof instruction

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 levelstandards and appropriate for the grade level andcontent area for which it was developed

Identifies measures that demonstrate where studentsare in meeting or exceeding the intent of thestandard(s) being assessed

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

The student growth goal:

Is congruent and appropriate for gradelevel/content area standards

Identifies measures that allow students todemonstrate their competency in performing at thelevel intended in the standards being assessed

Includes growth and proficiency targets that aredoable, but stretch the outer bounds of what isattainable

The student growth goal:

Is congruent to content, but not to grade levelstandards

Identifies measures that only allow students todemonstrate competency of part, but not all aspectsof the standards being assessed

Includes targets that are achievable, but fail tostretch attainability expectations

The student growth goal:

Is not congruent or appropriate for gradelevel/content area standards

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

Includes targets that do not articulate expectationsAND/OR targets are not achievable

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

Uses comparable criteria across similar classrooms(classrooms that address the same standards) todetermine progress toward mastery ofstandards/enduring skills

Uses evidence that allows for students to demonstratethe degree of mastery of a targeted enduring skill orconcept

Develops assessments using on-level text complexity.

For similar classrooms, data collected for thestudent growth goal:

Reflects use of common measures/rubrics todetermine competency in performance at the levelintended by the standard(s) being assessed

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

Develops assessments that use on-level passage-based text and prompts.

n/a

n/a

n/a

For similar classrooms, data collected for thestudent growth goal:

Does not reflect common criteria used todetermine progress

Does not use evidence that does not allow forstudents to independently demonstrate the degreeof mastery of a targeted enduring skill or concept

Does not develop assessments that use on-levelpassage-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.

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

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

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

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

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.