STUDENT LEARNING GOALS/OBJECTIVES - Connecticut

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CONNECTICUT STATEDEPARTMENT OF EDUCATIONSTUDENT LEARNINGGOALS/OBJECTIVES2014A Handbook for Administratorsand TeachersCONNECTICUT STATE DEPARTMENT OF EDUCATIONTo guide the process for developing high-qualitygoals/objectives to improve student learningIncluding SampleStudent LearningGoals/ObjectivesAugust 6, 2014Connecticut State Department of Education

State StatuteThe Connecticut State Department of Education is committed to a policy of equalopportunity/affirmative action for all qualified persons. The Department of Education does notdiscriminate in any employment practice, education program, or educational activity on the basisof race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation,gender identity or expression, disability (including, but not limited to, mental retardation, pastor present history of mental disability, physical disability or learning disability), geneticinformation, or any other basis prohibited by Connecticut state and/or federal nondiscriminationlaws. The Department of Education does not unlawfully discriminate in employment andlicensing against qualified persons with a prior criminal conviction. Inquiries regarding theDepartment of Education’s nondiscrimination policies should be directed to Levy Gillespie, EqualEmployment Opportunity Director/American with Disabilities Act Coordinator, Title IX/ADA/Section 504 Coordinator, State of Connecticut Department of Education, 25 Industrial ParkRoad, Middletown, CT 06457 860-807-2071.August 6, 2014Connecticut StateDepartment of Education 2

Commissioner of EducationStefan PryorTALENT OFFICEChief Talent OfficerSarah Barzee, Ph.D.EDUCATOR EFFECTIVENESS AND PROFESSIONAL LEARNINGDivision DirectorShannon MarimónAssociate Education ConsultantKimberly AudetEducation ConsultantTeresa Boyd-Cowles, Ph.D.Education ConsultantSharon FullerEducation ConsultantClaudine PrimackEducation ConsultantKim WachtelhausenData ManagerGady WeinerTeacher-Leader-in-ResidenceChristopher PoulosTeacher-Leader-in-ResidenceChristopher ToddAugust 6, 2014Connecticut State Department of Education 3

CONTENTSINTRODUCTION . 5ADMINISTRATOR STUDENT LEARNING GOALS/OBJECTIVES . 9Student Learning Goals/Objectives Overview .10Developing Student Learning Indicators Process .12Phase 1: Review Data .13Phase 2: Set Goals for Student Learning .14Phase 3: Implementation And Progress Monitoring .17Phase 4: Assess Outcomes .18Appendices.20TEACHER STUDENT LEARNING GOALS/OBJECTIVES .24Student Learning Goals/Objectives Overview .25Process for Developing Goals/Objectives.26Phase 1: Review Data .28Phase 2: Set Goals for Student Learning .31Phase 3: Implement and Monitor Progress Toward Goals.40Phase 4: Assess Outcomes .41Appendices.42Student Learning Goals/Objectives Samples .47August 6, 2014Connecticut State Department of Education 4

INTRODUCTIONA strong body of evidence now confirms what parents, students, teachers and administrators have long known: effectiveteachers are among the most important school-level factor in improving student learning, and effective leadership is anessential component of any successful school (McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain,2000; Rowan, Correnti & Miller, 2002; Wright, Horn, & Sanders, 1997). Connecticut, like many other states nationwide,has implemented an educator evaluation and support system with the primary goal of developing a talented workforcerequired to provide a superior education for Connecticut’s 21st-century learnersConnecticut’s Educator Evaluation and Support System clearly defines effective practice, encourages the exchangeof accurate, useful information about educator strengths and development areas, and promotes collaboration and sharedownership for professional growth. The evaluation and support system consists of multiple measures to paint an accurateand comprehensive picture of educator performance.Why Develop Student Learning Goals/Objectives?Creates coherence and aligns practiceTeachers develop their goals using the administrator’s goals and data of their individual students to set meaningfulgoals/objectives that will drive student improvement.Focuses on student learningBy gathering data and identifying expected student outcomes for every student, school and district leaders, as wellas teachers, can focus on student learning in ways that can drive effective instructional practice.Reinforces best instructional practicesEffective instruction begins with assessing student learning needs. Based on that analysis, administrators andteachers set targeted learning goals, monitor progress, access professional learning and monitor instructionalprocesses in the classroom.Provides potential for collaborationStudent Learning Goals/Objectives promote collaboration and reflection of practice among educators.Student Learning Goals/Objectives are adaptableStudent Learning Goals/Objectives are flexible and can be adjusted or revisited based on changes in student needs(e.g., language proficiency) or shifts in student population.August 6, 2014Connecticut State Department of Education 5

