Student Growth Goals

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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

[email protected]