Student Growth Goals

Student Growth Goals

The Nuts and Bolts for Superintendents

PresenterDr. Lauri Leeper

Warm-Up

Ferris wheel

Roller coaster

Milk bottle knock ‘em down game

Bumper cars

Which of these BEST represents your feeling on using measures of student progress (Student

Growth Goals) as a part of teacher evaluation?

Today’s ObjectivesThe Nuts and Bolts

1. Leave in a better position to understand: the complexities of getting SGGs right, the importance of getting SGGs right, and the support that principals and teachers need to do it

right.2. Realize that there are two ways to implement SGGs:

as a state add-on requirement – letter of the law, or properly and fully as a catalyst for deep and rich

teacher and school improvement.

Handout 2

Which of these do effective teachers do?

Assess students to determine their instructional levels and clarify their academic needs

Set instructional goals for students Design strategies and identify resources to address

identified needs Monitor and assess student progress throughout the school

year and adjust instruction accordingly Work cooperatively with colleagues to share professional

expertise Formalize this process so that the teacher’s effectiveness

can be documented and acknowledged

…plus one!

Handout 2

Why Student Growth Goals?

Focus on Student Results

TEACHING PROCESSES STUDENT

RESULTS

Handout 2


Explicitly Connect Teaching and Learning

TEACHING LEARNING

Handout 2


Improve Instructional Practices

Instruction

Curriculum Assessment

Handout 2


Looking at student

data

Formative assessment

Lesson plans

Professional Development

Best practices

Common planning

Differentiation

Handout 2


Student Growth Goals

Looking at

student data

Formative assessment

Lesson plans

Professional Development

Best practice

s

Common planning

Differentiation

Handout 2

FRAMEWORK FOR COHERENCE


School Improvement and Student Success

Handout 2

Focus on Student Results

Explicit Teaching and Learning Connection

Improved Instructional

Practices

Framework for Coherence

What does research say about student growth goals and student achievement?

Review of Research: Two Facts and a Fib

18-41 percentage point gains when teachers set and communicate clear goals for learning

Formative assessment in the classroom can result in increases in student learning up to half a grade level

Schools that show multiple years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decisions

2 grade levels

Handout 3

Review the studies that support student growth goals. Which ones resonate with you? Why?

Discuss these with your table mates.

What does research say about student growth goals and student achievement?

Handout 3-4

The Student Growth Goal Process – Nuts and Bolts

Handout 4

What is the need? What is the goal? What are we going to do to get to the goal? How are we going to know if we are making

progress toward the goal? How will we know if we met the goal?

Is your cholesterol at goal?

Student Growth Goal Process

Step 1:

Determine needs.

Step 2:

Create specific

learning goal based on

pre-assessment.

Step 5:

Determine whether the

students attained the

goal.

Step 3:

Create and implement

teaching and learning

strategies.

Step 4:

Monitor progress through ongoing formative

assessment.

Handout 4

Step 1: Determine Needs

Step 1:

Determine needs.

Step 2:

Create specific


pre-assessment.

Step 5:

Determine whether the

students attained the

goal.

Step 3:



strategies.

Step 4:

Monitor progress through ongoing formative

assessment.

Handout 4

A. Determine your focus.

STEP 1: Determine Needs

Handout 4

Determine Your Focus

Which subject(s) or class(es) will you choose? How broad/narrow will your focus be? What are the essential skills in the content area?

Handout 4-5

How do we determine focus?

Data from previous years• Rising students’ previous scores• Trend data for grade level/subject area

Curricular needs District vision or mission Other

Handout 5

Sunshine Middle School:6th Grade Math

Four 6th grade math teachers Beginning of each year, they analyze the

combined 5th grade end-of-year assessment results from elementary-feeder schools

Handout 5

Sunshine Middle School - Grade 6

Use the Grade 5 End of Year Assessment Combined Results

What trends and patterns do you notice? What implications does this have for 6th grade

mathematics instruction?

Handout 5-7

B. Choose the assessment(s) to measure your focus.

STEP 1: Determine Needs

Handout 7

How Do We Determine What Pre- Assessments to Use?

Emphasis on tests with higher validity and reliability

Must be able to show progress in skills or content

What is already in place?

