Student Growth Goals
Professional Learning
1
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)
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
1
SGG Basics…
Specific, Measureable, Appropriate, Reliable,
Time-Bound
• SMART goal
• Proficiency component & Growth component
___% of students will reach the
level of proficiency as
determined by…
All of my students
will grow at least
_____.
• One classroom of students, one content area
3rd Grade math students
1st period 7th grade language arts students
6th period high school concert band students
Kentucky Department of Education
Professional Growth and Effectiveness System
SGG Process
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 strategies
5. Use District-Determined rules to rate overall Student Growth
as Low, Expected, High
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal ‘good enough’?
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).
At the beginning of the year…
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Jenny Ray, PGES Consultant (KDE)
September:
Determining a Rubric &
Developing a Baseline
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Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
Your Task: Creating Growth
& Proficiency Components
• With a partner, consider the baseline
student data on the rubric to determine
appropriate growth and proficiency
components for a student growth goal
• Example: All students will be expected
to grow ___, and
• ___% will reach proficiency or beyond.
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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.
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Jenny Ray, PGES Consultant (KDE)
Fast-Forward:
End-of-Year Data
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Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRIC
T
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRICT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRICT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Hand
Out
3
Determining Low, Expected, High Growth
Rating
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.)
DISTRICT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
• Teacher’s Revised Growth Component of SGG:
– Target: 100% of students grow at least 2 levels
– Actual: 86% of students grew 2 or more levels
– District Rule:
Hand
Out
3
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
• 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:
Hand
Out
3
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
Determining Overall SG Rating
Hand
Out
3
HIGH
DISTRI
CT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Connections to Your Practice
• Reflections on what processes already in place
• Program Reviews Assessment Piece
• Kentucky 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
Kentucky Department of Education
Professional Growth and Effectiveness System
EDS/CIITS Connection
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)
What Questions do you
have?
(So far.)
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Jenny Ray, PGES Consultant (KDE)
Resources:
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Jenny Ray, PGES Consultant (KDE)