Student Growth
in Kentucky
Snapshots
What do you
already know
about student
growth?
What are your
expectations
for this
workshop?
WHY WRITE STUDENT
GROWTH GOALS?
Benefits
• Reinforce Best Teaching Practices
• Are Uniquely Adaptable
• Acknowledge the Value of Education
Knowledge and Skill
• Encourage Collaboration
• Connect Teacher Practice to Student Learning
AIR. “Student Learning Objectives.” 2012
Growth data can help all stakeholders
answer important questions about
student learning, such as:
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needs?
Defining Student Growth
For the purposes of the professional growth and
effectiveness system, KRS 156.557 was amended
by House Bill 180 to define Student Growth as
“the change in student achievement for an
individual student between two (2) or
more points in time including achievement
on state assessments required per KRS
158.6453.”
Two Measures of Student Growth
Student Growth Percentiles
•
•
•
•
•
Student Growth Goals
KDE state assessment data. The local contribution for
Teachers of Grades 4-8,
the student growth measure
reading and mathematics
is a rating based on the
Rating based on each
degree to which a teacher
student’s rate of change,
meets the growth goal for a
compared to academic peers
set of students
Median SGP for a teacher’s
over a specified period of
class is compared to that of
time as indicated in the
the state
teacher’s Student Growth
Measures progress for
students at all performance Goal (SGG).
levels
List the
Skill,
Process, or
Understan
ding
Standards What does
proficiency
look like?
How would I
assess this?
(Proficiency &
Growth)
What instructional
strategies would
help students
achieve this
target?
How do we get Started?
1) Identify Enduring Skills, Understandings,
and Processes for subjects & courses
2) Identify how you are going to measure
these
3) Identify how you are going to know
where the students are at the beginning
of the course
What are SOME of the
Standards, Structural Documents, and Resources
that accompany the standards in each content area?
• KCASLiteracy/Science/Social
Studies/Technical Subjects
• KCAS for Reading & ELA
• C3 Framework-Social
Studies
• NGSS/KCASPractices/ConceptsScience
• KCAS- Math Standards
• World Language
Standards
• KCAS -Visual Arts, PE,
etc.
• KOSSA and Industry
Certification Standards
Defining ENDURING SKILLS,
PROCESSES, & UNDERSTANDINGS
•
•
•
•
•
ENDURES beyond a single test date,
is of value in other disciplines,
is relevant beyond the classroom
worthy of embedded, course-long focus
may be necessary for the next level of
instruction
Writing Example
EXAMPLES
NON-EXAMPLES
Write arguments to support -Establish the significance of
claims with clear reasons
claims
and relevant evidence
- Create logical organization
of claims, reasons and
evidence
-Use words, phrases and
clauses to create cohesion
Reading Example
EXAMPLES
Identify and Summarize key
supporting details and ideas
NON-EXAMPLES
-Differentiate between bias
and evidence
-Differentiate between
essential and irrelevant
information
-Skim or scan a text
Common Core Standards for ELA/Literacy
College and Career Readiness
Reading Anchor Standards
College and Career Readiness
Writing Anchor Standards
Reading Foundational
Skills (K-5) Grade
Specific Standards
Writing K-12 Grade
Specific Standards
College and Career Readiness
Speaking & Listening Anchor
Standards
Speaking & Listening K12 Grade Specific
Standards
College and Career Readiness
Language Anchor Standards
Language K-12 Grade
Specific Standards
Reading Informational
K-12 Grade Specific
Standards
Reading Literature K12 Grade Specific
Standards
Literacy in History/Social Studies, Science, and Technical
Subjects: Grades 6-12 Reading & Writing Standards
Reading History/Social
Studies Grade Band
Standards
Reading Science and
Technical Subjects Grade
Band Standards
Writing History/Social
Studies, Science, and
Technical Subjects
Grade Band Standards
Architecture:
ELA/Literacy
Architecture:
ELA/Literacy
7th Grade ELA
Enduring
Skill
Write arguments to
support claims
Components of Mastery
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant
evidence.





CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the
argument presented.
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Resources to Support
(KDE Website)
• Evaluate the given list
• What do you want to:
– Add?
– Take away?