Handout 7

Assessment examples on pages 8-10

Sunshine Middle SchoolGrade 6 Math Teacher

Teacher Example: Emma Euclid

Rationale for Student Growth Goal

Reviewed Grade 5 End of Year Assessment Combined Results for feeder schools. Determined:

upcoming students generally do well with computation and estimation,

strand analysis shows difficulty with other subject areas that use problem-solving, and

baseline data analysis indicates students especially struggle with open-ended, or short answer questions.

Problem solving will be our focus for this SGG.

Handout 11

Baseline Data

Administered grade-level appropriate word problem.

Graded student responses using the Mathematics Problem Solving rubric.

Analyzed results.

Handout 11-14

Example Baseline Problem

Why choose this problem?

From example practice 5th grade assessment Can be solved in a variety of ways Can be represented visually

Ms. Lewis bought two MP3 albums for $13.35 each and three DVDs for $11.99 each. These prices include tax. She gave the cashier $75.00. How much change should Ms. Lewis have?

Handout 11-14

Baseline Data

Advanced Benchmark Intensive1/25 (4%) 11/25 (44%) 13/25 (52%)

5244

4

Baseline Data

IntensiveBenchmarkAdvanced

Handout 16

Baseline Data: Disaggregated Averages by Component and Level

Component Intensive Students(out of 3 possible)

Benchmark Students(out of 3 possible)

Advanced Students(out of 3 possible)

Everyone(out of 3 possible)

Conceptual Understanding 0.77 1.45 3 1.16

Strategies and Reasoning 0.62 1.64 2 1.12

Computation and Execution 0.92 2.09 3 1.52

Communication 0.46 1.18 3 0.88Insights 0.38 1.27 3 0.88

Handout 16

Step 1: Determine Needs

To Do: With your table mates, discuss consideration/concerns

and brainstorm specific actions you can take to support principals and administrative leaders in Step 1. (What, Why, Who, When, and How)

Consider both A and B. Be prepared to share out.

Handout 17-18

Teacher Action Steps for Step 1.

A. Determine focusB. Choose assessment(s) to measure focus area.

Step 2: Create the Student Growth Goal

Step 1:

Determine needs

Step 2:

Create specific


pre-assessment

Step 5:

Determine whether students achieved the SGG

Step 3:



strategies

Step 4:

Monitor progress through ongoing

formative assessment

Handout 19

KDE Requirements for SGGs

Must have a proficiency/achievement component Must have a growth component Must be SMART

Handout 19

Which picture represents achievement?Which represents progress?

Progress (Growth) vs. Achievement (Proficiency) SGGs

PROGRESS/GROWTH

Students will score X%greater on thepost-test than on thepre-test.

ORStudents will increasetheir performance by Xperformance level onthe rubric.

Handout 19

ACHIEVEMENT/ PROFICIENCY

X% of students willachieve a score of X orhigher.

What Makes SGGs SMART?

SpecificMeasurableAppropriateRealisticTime-bound

Handout 19

SPECIFIC

The goal addresses student needs within the content.

The goal is focused on a specific area of need.

Handout 20

MEASURABLE

An appropriate instrument or measure is selected to assess the goal.

The goal is measurable and uses an appropriate instrument.

Handout 20

APPROPRIATE

The goal is clearly related to the role and responsibilities of the teacher.

The goal is standards-based and directly related to the subject and students that the teacher teaches.

Handout 20

REALISTIC

The goal is attainable. The goal is doable, but rigorous and stretches

the outer bounds of what is attainable.

Handout 20

TIME-BOUND

The goal is contained to a single school year/course.

The goal is bound by a timeline that is definitive and allows for determining goal attainment.

Handout 20

Example SMART SGGDuring the current school year, every student will make measureable progress in mathematical problem solving, as measured by the district rubric. Students will improve their scores as follows:

All students will improve by at least one level.

Students at Level zero will increase by two levels.

Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.

Seventy percent of students will be at Level 2 by year’s end.

SMART SGGs are:SpecificMeasurableAppropriateRealisticTime-bound

Handout 20

Example SMART SGG: Specific

During the current school year, all students will make measurable progress in mathematical problem solving as measured by the district rubric. Students will improve their scores as follows:

All students will improve by at least one level.Students at Level zero will increase by two levels. Students scoring at Level 3 will be rescored on a higher

level rubric and will increase their performance by at least one level.


Handout 20

Example SMART SGG: Measurable

Handout 20


All students will improve by at least one level.Students at Level zero will increase by two levels. Students scoring at Level 3 will be rescored on a

higher level rubric and will increase their performance by at least one level.


