Principal &
Assistant Principal
Student Growth
Goals
Your Reaction?
Principal and teacher quality account for
nearly 60 percent of a school’s total
impact on student achievement and
principals alone for a full 25 percent.
(Marzano et al., 2005).
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Principal Goal-Setting Process
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs
Create
specific
growth goals
based on
baseline data
Create and
implement
leadership and
management
strategies
Monitor
progress
through ongoing data
collection
Determine
goal
attainment
STUDENT GROWTH GOAL
STATE
The State Contribution
is derived from
Growth Goals
developed around one
of the interim targets
housed in ASSIST.
LOCAL
The Local
Contribution is based
on school need.
 Both Goals are inherited by the Assistant Principal
 At least one goal must be based on Gap Population
 The local goal may be developed to parallel the State Contribution
State Contribution (SGG)
Decreasing achievement gaps (E-M-H)
Increase average combined reading and math K-PREP scores
(E-M-H)
Increasing percentage of College and Career Ready students
(M-H)
Increase average freshman graduation
rate(M-H)
*State Goal inherited/shared by the assistant principal
GOAL
• Achievement Gap
• K-PREP Combined
Reading and Math
• College and Career
Ready
• Freshman Graduation
Rate
The goal
statement, found
in the School
Report Card, is
already set by KBE
with a 2017
trajectory.
COLLABORATION
• Increase or decrease in
goal percentage for the
current school year
• Develop a process
and/or rubric to
determine goal
attainment
Determined by
the Principal in
collaboration with
the
Superintendent
following District
CEP guidelines.
STRATEGY
•Best Practice
•Professional Development
•Progress Monitoring
•Consolidated Planning
•Other
The strategies are
specific to what
the PRINCIPAL
will do to meet
the stated goal
and objective.
Local Contribution (SGG)
• Local Goal – Based on School Need
• It may be developed to parallel the State
Contribution or it may be developed with
a different focus
• Based on Gap population unless State
goal is based on Gap population.
• The Local SGG is inherited/shared by
Assistant Principal)
Goal Setting Process
• Determine Need (Based on Multiple Data Sources)
• Create specific growth goals based on baseline data
• Create and implement leadership and management
strategies
• Utilize district decisions to create a rubric to
determine goal attainment
• Monitor progress through on-going data collection
• Determine goal attainment progress through on-going
data collection
Think It Through
• How is the principal’s local
SGG similar to the teacher local SGG? How is it
different?
• What are possible data sources that a principal
might utilize in development
of the SGG?
• How could the assistant principal become an
active participant in the SGG process?
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Two Goals-One Destination
• State Goal is the ASSIST Goal with the
Trajectory Set KBE.
• Local Goal is Based on School Need
• One of the two goal must address the gap
population
• Both Goals are inherited by the assistant
principal
• The Two Goals May Strongly Parallel
LET’S EXAMINE REAL DATA
Sample State Goal
By September 2015 ABC
Elementary will increase
the average combined
reading and math K-prep
scores from 60% to 68%
Rating State & Local Goals
For each Student Growth Goal the district
develops and details the process for
determining high, expected, and low
growth. This process/rubric is outlined in
the District Certified Evaluation Plan (CEP).
CEP
Examples: State Goal & Rubric
Assist goal: By September 2015 ABC Elementary
will increase the average combined reading and
math K-prep scores from 60% to 68%
Low
Expected
High
Below 68%
68%
Above 68%
Low
Expected
High
Below 65%
65%-68%
Above 68%
Rating Overall Student Growth
Rating Overall Student Growth
The District CEP must describe the process and/or
instrument to be used to arrive at one student
growth rating.
Results from the application of district developed
rules/rubrics
Includes data from both state and local
contributions
Should include 3 year SGG trend data when
available
Rating Overall Student Growth Example
Student growth ratings must include data from
both the local and state contributions.
How will our district determine a single rating on student
growth?
Example: Give both the state and local goal could be given a
numerical weighting.
– LOW = 1
– EXPECTED = 2
– HIGH = 3
• Determination of a single yearly combined goal rating could
be as simple average of the two goals.
High
Expected
High
High
Expected
Expected
Expected
High
Low
Local Goal Rating
Another Example
(combining local and state)
Low
Expected
Expected
Low
Expected
High
State Goal Rating
Student Growth Trend Data
Whenever available three years of trend data should be
considered in rating the principal’s SGG.
