part 4 student achievement

8/13/2019 Part 4 Student Achievement

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May 2011

Student Achievement Goal Setting:A n Opt ion fo r Con nec t ing Teach er

Per fo rm anc e to Ac ademic Prog ress


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SECTION 1

An Overview of Student Achievement Goal Setting andDeveloping SMART Goals


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Why Consider Student

Achievement Goal Setting?The Uniform Performance Standards and Evaluation

Criteria incorporate student academic progress as asignificant component of the evaluation

For about 30 percent of teachers, student growthpercentiles will be available.

For about 70 percent of teachers, other measures ofacademic progress will need to be identified.


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What are the purposes of

Student Achievement Goal Setting?Focus on student results

Explicitly connect teaching and

learningImprove instructional practices andteacher / education specialist

performanceTool for school improvement


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Step 1: Determining Needs

Step 1:

Determineneeds

Step 2:

Createspecific

learning goalsbased on pre-

assessment

Step 4:Monitorstudent

progressthrough on-

going

formativeassessment

Step 3:Create andimplementteaching

andlearning

strategies

Step 5:

Determinewhether the

studentsachieved the

goal

Ch. 1, pg. 5


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Teacher E

Grade 5


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Step 2: Creating SMART Goals

Step 1:

Determineneeds

Step 2:

Createspecific


assessment


progressthrough on-

going

formativeassessment


andlearning

strategies

Step 5:

Determinewhether the

studentsachieved the

goal


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What is astudent achievement goal ?Goal a statement of an intended outcome ofyour work:

Studen t Learn ing

Distinct from Strategies

Strategies = Means

Goal = End

Are you going to New York or by train?


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May 2011

Writing a SMART Goal


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Teacher Es Goal

Goal Statem en t :

In current school year,each student will makemeasurable progresson the STARassessment. Each

student will gain atleast one years growthin grade levelequivalency.

A good goal statementis one that is

S pecificMeasurable

Appropriate

Realistic

Time-bound


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May 2011

How Smart is this goal?

Aspect of GoalStatement Evidence

Specific

Measurable

Appropriate

Realistic

Time-Bound

Teacher G Second GradeDuring this school year, my students will improve on word knowledge and oral

reading fluency.


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Applying a Goal Setting RubricGoal Setting Rubric

StudentAchievement

Standard

Level of Performance

Unsatisfactory Emerging Proficient Exemplary The teacherdevelops rigorous

student learning andacademicachievement goals

Not Applicable CANNOT MOVE

FORWARD


FORWARD

Student learningand academic

achievementgoals arerigorous,attainable andreflect acceptablegrowth duringthe course orschool year


achievementgoals arerigorous,attainable andreflectextraordinarygrowth beyondexpectationsduring the courseor school year

Student learning andacademicachievement goalsare unrelated toidentified studentneeds.

Student learning andacademicachievement goalsare related toidentified studentneeds, butS.M.A.R.T. processneeds refining.


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May 2011

Teacher Gs Goal Goal Setting Rubric

StudentAchievement

Standard





FORWARD


FORWARD








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May 2011

Teacher Gs Baseline Data


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May 2011

Teacher Gs Baseline Data


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May 2011

Better goal for Teacher G?

Goal Sta tem ent:

During this school year, 100% of my students will improve in

instructional reading level. Each student will move up atleast a grade level in oral reading from fall to spring.Furthermore, students who are below grade level willincrease their instructional reading level by 1.5 years.


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May 2011

How Smart is this goal?

Aspect of Goal

Statement Evidence

Specific

Measurable

Appropriate

Realistic

Time-Bound

Teacher H Government TeacherFor the current school year, my students will have the knowledge and skills to beproductive members of their society because they will be able to analyze primary

and secondary source documents.


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Applying a Goal Setting RubricGoal Setting Rubric

StudentAchievement

Standard





FORWARD


FORWARD








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May 2011

Teacher Hs Goal Goal Setting Rubric

StudentAchievement

Standard





FORWARD


FORWARD








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May 2011

Better goal for Teacher H?

Goal Sta tem ent:

During this school year, 100% of my students will improve in

analyzing primary and secondary source documents. Eachstudent will increase his/her ability to analyze documents byone level on the rating rubric. Furthermore, 75% of studentswill score at proficient or above.


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May 2011

SECTION 2

Creating Strategies and Monitoring Progress


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Teacher I8 th Grade Math Teacher

Goal Statement

For the school year,all of my studentswill demonstrate

measurable growthin mathematics. Atleast 80% of mystudents will meetor exceed thebenchmark of 50th

percentile or aboveon the percentilerank distributionfor STAR.

