Student Growth Goals
Professional Learning
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Jenny Ray, PGES Consultant (KDE)
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).
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Jenny Ray, PGES Consultant (KDE)
Sources of Evidence
Self-Reflection
Professional Growth
Teacher Professional Growth
and Effectiveness System
Observation
PeerObservation
Observation
Peer
Student Voice
All measures are
supported through evidence.
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Student Growth
Jenny Ray, PGES Consultant (KDE)
SGG Basics…
• SMART goal
• Proficiency component & Growth component
• One classroom of students, one content area
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Jenny Ray, PGES Consultant (KDE)
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.
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Jenny Ray, PGES Consultant (KDE)
Defining ENDURING
Learning 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.
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Jenny Ray, PGES Consultant (KDE)
What Standards, Structural Documents and Resources
accompany the standards in each content area?
• Anchor StandardsLiteracy/Science/Social
Studies/Technical Subjects
• CCSS/KCAS- Critical
Areas combined with math
practices
• Anchor Standards ReadingELA
• KY World Language
Standards
• CCSS/KCAS-ELA
• National Standards-Visual
Arts, PE, etc.
• C3 Framework (+ literacy
standards) -Social Studies
• NGSS/KCASPractices/ConceptsScience
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Jenny Ray, PGES Consultant (KDE)
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.
8
Jenny Ray, PGES Consultant (KDE)
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).
9
Jenny Ray, PGES Consultant (KDE)
At the beginning of the year…
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Jenny Ray, PGES Consultant (KDE)
September:
Developing a Baseline
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Jenny Ray, PGES Consultant (KDE)
Determining a Rubric
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Jenny Ray, PGES Consultant (KDE)
Connecting the Data to a
Rubric
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Jenny Ray, PGES Consultant (KDE)
Your Task: Creating Growth
& Proficiency Components
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Jenny Ray, PGES Consultant (KDE)
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).
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Jenny Ray, PGES Consultant (KDE)
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?
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Jenny Ray, PGES Consultant (KDE)
Comparability Protocol Sample
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Jenny Ray, PGES Consultant (KDE)
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
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Jenny Ray, PGES Consultant (KDE)
Fast-Forward:
End-of-Year Data
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Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Analyze a SGG for rigor.
3. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
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).
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Jenny Ray, PGES Consultant (KDE)
Your Task: Determining Low,
Expected and High Growth
• Use the student roster, pre- and posttest 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
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Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
What Questions do you
have?
(So far.)
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Jenny Ray, PGES Consultant (KDE)
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
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Jenny Ray, PGES Consultant (KDE)
Establish
Baseline
Target
students’
priority need
Identify 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 standards
Know the expectation of
content area standards
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Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Analyze a SGG for rigor.
3. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
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).
26
Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
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?
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Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Analyze a SGG for rigor.
3. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
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).
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Jenny Ray, PGES Consultant (KDE)
Resources:
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Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
Evaluation
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Jenny Ray, PGES Consultant (KDE)