The system identifies four components for the evaluation of administrators and four components for the evaluation ofteachers as follows:AdministratorStudent Learning (45%)Stakeholder Feedback (10%)Administrative Performance and Practice (40%),Teacher Effectiveness Outcomes (5%)TeacherStudent Growth and Development (45%)Parent or Peer Feedback (10%)Teacher Performance and Practice (40%)Whole School Student Learning Indicators orStudent Feedback (5%)Improving student achievement sits at the center of the work for all educators. Student learning is a shared responsibilitybetween district leaders, administrators and teachers. When administrators and teachers develop goals/objectives in a waythat supports overall school improvement, opportunities for success have no boundaries. Therefore, there is a reciprocalrelationship between the component ratings for the administrator’s and the teacher’s goals/objectives.To promote the effectiveness of educational leaders and teachers, this Student Learning Goals/Objectives Handbook isintended to provide guidance in the development of high-quality student learning goals/objectives. This Handbook can beused as a companion to Connecticut’s System for Educator Evaluation and Development (SEED), a model evaluation andsupport system aligned to the Connecticut Guidelines for Educator Evaluation, or to a district developed model foreducator evaluation and support.August 6, 2014Connecticut State Department of Education 6

Suggested District TimelineSTEPDATE1End of school year2Prior to the start ofthe newschool yearPROCESSSuperintendent and Central Office team determine priorities for the district based on trends, patterns and summative data.May - Aug3May - AugAug - Sept4Sept - Oct25Oct - Jan6Jan - Feb7Feb - May8May - JunAdministrator determines priorities for the school and meets with evaluator to establish student learning indicators basedon district and school priorities. Administrator may seek opportunities to collaborate with other administrators indeveloping goals/objectives.Administrator sets the context for teachers’ studentlearning goal/objectives by sharing the district andschool priorities and administrator goals/objectivesrelated to school data.All Teachers1, across all content areas/disciplines, discuss theirown contributions to improve student learning based on schoolpriorities and identified student needs.Teachers examine student data and set goals/objectives for studentgrowth and development utilizing multiple Indicators of AcademicGrowth and Development (IAGDs). Teachers may seekopportunities to collaboratively set goals/objectives.Administrator Conducts Goal-SettingConference: Teacher and evaluator meet to discussthe goals/objectives in order to arrive at mutualagreement.Administrator implements his or her strategies toachieve the student learning indicators, collectinginterim data to inform a mid-year conversation withthe evaluator. Evaluator also collects evidence toinform the mid-year review, end-of-year summativerating and recommendations for continuedimprovement.Administrator provides time, resources andprofessional learning to support teachers inimplementing their goals/objectives.Mid-year Formative Review: Administratormeets with the evaluator to assess progress towardthe student learning indicators and mutually agree toadjust targets as needed and discuss professionallearning needs.Administrator continues to implement his or herstrategies to achieve the student learning indicators,and collect evidence. Evaluator continues to collectevidence to inform the mid-year review, end-of-yearsummative rating and recommendations forcontinuous professional growth.Administrator Self-Assessment: Administratorassesses his/her practice and identifies strengths andareas of improvement. Evaluator meets withAdministrator to discuss the self-assessment and allevidence collected over the course of the year.Teachers use effective teaching strategies to implementgoals/objectives and use a formative assessment process to monitorstudent progress toward goals/objectives.Teachers collect evidence to support progress towardgoals/objectives.Mid-year Check-in Conference: Teacher and evaluatorcomplete at least one mid-year check-in conference to reviewevidence related to the progress towards goals/objectives. Ifneeded, teacher and evaluator can mutually agree to revisions onthe strategies or approaches used, and/or a mid-year adjustment ofthe goal/objective to accommodate changes (e.g., studentpopulations, teacher assignment, etc.)Teachers continue to use effective teaching strategies toimplement goals/objectives and use a formative assessmentprocess to monitor student progress toward goals/objectives.Teachers continue to collect evidence to support progress towardgoals/objectives.Teacher Self-Assessment: Teacher reviews all information anddata collected during the year and completes a self-assessment forreview by the evaluator. Evaluator reviews submitted evidence andself-assessment to generate component ratings. Evaluator andteacher meet to discuss evidence and component ratings.Teachers include classroom and non-classroom educators and service providers.1All goals/objectives must be set by November 15.2August 6, 2014Connecticut State Department of Education 7

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ADMINISTRATOR STUDENT LEARNING GOALS/OBJECTIVESThis section of the handbook focuses on the development of student learning indicators, which comprise 45% ofthe annual summative rating based on the administrator evaluation and support system.August 6, 2014Connecticut State Department of Education 9