Baseline Data

Percentile Rank Distributionof Students on the STAR*Mathematics Assessment

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


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Step 3: Create and Implement Strategies

Step 1:

Determineneeds

Step 2:

Createspecific


assessment


progressthrough on-

going

formativeassessment


andlearning

strategies

Step 5:Determine

whether thestudents

achieved thegoal


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May 2011

Teacher I8 th Grade Mathematics Teacher

Incorporate SCANS skills byattending a workshop and

integrating it into instructionTrack progress of students

using STAR assessments

Incorporate student goalsetting


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Step 4: Monitoring Student Progressand Making Adjustments

Step 1:

Determineneeds

Step 2:

Createspecific


assessment


progressthrough on-

going

formativeassessment


andlearning

strategies

Step 5:Determine

whether thestudents

achieved thegoal


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May 2011

Monitoring Student Progress

Monitor both student progress toward goalattainment AND strategy effectiveness

Make adjustments to strategies as needed


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Goal Statement

For the school year,all of my students

will demonstratemeasurable growthin mathematics. Atleast 80% of mystudents will meetor exceed thebenchmark of 50thpercentile or aboveon the percentilerank distribution forSTAR.

Baseline and Mid-Year Data

Percentile Rank Distribution ofStudents on the STAR*

Mathematics Assessment



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Teacher I8 th Grade Mathematics Teacher

I a t tended th e SCANS worksh op and incorp orated th isapproach in to my lessons . I have no t ye t incorpo ra tedcom puters but wi l l work wi th the Ins t ruc t ional Technolog yteacher.

Inform al assessm ent data and STAR data indic ate that at

leas t 38 of m y s tudents are cont inuing to s t rugg le wi thmathemat ics conc epts .

I p lan to meet wi th the mathemat ics co ach to d iscu ss sp ecif icneeds and develop in tervent ion p lans for s tu dents . I a lsoplan to organize tu tor ing for s t rugg l ing s tud ents . Goalse tt ing s eems to be work ing w i th s tuden ts bu t s ome

s tudents are d iscou raged when they c an v isual ly see thatthey are no t m eet ing the i r goa ls . I wi l l wo rk w i th s tud entsto set realis t ic, incr emental go als .


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Step 5: Determining Goal Attainment

Step 1:

Determineneeds

Step 2:

Createspecific


assessment


progressthrough on-

goingformative

assessment


andlearning

strategies

Step 5:Determine

whether thestudents

achieved thegoal


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May 2011


Goal Statement

For the school year,all of my students

will demonstratemeasurable growthin mathematics. Atleast 80% of mystudents will meetor exceed thebenchmark of 50thpercentile or aboveon the percentilerank distribution forSTAR.

Baseline and Mid-Year Data

Percentile Rank Distribution ofStudents on the STAR*

Mathematics Assessment



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May 2011

Teacher J

High School English Teacher

Professionals Name: Teacher J


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Teacher J Worksite Yourtown High School Job Title: English Teacher School Year _______

I. Setting (Describe the population andspecial learning circumstances)

I teach two classes of grade 10 English students. I have a total of 57 students. Twenty-nine percent of my students qualify for services and have IEPs.

II. Content/Subject/Field Area (Thearea/topic addressed based on learner

achievement, data analysis, or observationaldata)

I will focus on expository and persuasive essay writing. Last year only 35% of mystudents scored proficient on the essay portion of the state writing test.

III. Baseline Data (What does the currentdata show?)

I administered both an expository writing prompt and a persuasive writing prompt andscored it using a 6-point rubric in which a score of 4 is proficient. The data show that28% of my students scored 4 points or better on the expository writing sample and20% of my students scored 4 points or better on the persuasive writing sample.

Data attached

IV. Goal Statement (Describe what youwant learners/program to accomplish)

For the current school year, 100% of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% ofmy students will score 4 points or better on the expository writing sample and 75% ofmy students will score 4 points or better on the persuasive writing sample.

V. Means for Attaining Goal (Activities used to accomplish the goal)

Strategy M easurable By Target D ate

Use modified pacing to attend to studentneeds

Copies of modified pacing Ongoing (September May)

Use frequent formative assessment withstudents to provide feedback and modifyinstruction.

