student growth goals
DESCRIPTION
Student Growth Goals. Connecting the Process to: -Current Practice -CEP -CIITS/EDS. Reflecting on Current Practice. Questions for administrators and teachers. Hand Out. Your Task:. Independent Work: Respond to the questions that pertain to your role (Teacher or Admin) - PowerPoint PPT PresentationTRANSCRIPT
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Connecting the Process to:
-Current Practice
-CEP
-CIITS/EDS
Student Growth Goals
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Questions for administrators and teachers
Reflecting on Current Practice
HandOut
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1. Independent Work: Respond to the questions that pertain to your role (Teacher or Admin)
2. Table Talk: Discuss your responses and ideas with others at your table who have a similar role (Teacher or Admin)
Your Task:
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SMART goal
Proficiency component & Growth component
One classroom of students, one content area
SGG Basics…Specific, Measureable, Appropriate, Reliable,
Time-Bound
___% of students will reach the level of
proficiency as determined by…
All of my students will grow at least
_____.
3rd Grade math students1st period 7th grade language arts students
6th period high school concert band students
HandOut1
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1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and
proficiency)4. Monitor progress; Adjust teaching
strategies5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
SGG Process
HandOut1
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1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and
proficiency)4. Monitor progress; Adjust teaching
strategies5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
Connections to Current Practice
8, 5, 1
2, 3, 4
6, 72, 3, 5
New: Use District-determined decision
rules
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1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and
proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
Student Growth Goals Timeline
Before school begins
1st 4-6 weeks of school
After baseline has been establishedBaseline until
April/May
April/May
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SGG Criteria (outlined by KDE and Teacher Steering Committee)
SGG Rigor and ComparabilityLow, Expected, or High overall Student
Growth Rating (district decision)
Connections to District Certified Evaluation Plans (CEP)
DISTRICT
CEP
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SGG CriteriaThe 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.
HandOut
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DISTRICT
CEP
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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.
HandOut1
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
HandOut1
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Rigor & ComparabilityRigor (of the goal)Congruency to
the standardsProficiency and
growth components are defensible based on base-line data.
Comparability (of the assessments)Agreement on what
‘meeting standards’ looks like when assessed
Assessments are comparable in terms of the criteria used to determine progress toward attainment of the standard
HandOut1
DISTRICT
CEP
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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).
Practice the Process: Is this goal ‘good enough’?
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Your Task: Analyze the baseline data on the handout and the SGG you just read to determine if the growth and proficiency components of the goal are appropriate for the current data.
Practice the Process: Using Baseline Data
HandOut
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1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth
and proficiency)4. Monitor progress; Adjust teaching
strategies5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
Review Where We Are:SGG Process
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Connections to CEPSample District-Determined Rules
DISTRICT
CEP
HandOut
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Connections to CEPSample District-Determined Rules
HIGH
DISTRICT
CEP
HandOut
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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.)
Practice the Process: Determining Low, Expected, High
Growth Rating
HandOut
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DISTRICT
CEP
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Teacher’s Revised Growth Component of SGG:Target: 100% of students grow at least 2 levelsActual: 86% of students grew 2 or more levelsDistrict Rule:
Practice the Process
HandOut
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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:
Practice the Process
HandOut
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Practice the ProcessDetermining Overall SG Rating
HIGH
DISTRICTCEP
HandOut
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Reflections on what processes already in placeProgram Reviews Assessment PieceKentucky 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
Connections to Your Practice
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EDS/CIITS Connection
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SGG Myths vs. FactsIf we are not using
SGG as part of our evaluation system, then we do not need to do them.
If you teach reading or math in grades 4-8, then you have to write 2 goals.
All teachers will use the SGG process in 2014-15.
Teachers only have to write one SGG. The Student Growth Percentile (SGP) is not a goal, it is a growth percentile that is calculated from state data. Districts decide how they want to incorporate this data into an overall Student Growth Rating.
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Online Resources:
Contact Information:Jenny Ray