Example:
In the following chart total rankings is and average
from the previous three years and applied to the
following scale.
RANKING
AVERAGE SCORE
Low
1.0 – 1.49
Expected
1.50-2.49
High
2.50-3
Professional Growth Plan Cycle
Process Review
•
•
•
•
•
•
•
Write LOCAL and State Goal goal in fall
Develop the Plan
Develop a performance rubric
Implement the plan
Engage in On-Going Reflection
Conduct a Mid-Year Review
Make modifications to strategies as
needed
Determining Goal Attainment
• LOCAL GOAL-End of School Year
• STATE GOAL-September of the
following year
The State Goal will always be lagged one year
2014/15
• Principals develop a Local and State Growth Goal at the
beginning of the year.
• The principal receives feedback during the year to help ensure
he/she is progressing toward meeting the goal.
• The local SGG process/rubric will be used to determine H, E or
L on local goal to give student growth rating for determining
an overall rating.
• Principals will use local student growth data at the end- ofthe-year (1st year: no state goal data)
• The following year, principals will have two points: local and
lagged state data.
Developing the Plan
Group Gallery Walk
Each individual will add one leadership or
management strategy to each goal statement
that might be included in the SGG Plan.
Looking at goals through the lens of:
• Initial Goal Setting
• Mid-Year Review
• Final
Review/Summative
Rating
Collaboration between Superintendent
(Designee) and Principal to set SGGs
• Beginning of year/Before October 30
• Discussion/conference to develop/approve goal
• Goal should be developed after a thorough
review of and reflection on data (TELL, Val-Ed,
academic data, nonacademic data, etc)
• Superintendent should consider past evaluations,
CSIP, School Report Card, school/district
initiatives and their impact on the principal and
his/her school
• Focused on growth and development
Questions to ask when
setting/approving SGG
• What sources of evidence support the need for this
goal?
• Does the goal support growth and development? Not
only of principal, but teachers and students as well?
• What sources of evidence will formatively measure
progress toward this goal?
• Does this goal reflect needs noted elsewhere (CSIP,
ASSIST, Program Reviews, etc.) If not, why? If yes, is
the goal aligned with/congruent to those other
goals/plans?
• What will High, Expected, or Low growth look like?
Rubric defined in CEP? Ensure agreement and common
understanding on how rating will be determined.
Collaboration between Superintendent
(Designee) and Principal to review progress
• Mid Year Review/Before January 30
• To review and reflect on evidence and progress on both the
Student Growth plan and the Professional Growth plan.
• The goal is to provide systematic feedback.
• Adjustments can be made to activities and strategies to
tighten focus on goal—the goal itself cannot be changed
• The superintendent will complete the Principal Mid-Year
Performance Review to indicate if a principal has shown
evidence of each of the performance standards.
• Plans for the next observation/site visit should be
scheduled
• Focused on growth and development
Questions to ask during mid year
review related to goal
• What is the current progress toward meeting the goal?
• What evidence/documentation does the principal have
toward meeting the goal?
• What strategies/activities are supporting the goal?
• What strategies/activities need to be revisited to
support the goal?
• What professional growth activities has the principal
engaged in to help meet the goal?
• What professional growth activities are still needed?
Collaboration between Superintendent
(Designee) and Principal to review progress,
establish summative rating, and set/continue
goals
• September (after data becomes available)
• Documentation/Evidence from principal
supporting growth (student and professional)
• Summative Rating (based on district rubrics
and processes defined in CEP)
• Goal setting for the next year
• Focused on growth and development
Questions for principal and superintendent
to consider during final review
• How has your leadership resulted in a high level of student
academic growth with the population identified in your
SGG? With all populations of learners?
• How is your SGG (s) aligned to other school goals set this
year and how are they directly associated with student
achievement?
• How have you organized interventions that are designed
and implemented to support student learning?
• What type of midcourse corrective actions did you take to
accomplish desired student academic outcomes?
• How do you empower teachers to be truly engaged in
improving student success?
• Have you adequately met your SGG or does it need to be
revised/continued to ensure adequate growth?
All evidence and discussion around
evidence needs to be aligned to
Standards
• Consistency (common,
understood definitions)
• Coherence to district
leadership policies and
practices
• Focused on growth and
development of
principal
Without continual growth and
progress, such words as
improvement, achievement, and
success have no meaning.
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