Student Growth Goals

1. Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE)

2. Goals for the day • Know the criteria for a student growth goal. • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG • Analyze a SGG for rigor. • Determine high, expected, low growth from a sample situation, using the district rule. • Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE)

3. Sources of Evidence Teacher Professional Growth and Effectiveness System Professional Growth PeerObservation Self-Reflection Observation PeerObservation Student Voice Student Growth All measures are supported through evidence. Jenny Ray, PGES Consultant (KDE)

4. Kentucky Department of Education Professional Growth and Effectiveness System • Reflecting on Current Practice • Questions for administrators and teachers Hand Out Respond to the questions. Discuss responses with an elbow partner.

5. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 1 • SGG Basics… Specific, Measureable, Appropriate, Reliable, Time-Bound • SMART goal • Proficiency component & Growth component • One classroom of students, one content area ___% of students will reach the level of proficiency as determined by… All of my students will grow at least _____. 3rd Grade math students 1st period 7th grade language arts students 6th period high school concert band students

6. Kentucky Department of Education Professional Growth and Effectiveness System • SGG Process • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High

7. Kentucky Department of Education Professional Growth and Effectiveness System • Connections to Current Practice • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High 8, 5, 1 2, 3, 4 6, 7 2, 3, 5 New: Use District-determined decision rules

8. Kentucky Department of Education Professional Growth and Effectiveness System • Student Growth Goals Timeline Before school begins • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High 1st 4-6 weeks of school After baseline has been established Baseline until April/May End of the School Year

9. Kentucky Department of Education Professional Growth and Effectiveness System • Connections to District Certified Evaluation Plans (CEP) • SGG Criteria (outlined by KDE and Teacher Steering Committee) • SGG Rigor and Comparability • Low, Expected, or High overall Student Growth Rating (district decision) DISTRICT CEP

10. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 1 • SGG Criteria Adequately demonstrate knowledge Access and opportunity for all DISTRICT CEP

11. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 1 • Defining ENDURING Learning that • ENDURES beyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom, • is worthy of embedded, course-long focus, • may be necessary for the next level of instruction.

12. Kentucky Department of Education Professional Growth and Effectiveness System • What Standards, Structural Documents and Resources accompany the standards in each content area? • Anchor Standards-Literacy/Science/Social Studies/Technical Subjects • Anchor Standards Reading-ELA • CCSS/KCAS-ELA • C3 Framework (Plus literacy standards) -Social Studies • CCSS/KCAS Critical Areas-Math(where math practices are vehicles for reaching intent of standards) • KY World Language Standards • National Standards-Visual Arts, PE, Music, Arts & Humanities. • NGSS/KCAS- Practices/Concepts-Science Hand Out 1

13. Sample Goals to Consider With a partner, develop some questions you would ask the teacher, to determine if there is evidence to support the SGG criteria. • The SGG is congruent with KCAS and appropriate for the grade level and content area for which it was developed. • The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school. • The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. • The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students. Be ready to share with your table group Jenny Ray, PGES Consultant (KDE)

14. Kentucky Department of Education Professional Growth and Effectiveness System • Practice the Process: Is this goal ‘good enough’? Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).

15. Goals for the day • Know the criteria for a student growth goal. • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. • Analyze a SGG for rigor. • Determine high, expected, low growth from a sample situation, using the district rule. • Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE)

16. At the beginning of the year… Jenny Ray, PGES Consultant (KDE)

17. September: Determining a Rubric & Developing a Baseline TABLE COPIES Jenny Ray, PGES Consultant (KDE)

18. Enduring Understanding BASELINE PROFICIENCY Pathway to Proficiency Jenny Ray, PGES Consultant (KDE)

19. PROFICIENCY Jenny Ray, PGES Consultant (KDE)

20. Your Task: Creating Growth & Proficiency Components • With a partner, consider the baseline student data on the rubric to determine appropriate growthand proficiency components for a student growth goal • Example: All students will be expected to grow ___, and • ___% will reach proficiency or beyond. Jenny Ray, PGES Consultant (KDE)

21. Goals for the day • Know the criteria for a student growth goal. • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. • Analyze a SGG for rigor. • Determine high, expected, low growth from a sample situation, using the district rule. • Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE)