Example SMART SGG: Appropriate

Handout 20


All students will improve by at least one level.Students at Level zero will increase by two levels. Students scoring at Level 3 will be rescored on a higher

level rubric and will increase their performance by at least one level.


Example SMART SGG: Realistic

Handout 20





Example SMART SGG: Time-bound

Handout 20





Step 2: Create SGG

To Do: With your table mates, discuss consideration/concerns

and brainstorm specific actions you can take to support principals and administrative leaders in Step 2. (What, Why, Who, When, and How)


Handout 21-22


A. Analyze data from assessments.B. Create SGG that is SMART and includes both growth and proficiency.

Step 3: Implement Teaching and Learning Strategies

Step 1:

Determine needs

Step 2:

Create specific


pre-assessment

Step 5:


Step 3:



strategies

Step 4:



Handout 23

Too Many Ideas?

The problem is “not a resistance to innovation…but the fragmentation, overload, and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations.”

(Fullan & Stiegelbauer, 1991, p. 197)

Is this still a valid statement today? Do you agree or disagree?

How do we know if strategies are effective…and how do we know which are the MOST

effective?

STEP 3: Create and Implement Teaching and Learning Strategies

Handout 23

How Do We Know If Strategies Are Effective?

One group receives the strategy or “treatment” and another group does not

Results of student learning are then compared

Handout 23

Strategies & Average Percentile Gain on Achievement*

Strategies Percentile Gain

Identifying similarities and differences 45Summarizing and note taking 34

Reinforcing effort and providing recognition 29Homework and practice 28

Nonlinguistic representations 27Cooperative learning 27

Setting objectives and providing feedback 23Generating and testing hypothesis 23

Questions, cues, and advance organizers 22Building vocabulary 20Interactive games 20

Student discussion/chunking 17

*Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies Handout 23

*Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

Strategies & Average Percentile Gain on Achievement*

Strategies Percentile GainFeedback 37Instructional Quality 34Instructional Quantity 30Direct Instruction 29Graded homework 29Acceleration 27Remediation/feedback 24Personalized instruction 21Challenge of goals 20Peer Tutoring 19Mastery Learning 19Questioning 16Advance Organizers 14Simulation and games 13Computer-assisted instruction 12Instructional media 12

Handout 24

Tips for Writing Instructional Strategies

STEP 3: Create and Implement Teaching and Learning Strategies

Handout 24

Writing Instructional Strategies

Within the teacher’s ability to control

Research-based/high-yield

Linked specifically to the SGG

Measurable

Strategies should be… When possible…

Handout 24

For Strategies, Consider…

WHY was this strategy chosen? WHO will be included in the strategy and

WHEN? HOW will the strategy be implemented?

Handout 24

Review Emma’s Strategies

Did she choose effective strategies? Are they high yield strategies Can she improve the effectiveness of the

strategies that she chose? Would you have chosen others? Why?

Handout 25

Emma’s Strategies for Teaching and Learning

Handout 25

Strategy EvidenceTo address the students’ communication skills, students will give feedback on their understanding of mathematical concepts by responding in a math journal at least 3x a week during independent work time. I will read and respond to the journals and use the information to plan small group instruction.

Lesson plans; student math journals

To address insights, each Friday student homework will be to note 3 everyday situations in which they would use math to solve their problem.

Student homework

To address conceptual understanding and strategy & reasoning, as part of their Do Now work each morning, students will generate hypotheses on the most efficient strategy to solve a problem, then test their hypothesis by solving. We will compare strategies as a whole group to determine the most efficient.

Student Do Now work; lesson plans

Step 3: Create and Implement Teaching and Learning Strategies

To Do: With your table mates, brainstorm considerations/ concerns and discuss specific actions you can take to

support principals and administrative leaders in Step 2. (What, When, Why, and How)


Handout 26-27


A. Select strategies based on student data.B. Implement strategies as designed.

Step 4: Monitor Progress

Step 1:

Determine needs

Step 2:Create specific learning objective based on

pre-assessment

Step 5:


Step 3:



strategies

Step 4:



Handout 28

Steps in a Mid-Year Review Process

Step 1Collect and reflect on

informal and formal mid-year data

Step 2Reflect on progress

toward SGGStep 3

Reflect on effectiveness of strategies

Step 4Adjust

strategies

Handout 28

Emma’s Mid-year Review

Review Emma’s mid-year data. (Discuss with your table mates.)