– Alter?
– Adapt?
List the
Skill,
Process, or
Understan
ding
Standards
What does
proficiency
look like?
How would I
assess this?
(Proficiency &
Growth)
What instructional
strategies would
help students
achieve this
target?
But I Wonder …
List the
Skill,
Process, or
Understan
ding
Standards What does
proficiency
look like?
How would I
assess this?
(Proficiency &
Growth)
What instructional
strategies would
help students
achieve this
target?
Proficiency:
Congruent to the Standards
• If a student demonstrated ______________, I
would know that they have mastered the
expectation of the grade level standard(s) and
enduring skill.
• Deconstructed Standards:
– whole standard vs. targets
Deconstructing Standards
• Work through PLC standards process
– Guiding Questions for 7th Reading Standards
AND/OR
• Deconstruction chart
• CASL Messages
• Types of Targets
• Model Deconstruction
ACCURATE ASSESSMENT
WHY ASSESS?
ASSESS WHAT?
WHAT’S THE
PURPOSE?
WHAT ARE THE
LEARNING TARGETS?
WHO WILL USE THE
RESULTS?
ARE THEY CLEAR?
ARE THEY GOOD?
ASSESS HOW?
WHAT METHOD?
WRITTEN WELL?
SAMPLED HOW?
AVOID BIAS HOW?
“Keys to Quality Classroom Assessment”
Classroom Assessment for Student Learning
Stiggins, Arter, Chappuis, Chappuis
Connect your
content with
appropriate
standard/target
Progressions
Make meaning of
the standard
Deconstructions
Anchor Standards
Does each question
capture the intent of
the standard/target
labeled?
Rigor–
DOK/Bloom’s
Content–
Vocabulary &
Interpretation
The starting point for
effective assessment
is clarifying the
LEARNING TARGET
Learning Targets
• Knowledge
• Reasoning
• Performance/Skills
• Products
Knowledge Targets
What do I need to know?
Usually knowledge targets begin with
words like:
Knows, lists, names, identifies, recalls
Knowledge Examples
• Know examples of energy (heat, electrical,
light, motion of objects, chemical, etc.)
• Describe the exchange of energy between
hot objects and cold objects
• Identify the parts of a plant.
Reasoning Targets
What can I do with what I know?
Reasoning targets start out with mental
processes like:
Predicts, infers, classifies, hypothesizes,
compares, concludes, summarizes,
analyzes, evaluates, generalizes
Reasoning Examples
• Use statistical methods to describe,
analyze, evaluate, and make decisions.
• Make a prediction based on evidence.
• Examine data/results and propose a
meaningful interpretation.
Performance Skills
Performance skills require the
students to demonstrate their
mastery of a
learning target and
to be observed.
Performance Skills Targets
The development of proficiency in doing
something where the process is most
important.
 Use simple equipment and tools
to gather data
 Participates in civic discussions
with the aim of solving current
problems
 Dribbles to keep the ball away
from an opponent
Product Targets
The ability to create tangible products
that meet certain standards of quality
and present concrete evidence of
academic proficiency.
Example:
Create a bar graph.
Target Assessment Match
RI.7.1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
Knowledge
Reasoning
Performance
Product
Identify textual
evidence.
Draw inferences
from a text.
Cite textual
evidence.
N/A
Analyze textual
evidence to
support ideas.
Target-Method Match
Ch. 4 CASL ‘Sound Design’
• As a table group, read each
target and determine the
strongest assessment method
for that target.
• Four Assessment Options
– Selected response: T/F,
Multiple Choice, Matching, Fillin-the-Blank
– Written response: short or
extended
– Performance assessment:
includes product targets
– Personal Communication
Figure 4.2 Assessment Methods
Selected Response
 Multiple choice
 True/False
 Matching
 Fill-in-the-blank
Written Response
 Short answer items
 Extended written response
Performance Assessment
 Performance task
 Performance criteria
Personal Communication
 Questions during instruction
 Interviews and conferences
 Participation
 Oral Exams
 Student journals and logs
Target Assessment Match
RI.7.1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
Knowledge
Reasoning
Performance
Product
Identify textual
evidence.
Draw inferences
from a text.
Cite textual
evidence.