22. Using a Rigor Rubric • With your table group, use the SMART Rigor Rubric to determine the appropriateness of the sample SGG for the given baseline data. What do you know about the assessments used to measure the SGG? Jenny Ray, PGES Consultant (KDE)

23. Connections to Your Work… • What processes/procedures are already in place… • Screener data for your content/grade level • Assessments aligned to standards • Rubric development • Collaborative teams—grade level and vertical TIME-OUT to THINK & PROCESS Jenny Ray, PGES Consultant (KDE)

24. Fast-Forward: End-of-Year Data LOW, EXPECTED, OR HIGH OVERALL RATING FOR THIS TEACHER, BASED ON THE GOAL AND THIS OUTCOME? Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least TWO levels on the 3rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric). Jenny Ray, PGES Consultant (KDE)

25. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 Connections to CEPSample District-Determined Rules DISTRICT CEP

26. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 Connections to CEPSample District-Determined Rules DISTRICT CEP

27. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 Connections to CEPSample District-Determined Rules DISTRICT CEP

28. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 Practice the Process: Determining Low, Expected, High Growth Rating Your Task: Use the Revised SGG, the sample district decision rules and district-designed matrix to make a determination for this teacher’s overall growth rating. (Reminder: These samples may or may not represent your district’s decision rules. The sample is designed to allow for an experience to apply data to a set of rules to determine an overall rating.) DISTRICT CEP

29. Goals for the day • Know the criteria for a student growth goal. • Analyze a SGG for rigor. • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. • Determine high, expected, low growth from a sample situation, using the district rule. • Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE)

30. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 • Practice the Process • Teacher’s Revised Growth Component of SGG: • Target: 100% of students grow at least 2 levels • Actual: 86% of students grew 2 or more levels • District Rule:

31. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 • Practice the Process • Teacher’s Revised Proficiency Component: • Target: 70% of students reach level 4 (or 5) • Actual: 54% of students reached level 4 (or 5) • District Rule:

32. Kentucky Department of Education Professional Growth and Effectiveness System Hand Out 3 • Practice the ProcessDetermining Overall SG Rating HIGH DISTRICT CEP

33. Kentucky Department of Education Professional Growth and Effectiveness System • Connections to Your Practice • Reflections on what processes already in place • Program Reviews Assessment Piece • Kentucky Framework for Teaching • 1A: Demonstrating Knowledge of Content and Pedagogy; • 1C: Selecting Instructional Outcomes; • 1F: Designing Student Assessments; • 2B: Establishing a Culture for Learning; • 3D: Using Assessment in Instruction; 4B: Maintaining Accurate Records

34. Kentucky Department of Education Professional Growth and Effectiveness System • EDS/CIITS Connection

35. What Questions do you have? (So far.) Jenny Ray, PGES Consultant (KDE)

36. Expectations for this afternoon: • Know the expectations of standards. • Identify the Enduring Learning. • Identify what proficiency looks like for the Enduring Learning. • Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills Jenny Ray, PGES Consultant (KDE)

37. Goals for the day • Know the criteria for a student growth goal. • Analyze a SGG for rigor. • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. • Determine high, expected, low growth from a sample situation, using the district rule. • Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE)

38. Jenny Ray, PGES Consultant (KDE)

39. Discussion Questions • Considering that art, drama, music, physical education, and practical living/vocational studies teachers may have multiple grade levels in one class, how might this process be different for them? • Many elementary principals are considering having teachers write either a reading or a math goal, possibly keeping grade levels consistent. What are pros/cons to this? • What processes within a school and/or district would assist the SGG learning for teachers? • How can this process be streamlined for principals? What needs will they have? Will it be different for elementary, middle, and high school principals? • What is the greatest need, regarding TPGES SGGs, for your district right now and for the upcoming year? Jenny Ray, PGES Consultant (KDE)

40. Goals for the day • Know the criteria for a student growth goal. • Analyze a SGG for rigor. • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. • Determine high, expected, low growth from a sample situation, using the district rule. • Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE)

41. Resources: Jenny Ray, PGES Consultant (KDE)

42. Jenny Ray, PGES Consultant (KDE)

43. Evaluation Thank you for your participation in learning, today! Please let me know what I can do to make your professional learning experience more effective. Jenny Ray, PGES Consultant (KDE)