student growth goals

Jenny Ray, PGES Consultant (KDE)1

Student Growth Goals

Professional Learning


Goals for the day

1. Know the criteria for a student growth goal.

2. Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG

3. Analyze a SGG for rigor.

4. Determine high, expected, low growth from a sample situation, using the district rule.

5. Identify enduring learning and possible sources of evidence for specific content area and grade level(s).


All measures are supported through evidence.

Teacher Professional Growth and Effectiveness System

Self-Reflection

Professional Growth

Peer Observation

Observation

Peer Observation

Student Voice

Student Growth

Sources of Evidence


SGG Basics…

• SMART goal

• Proficiency component & Growth component

• One classroom of students, one content area


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.


Defining ENDURINGLearning 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.


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 (+ literacy standards) -Social Studies

• CCSS/KCAS- Critical Areas combined with math practices

• KY World Language Standards

• National Standards-Visual Arts, PE, etc.

• NGSS/KCAS- Practices/Concepts-Science


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


Goals for the day


2. Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG.





At the beginning of the year…

Screener results for

all critical areas of 3

rd

grade mathematics

TABLE COPIES


September: Developing a Baseline

TABLE COPIES


Determining a Rubric

INDIVIDUAL

COPIES


Connecting the Data to a Rubric


Your Task: Creating Growth & Proficiency Components

With a partner, use the data and rubric

to determine an appropriate growth

and proficiency component for a student growth

goal.


Goals for the day







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 questions do you still have for this teacher?

What do you know about the

assessments used to measure the SGG?


Comparability Protocol Sample


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


Fast-Forward: End-of-Year Data


Goals for the day







Your Task: Determining Low, Expected and High Growth

• Use the student roster, pre- and post-test data and rubric to determine • how much growth each student achieved.• the percentage of the class who reached

proficiency or higher

• Apply the results to the district decision rules for Low, Expected and High Growth


APPLY THE ACTUAL DATA RESULTS

AND THE ORIGINAL SGG TO

DETERMINE LOW, EXPECTED, OR

HIGH OVERALL GROWTH


What Questions do you have?

(So far.)


What can teachers be working on now in preparation for next

year?

1. Know the expectations of standards.

2. Identify the Enduring Learning.

3. Identify what proficiency looks like for the Enduring Learning.

4. Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills


Establish BaselineTarget

students’ priority

needIdentify the sources of evidence that will need to

be in place to measure student’s level of

proficiency in the Enduring Skills

Identify what proficiency looks like for the Enduring

Skills

Identify the Enduring Skills in the content area

standardsKnow the expectation

of content area standards

Bef

ore

August

201

4

Durin

g fi

rst

weeks of

school


Goals for the day







Discussion Questions

1. 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?

2. 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?

3. What processes within a school and/or district would assist the SGG learning for teachers?

4. How can this process be streamlined for principals? What needs will they have? Will it be different for elementary, middle, and high school principals?

5. What is the greatest need, regarding TPGES SGGs, for your district right now and for the upcoming year?


Goals for the day







Resources:


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.

student growth goals

Documents

pges consultant kde3remind

pges consultant kde1goals

pges consultant kdefirst

appropriate growth

low growth

content areajenny ray

giftedtalented students

teacher professional