Are Emma’s students making progress? How are her strategies working? Does she recommend adjusting or discontinuing instructional

strategies?

Handout 28-30


Strategy 1Communication Skills

Students give feedback in a math journal 3x a week Read/respond and use information to plan small group instruction.

Handout 30

Outcome 1Mid-Year:

Student average has gone from 0.88 to 1.60 – Effective Also having students conduct peer conferences in which they use

the rubric to identify strengths and weaknesses of each others’ journal entries.

Grade one self-chosen problem per week using the rubric.


Strategy 2Insights

Friday homework – students note 3 everyday situations in which they use math to solve their problem

Handout 30

Outcome 2Mid-Year:

Student average has gone from 0.88 to .92 – Not Effective Many students using same or similar problems Now requiring 1 problem a week with a strategy and answer Problems that score a 2 or 3 using the rubric used on a review,

quiz, or homework


Strategy 3Conceptual Understanding and Strategy & Reasoning

Do Now work - students generate hypotheses - most efficient strategy to solve a problem

Test hypothesis by solving Compare strategies as a whole group for most efficient.

Handout 30

Outcome 3Mid-Year:

Student average has gone from 1.16 to 1.62 CU –Effective Student average has gone from 1.16 to 1.76 S&R –Effective December, began “quick-checking” student work when finished Pairing high and low to debrief

Step 4: Monitor Progress through On-going Formative Assessment

To Do: With your table mates, brainstorm considerations/ concerns and discuss specific actions you can take to

support principals and administrative leaders in Step 4. (What, When, Why, and How)


Handout 31-32


A. Monitor and make decisions regarding strategies (continue, adjust, discontinue) based on student data obtained through formative assessment.

B. Participate in mid-year conference (if required).

Step 5: Determine SGG Achievement

Step 1:

Determine needs

Step 2:Create specific learning objective based on

pre-assessment

Step 5:


Step 3:



strategies

Step 4:



Handout 33

Implementing Decision Rules for SGG Attainment

KDE Requirements for Student Growth Goals Must have one SGG in an academic year Can have no more than two SGGs in an academic

year SGGs are rated as High, Expected, or Low Summative student growth rating includes three years

(when available)

Handout 34

Implementing Decision Rules for SGG Attainment

Local Decision: Incorporating other measures for student growth

consideration

Handout 34

Emma’s SGG

During the current school year, every student will make measureable progress in mathematical problem solving, as measured by the district rubric. Students will improve their scores as follows:




Handout 33

Decision Rules

Student Progress High Expected Low

Student Growth Goal

Growth Component 90 percent of students meet or exceed the SGG growth component

Growth Component

70%-89% of students meet or exceed the SGG growth component

Growth Component

Less than 70% of students meet the SGG growth component

Proficiency Component

Exceeds beyond 10 percent


Expected Growth: +/- 10 percent


Did not meet and fell lower than 10 percent

FOR TRAINING PURPOSES ONLYHandout 34

Emma’s SGG Results

Growth Component - 76% meet SGGProficiency Component - 68% are proficient at Level 2

Are Emma’s results: High Expected Low

Handout 34

Emma’s SGG Rating

Growth Component 76% is within the Expected range of 70%-89%

Proficiency Component – 70% 68% is within the Expected range (63%-77%) = +/-10%

Emma receives an Expected rating on Student Progress

Handout 34

Considerations for Decision Rules

1. How are the proficiency and growth portions of the SGG synthesized for an overall rating on an SGG?

2. How are multiple SGGs synthesized into one overall summative rating?

Let’s Practice and Question

Handout 34

Ratings on Standard 7

Simulation 1 – Twelfth-Grade English Teacher

Simulation 2 – Seventh-Grade Social Studies Teacher

Simulation 3 – Elementary School Physical Education Teacher

Simulations

Handout 35

Decision Rules


Student Growth Goal

Growth Component 90 percent of students meet or exceed the SGG growth component

Growth Component

70%-89% of students meet or exceed the SGG growth component

Growth Component

Less than 70% of students meet the SGG growth component


Exceeds beyond 10 percent


Expected Growth: +/- 10 percent


Did not meet and fell lower than 10 percent

FOR TRAINING PURPOSES ONLYHandout 36

Overall SGG Rating

H E H H

E E E E

L L L E

L E H

Overall SGG Rating(Decision Weighting Heaviest on

Growth)

GR

OW

TH

PROFICIENCY


Proficiency)