Lesson PlansCopies of teacher-made formativeassessments

Ongoing (September May)

Incorporate focused instruction in keycontent areas as prescribed by the State

Standards

Lesson Plans Ongoing (September May)


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May 2011

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

Unscora ble

1 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%)

Baseline Data (September Assessment)

0

5

10

15

20

25

0 1 2 3 4 5 6

Expository

Persuasive

Score Points for Rubric Essay

N u m

b e r o

f S t u d e n

t s


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May 2011

Teacher Js Goal

A good goal statementis one that is

S pecific

MeasurableAppropriate

Realistic

Time-bound

Goal Statement

For the school year, all ofmy students will makemeasurable progress onboth expository writingand persuasive writing.

By the end of the schoolyear, 75% of my studentswill score 4 points orbetter on the expositorywriting sample and 75% ofmy students will score 4points or better on thepersuasive writingsample.


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Steps in theMid-Year Review Process

Step 1

Collect andreflect on

informal andformal mid-year data

Step 2

Reflect onprogress

toward goalStep 3

Reflect oneffectivenessof strategies

Step 4

Adjuststrategies


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Expository Essay


N u m

b e r o

f S t u d e n

t s


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May 2011

Persuasive Essay


N u m

b e r o

f S t u d e n

t s


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Teachers Mid-year Reflectio n o n Strateg ies Teacher J

English Teacher

Strategy Progress

Use modified pacing toattend to student needs

Changed instruction to address student deficiencies in writing

Use frequent formativeassessment withstudents to providefeedback and modifyinstruction.

Used frequent formative assessments for writing skills; Usedformative assessments to address student deficiencies;Assessments indicate that a majority of students continue to havedeficiencies in one or more areas

Incorporate focusedinstruction in keycontent areas as

prescribed by the StateStandards

Developed mini-targeted lessons to address specific writing skillswith students

T h Mid R fl t i C t i d


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Teachers Mid-year Reflect io n Co nt in ued Teacher J

English TeacherStrategy Adjustment(s)

Use modified pacing toattend to student needs

Continue to use modified pacing; Ensure that modified pacing is based on formative assessment data

Use frequent formative

assessment with students to provide feedback andmodify instruction

Target formative assessments to focus on specific writing

skills according to student deficiencies

Incorporate focusedinstruction in key contentareas as prescribed by theState Standards

Differentiate instruction in key content areas using formativeassessment data

Use Peer and Self-Assessment

Work with students on evaluating their own work andthe work of their classmates using the writing rubric;Determine the ability of students to apply the rubric;Track peer, self, and teacher ratings to determine

consistency


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May 2011

Teacher JEnglish Teacher

Number and Percent of Students Earning EachScore Point on the Essays

Unscor able

1 2 3 4 5 6

Expository

Baseline

3

(5%) 7

(12%) 12

(21%) 19

(33%) 8

(14%) 5

(9%) 3

(5%)

Expository End ofYear*

0(0%)

1(2%)

4(7%)

10(18%)

31(54%)

6(11%)

5(9%)

Persuasive Baseline

2(4%)

9(16%)

14(25%)

21(37%)

5(9%)

4(7%)

2(4%)

Persuasive End ofYear*

0(0%)

1(2%)

6(11%)

11(19%)

23(40%)

10(18%)

6(11%)

Goal Statement

For the school year, allof my students willmake measurableprogress on both

expository writing andpersuasive writing. Bythe end of the schoolyear, 75% of mystudents will score 4points or better on the

expository writingsample and 75% of mystudents will score 4points or better on thepersuasive writingsample.

*Percentages may not equal 100% due to rounding.


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Expository Essay


N

u m

b e r o

f S t u d e n

t s


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Persuasive Essay


N

u m

b e r o

f S t u d e n

t s


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Did Teacher J meet his goal?

Type of Essay

P e r c e n

t a g e o

f S t u d e n

t s

R e c e

i v i n g

a 4 o r

b e

t t e r


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May 2011

Did Teacher J meet his goal?

Type of Essay

P e r c e n

t a g e o

f S t u d e n

t s

R e c e

i v i n g

a 4 o r

b e

t t e r


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May 2011

What does research say about goalsetting for student achievement?

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)

d h h l d d h


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Based on what you have learned today, whatassessment data sources would be appropriate for

Establishing baseline data anddetermining goal attainment?

Progress monitoring goal progressthroughout the year?


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

student achievement goal setting?Benefits Challenges


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Common Challenges

1. Data access & analysisRobustness of data system

Teacher & administrator skills

2. Sufficient & appropriate assessments3. Writing SMART goals

4. Clarifying the acceptable amount of progress

5. Developing instructionally-based strategies

See Marzano et al., Schmoker, Collins, Blankstein, Fullan,etc., etc.


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Setting student achievement goals

Focuses on student results

Connects teaching with learning

Improved instruction in the classroom

Contributes to school improvement

part 4 student achievement

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