N/A
Analyze textual
evidence to
support ideas.
Now think about the types of assessment that would work best
with each target.
Assessment Methods
• Identify the targets for the standard.
• As a table discuss the methods that will best
match the targets you created.
• Which method would best match: Short
response, Extended response, Performance
Assessment, Personal Communication
Assessment Examples
• EngageNY.org: Annotated 2013 Test Questions
– Evaluate items for ELA Assessment
• PARCC Released Assessment items: Begins at 3rd grade
Standard 10
Quantitative, Qualitative, Reader and Task Considerations
ASSESSING AT INCREASINGLY
COMPLEX LEVELS
Back to Student Growth…
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
42
Determining Needs
Step one begins with looking at data
to get to know your students
Compare your
List of Enduring
Skills, Processes,
Understanding
To evidence of
Student Learning
Consider all data
sources that you
have available
To determine the
Area of Focus for
your SGG
43
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
44
Getting Baseline data
Decide on sources of evidence that can
provide pre- and post-data on student
progress toward the identified skills &
concepts for your content area.
45
Decide on sources of evidence
Do they provide the
data needed to
accurately measure
where students are
in mastering gradelevel standards for
the identified area(s)
of need?
46
Sources of Evidence: Variety
Student
Performances
District
Assessments
Student
Portfolios
Products
Common
Assessments
Projects
Interim
Assessments
LDC/MDC
Classroom
Evidence
47
Rigor
Congruency to standards
Do the measures provide an opportunity for
students to demonstrate mastery of the
identified skills, concepts or processes at the
level of rigor intended in the standard?
48
Comparable
across classrooms
Do the measures used to show student growth
expect students to demonstrate mastery of the
standards at the intended level of rigor?
Do my selected measures reach the level of rigor
expected across the district?
49
Any County Rubric
Assessment Design
• Target-Method Match
– Knowledge
– Reasoning
– Performance
– Communication
List the
Skill,
Process, or
Understan
ding
Standards What does
proficiency
look like?
How would I
assess this?
(Proficiency &
Growth)
What instructional
strategies would
help students
achieve this
target?
Components of a Quality Student
Growth Goal
Meets SMART criteria
Includes growth statement/target
Includes proficiency statement/target
56
SMART Goal Process for Student
Growth
S
M
A
R
T
Specific- The goal
addresses student
needs within the
content.
Measurable- An
appropriate
instrument or
measure is selected
to assess the goal.
Appropriate- The
goal is clearly
related to the role
and responsibilities
of the teacher.
Realistic- The goal is
attainable.
Time-bound- The
goal is contained to
a single school
year/course.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standards-based
and directly related
to the subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is
attainable.
The goal is
bound by a
timeline that is
definitive and
allows for
determining
goal attainment.
The goal is
focused on a
specific area of
need.
57
Practice Evaluating Goals
Practice: Can you identify the SMART criteria?
Proficiency target? Growth target?
For the 2012-2013 school year, 100% of my students
will make measurable progress in writing arguments
to support claims. On the District 8th Grade Writing
Assessment:
• Each student will improve by at least one
performance level in Focus, Controlling Idea,
Reading/Research, & Development of the LDC
argumentation rubric
• 80% of my students will score an average of a 3 or
higher on a summative rating of the LDC
argumentation rubric
But I Wonder …
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
64
Monitoring Progress &
Adjusting Instruction
**Please note that this video uses state assessments to set growth goals. However, KPREP
data will not provide the information Kentucky teachers would need to set growth goals.
KPREP may be one source of data used to inform a needs assessment for growth setting.
What initiatives/practices do you see
in schools that support the student
growth goal process for monitoring
progress and adjusting instruction?
Give One, Get One
List the
Skill,
Process, or
Understan
ding
Standards What does
proficiency
look like?
How would I
assess this?
(Proficiency &
Growth)
What instructional
strategies would
help students
achieve this
target?
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
Determining a Student Growth Rating
The process for determining the results of
student growth (high, expected, low) will be a
district decision. Please consult your district’s
certified evaluation plan for further information.
Clear Connections
Between Student
Growth Goal Setting &
Program Review
Areas
Framework Connections
KDE Resources