STUDENT LEARNING GOALS/OBJECTIVES OVERVIEWStudent Learning Goals/Objectives in the administrator evaluation and support system draw on available data, thesuperintendent’s priorities, their school improvement plan and prior evaluation results (where applicable). Thegoals/objectives capture the administrator’s impact on student learning and focus on the outcomes they want to achieve.The Student Learning Goal/Objective is more than a statement of expectations. Through well-designed Student LearningGoals/Objectives, a leader can drive the improvement of instructional practices at the school or program level therebyimproving student learning at scale. Student Learning Goals/Objectives should provide the focus for concerted actionsbetween administrators and teachers. The administrator as instructional leader utilizes meeting times, local and externalexpertise, data discussions with teams or departments and other strategies and resources to focus the instructionalpractices of teachers on student learning priorities.The administrator evaluation and support system, student learning is assessed in equal weight of (a) performance and/orgrowth on the state-administered assessments in core content areas that are part of the state’s approved schoolaccountability system 3 and (b) on at least two locally-determined indicators of student learning. Each of theseindicators has a weight of 22.5% and together they account for 45% of an administrator’s summative rating.The first goal/objective for administrators is determined by the state’s accountability system for schools. In addition,administrators also set at least two Student Learning Goals/Objectives based on locally-determined indicators of studentlearning, at least one of which must include student outcomes from subjects and/or grades not assessed on stateadministered assessments. Each of these goals/objectives is described below:(a) State Measures of Academic Learning – Currently, the state’s accountability system includes two measures ofstudent academic learning:a. School Performance Index (SPI) progress – changes from baseline in student achievement onConnecticut’s standardized assessments.b. SPI Progress for Student Subgroups – changes from baseline in student achievement for subgroups onConnecticut’s standardized assessments.PLEASE NOTE: SPI calculations will not be available for the 2014-2015 school year due to the transition fromstate legacy tests to the Smarter Balanced Assessment. Therefore, 45% of an administrator’s rating for StudentLearning will be based on student growth and performance on locally determined measures.Smarter Balanced Assessments will be administered for the first time in the 2014-2015 academic year. These assessments areadministered in Grades 3-8 and Grade 11. Contingent on approval of the waiver submitted to the U.S. Department of Education(USED) regarding the use of student test data in educator evaluation in 2014-2015, districts may not be required to link student testdata to educator evaluation and support in 2014-2015 only. Additionally, due to the transition to the new state assessments, there willnot be an SPI available for 2014-2015.3August 6, 2014Connecticut State Department of Education 10

(b) Locally-Determined Indicators of Student Learning – Locally-determined indicators of student learning mustalign to Connecticut learning standards. In instances where there are no such standards that apply to asubject/grade level, districts must provide evidence of alignment to research-based learning standards. At least one of the indicators must focus on student outcomes from subjects and/or grades not assessed onstate-administered assessments. For administrators in high school, selected indicators must include the cohort graduation rate and theextended graduation rate, as defined in the State’s approved application for flexibility under the Elementaryand Secondary Education Act. All protections related to the assignment of school accountability ratings forcohort graduation rate and extended graduation rate shall apply to the use of graduation data for principalevaluation.For all school-based administrators, selected indicators must be relevant to the student population (e.g., gradelevels) served by the administrator’s school, and may include: 1. Student performance or growth on state-administered assessments and/or district-adopted assessments notincluded in the state accountability measures (e.g., commercial content area assessments, AdvancedPlacement examinations, International Baccalaureate examinations). 2. Students’ progress toward graduation in the school using strong predictive indicators, including but notlimited to 9th and/or 10th grade credit accumulation and/or the percentage of students that pass 9th and/or 10thgrade subjects most commonly associated with graduation. 3. Students' performance or growth on school-or classroom-developed assessments in subjects and gradelevels for which there are not available state assessments. 4. Other indicators proposed by the district.For assistant principals, selected indicators may focus on student results from a subset of teachers, grade levels, orsubjects, consistent with the job responsibilities of the assistant principal being evaluated.For central office administrators, selected indicators may be based on results in the group of schools, group of students,or subject area most relevant to the administrator’s job responsibilities, or on district-wide student learning results.For administrators assigned to a school in “review” or “turnaround” status in the state’s accountability system, theindicators used for administrator evaluation must align with the performance targets set out in the school’s mandatedImprovement Plan.In selecting indicators, districts may establish district-wide indicators or may allow administrators and their evaluators tocraft mutually agreed-upon student learning objectives specific to that administrator.August 6, 2014Connecticut State Department of Education 11

DEVELOPING STUDENT LEARNING INDICATORS PROCESSEvaluation is a cycle of continuous improvement. Therefore, developing Student Learning Goals/Objectives should beviewed as a reflective process rather than a single event. The process begins before the start of the new school year withthe superintendent identifying the instructional priorities for the district, which inform the instructional priorities of eachschool and thus inform the administrator’s student learning priorities.Prior to drafting student learning indicators, principals, assistant principals and school instructional leaders, review thesuperintendent’s student learning goals for the district in order to align their school improvement plans with districtpriorities. Central office administrators would follow the same process to revise their

CONNECTICUT STATE DEPARTMENT OF EDUCATION STUDENT LEARNING GOALS/OBJECTIVES 2014 A Handbook for Administrators and Teachers To guide the process for developing high-quality goals/objectives to improve student learning . CONNECTICUT STATE DEPARTMENT OF EDUCATION . Including Sample Student Learning Goals/Objectives . August 6, 2014

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