1

Teacher Evaluation InstituteJuly 23, 2013

Virginia Department of EducationDivision of Teacher Education and Licensure

2

Critiquing Elementary Goals

3

Afternoon Agenda

• Critiquing goals using the SMART criteria

• Creating goals using the SMART criteria

4

Grade 3 Teacher Q• Grade 3: Baseline Reading Data• Online reading assessment used• Beginning of the year reading

levels 2.7 and below = Below grade level

2.8-3.2 = On grade level

3.2 and above = Above grade level

5

Teacher Q: Student Baseline Reading DataStudent Baseline Score

Student 1 1.3Student 2 1.5Student 3 1.5Student 4 1.5Student 5 1.6Student 6 1.7Student 7 2.2Student 8 2.3Student 9 2.6

Student 10 2.6Student 11 2.8Student 12 2.8Student 13 2.8Student 14 3.0Student 15 3.2Student 16 3.4Student 17 3.6Student 18 3.7Student 19 3.7Student 20 4.0

6

Student Baseline Reading Data: Tiers

Below Grade Level On Grade Level Above Grade Level0

2

4

6

8

10

12

10

5 5

7

Teacher QEvaluate: Is this goal SMART?

Goal Statement:

From September 2012 to May 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. All students will improve their baseline score by 1.0 grade levels by the post-assessment.

A good goal statement is one that is…

• Specific

• Measurable

• Appropriate

• Realistic, but Rigorous

• Time-bound

8

How would you improve this goal?

Goal Statement:

From September 2012 to June 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. All students will improve their baseline score by 1.0 grade levels by the post-assessment.

9

Improved Goal: One Suggestion

Goal Statement:

From September 2012 to June 2013, 100 percent of students will make measurable progress in reading as measured by the online assessment. • Students scoring below grade level will improve

their scores by 1.5 grade levels.• Students scoring at or above grade level will

improve their scores by 1.0 grade levels.

10

Goals for Students with Disabilities

11

Teacher Q and Teacher of Special Education R: Student Baseline Data

Student Baseline ScoreStudent 1 1.3Student 2 1.5Student 3 1.5Student 4 1.5Student 5 1.6Student 6 1.7Student 7 2.2Student 8 2.3Student 9 2.6

Student 10 2.6Student 11 2.8Student 12 2.8Student 13 2.8Student 14 3.0Student 15 3.2Student 16 3.4Student 17 3.6Student 18 3.7Student 19 3.7Student 20 4.0

Students Identified with Disabilities

Teachers Q and R teach using a collaborative model to deliver reading instruction.

12

Goal Setting Considerations for Students with Disabilities

• Does the student’s disability affect the student’s ability to reach the goal?

• What has been the academic history of the student up to this point?

• What types of instructional interventions have been provided to the student in the past?

13

Student 5

Grade Baseline Score End-of-Year Score

K PK.3 K.1

1 K.1 K.8

2 K.7 1.6

3 1.6

Receives services for language arts (writing and reading) and speech

Academic History: Reading

Discussion Questions:• Based on this data, is the improved goal written

by Teacher Q appropriate for this student?• What other factors should be considered in

determining an acceptable goal?

14

Student 6

Grade Baseline Score End-of-Year Score

K PK.2 K.2

1 K.3 1.3

2 1.3 1.6

3 1.7

Receives services for language arts (writing and reading) and mathematics

Academic History: Reading

Discussion Questions:• Based on this data, is the improved goal written

by Teacher Q appropriate for this student?• What other factors should be considered in

determining an acceptable goal?

15

Student 7

Grade Baseline Score End-of-Year Score

K PK.5 K.2

1 K.1 1.3

2 1.2 2.2

3 2.2

Receives services for mathematics

Academic History: Reading

Discussion Questions:• Based on this data, is the improved goal written

by Teacher Q appropriate for this student?• What other factors should be considered in

determining an acceptable goal?