H E E H

E L E H

L L E E

L E H

Example 1:Growth Component = HighProficiency Component = Expected

Example 1:Growth Component = HighProficiency Component = Expected

Handout 36

GR

OW

TH

PROFICIENCY

Overall SGG Rating = High Overall SGG Rating = Expected

Overall SGG Rating

H E H H

E E E E

L L L E

L E H


Growth)

GR

OW

THPROFICIENCY


Proficiency)

H E E H

E L E H

L L E E

L E H

Example 2:Growth Component = ExpectedProficiency Component = Low

Example 2:Growth Component = ExpectedProficiency Component = Low

Handout 37

GR

OW

TH

PROFICIENCY

Overall SGG Rating = Expected Overall SGG Rating = Low

Overall SGG Rating

H E H H

E E E E

L L L E

L E H


Growth)

GR

OW

TH

PROFICIENCY


Proficiency)

H E E H

E L E H

L L E E

L E H

Example 3:Growth Component = ExpectedProficiency Component = High

Example 3:Growth Component = ExpectedProficiency Component = High

Handout 37

PROFICIENCY

GR

OW

TH

Overall SGG Rating = Expected Overall SGG Rating = High

Overall SGG Rating

H E H H

E E E E

L L L E

L E H


Growth)

GR

OW

TH

PROFICIENCY


Proficiency)

H E E H

E L E H

L L E E

L E H

Example 4:Growth Component = LowProficiency Component = Expected

Example 4:Growth Component = LowProficiency Component = Expected

Handout 37

PROFICIENCY

GR

OW

TH

Overall SGG Rating = Low Overall SGG Rating = Expected

Comparison of Growth and Proficiency Matrices Outcomes

Growth Proficiency

High/Low Expected Expected

High/Expected High Expected

High/High High High

Expected/Low Expected Low

Expected/Expected Expected Expected

Expected/High Expected High

Low/Low Low Low

Low/Expected Low Expected

Low/High Expected Expected

Ratings on Standard 7

Simulation 1 – Twelfth-Grade English Teacher

Simulation 2 – Seventh-Grade Social Studies Teacher

Simulation 3 – Elementary School Physical Education Teacher

Simulations

Handout 38-40

Considerations for Decision Rules

1. How are the proficiency and growth portions of the SGG synthesized for an overall rating on an SGG?

2. How are multiple SGGs synthesized into one overall summative rating?

3. If using other measures, how are these synthesized into an overall summative rating?

Other Measures of Student Progress

Handout 41

Other Measure for Student Progress


Other Measures

Other indicators of student achievement/progress indicate exemplary student performance.

Other indicators of student achievement/progress indicate on-target student performance.

Other indicators of student achievement/ progress indicate inconsistent student performance.

Handout 41

Step 5: Determine Whether Students Achieved SGG

To Do: With your table mates, brainstorm considerations/ concerns and discuss specific actions you can take

to support principals and administrative leaders in Step 5. (What, When, Why, and How)


Handout 42-43

Action Steps for Step 5.

A. Apply district decision rules to SGG.B. Analyze success of SGG and next steps for the future.

Lessons Learned from the Field

Recommendations and Implementation Ideas

Handout 44

Recommendation 1

Districts that have been successful in implementing SGGs have involved teachers in leadership positions and have invited participation in the adoption and implementation of the SGG process from the beginning. How might your district go about doing this?

Handout 44

Recommendation 2

Collaboration is key to successfully implementing the SGG process. How might you encourage this?

Handout 40Handout 44

Recommendation 3

There are many challenges when implementing SGGs for the first time. How might your district embrace naysayers?


Recommendation 4

Districts that have successfully adopted SGGs house SGG training materials, libraries of SGGs, and other pertinent information on an information website so that those not able to attend trainings have the information available to them. What other ideas do you have to keep SGG information readily accessible in your district?


Recommendation 5

One challenge when implementing SGGs is to analyze data purposefully. How might district leaders go about helping in this area?


At the EndA New Beginning - First Steps

1. Review your Action Steps and think about the Recommendations and Implementation Ideas.

2. Create a list of follow-on actions to take back to your district. What are first steps? How about timelines? How about responsibilities?

“He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into flying.”

- Friedrich Nietzsche

Handout 45

Questions?

Student Growth Goals

Documents

student achievement

student growth goalslooking

student successhandout

student growth goalsthe

student learning data

clear goals

specific learning goal

instructional decisions