16

Music Teacher S• Grade 4: Music• Division-developed musical knowledge

assessment Instrument Identification (10 questions; 7

answered correctly is considered proficient)

Tempo Identification (10 questions; 7 answered correctly is considered proficient)

Musical Notation (10 questions; 7 answered correctly is considered proficient)

Music Styles (10 questions; 7 answered correctly is considered proficient)

17

Teacher S: Student Baseline Data  Instrument ID Tempo ID Musical Notation Musical Styles

TOTAL QUESTIONS

 10 possible

7 = Proficient10 possible

7 = Proficient10 possible

7 = Proficient10 possible

7 = Proficient40 possible

28 = ProficientStudent 1 0 0 0 0 0Student 2 0 0 1 0 1Student 3 1 0 0 1 2Student 4 0 1 1 0 2Student 5 1 1 1 0 3Student 6 1 1 2 0 4Student 7 0 1 2 1 4Student 8 1 2 1 0 4Student 9 2 0 1 1 4Student 10 1 0 2 1 4Student 11 1 2 0 1 4Student 12 1 2 0 1 4Student 13 2 0 1 2 5Student 14 2 1 2 0 5Student 15 3 2 0 1 6Student 16 3 1 0 2 6Student 17 2 1 2 1 6Student 18 3 2 1 0 6Student 19 2 2 2 1 7Student 20 2 2 2 4 10Student 21 3 2 1 5 11Student 22 5 6 7 6 24Student 23 8 8 9 7 32AVERAGE 1.9 1.6 1.7 1.5 6.7

18

Teacher S Goal Critique: Is this goal SMART?

Goal Statement:

During the course of the instructional period, 70 percent of grade 4 students will score “Proficient” or higher on the division-developed musical knowledge assessment.

A good Goal statement is one that is…

• Specific

• Measurable

• Appropriate

• Realistic, but Rigorous

• Time-bound

19

How would you improve this goal?

Goal Statement:

From September 2012, to June 2013, 70 percent of grade 4 students will score “Proficient” or higher on the division-developed musical knowledge assessment.

20

Improved Goal: One SuggestionGoal Statement:

From September 2012, to June 2013, grade 4 students will make measurable progress in musical knowledge as measured by the division-developed music assessment.• Students scoring 0-11 points will improve their scores by

30 points.• Students scoring 12-24 points will improve their scores

by 15 points.• Students scoring above 25 points will improve or

maintain their scores by 15 points on the grade 5 division-developed music assessment.

21

Creating Goals

22

Goal Writing Practice• Work with your table.

• Choose a content area appropriate for your level.

• Choose four areas that can be assessed in that content area.

• Review the baseline data.

• Write a SMART goal on chart paper.

23

Fill-in-Your-Content-Information   FILL IN CATEGORY FILL IN CATEGORY FILL IN CATEGORY FILL IN CATEGORY  TOTAL

  10 possible 10 possible 10 possible 10 possible 40 possible

Student 1 0 1 0 1 2

Student 2 2 0 2 1 5

Student 3 1 2 3 1 7

Student 4 1 1 4 4 10

Student 5 3 4 2 2 11

Student 6 1 2 4 5 12

Student 7 0 4 3 6 13

Student 8 3 2 4 5 14

Student 9 3 5 3 4 15

Student 10 2 2 6 6 16

Student 11 3 2 5 6 16

Student 12 2 1 6 8 17

Student 13 4 3 4 7 18

Student 14 1 1 9 8 19

Student 15 2 2 8 9 21

Student 16 5 6 7 5 23

Student 17 8 7 5 4 24

Student 18 4 7 5 8 24

Student 19 4 5 6 9 24

Student 20 7 5 7 6 25

Student 21 7 9 10 9 35

Student 22 8 9 8 10 35

Student 23 9 10 10 10 39

AVERAGE 3.5 3.9 5.3 5.8 18.5

24

Directions• Trade goals with the other table to which you are

assigned.

• Evaluate the goal for the SMART criteria.

• Provide feedback.

• When it’s time to trade back goals, send one person back with the other table’s goal to explain the feedback.

• Afterward, rewrite your goal based on the comments.

25

Final Thoughts

• 3 important things to keep in mind when setting goals

• 2 things that worked well in this training

• 1 question you still have