Student Growth Goals
Work Session
Sources of Evidence
Self-Reflection
Teacher Professional Growth
and Effectiveness System
Professional Growth
Observation
PeerObservation
Observation
Peer
All measures are
supported through
evidence.
Student Voice
Student Growth
Goals for the day
1. Describe a process for developing student growth
goals
2. Understand the components of the student growth
goal setting process
Enduring Learning
• 1 minute free-write on post-it notes:
• What do you want students to take from
your class ten years from now?
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.
5
Table Share Out
• Share with your table group and place your post-it
notes on the chart paper
• Label the chart paper with your grade levels and
content
Assessing Learning
• What are ways you could assess the enduring
learning that you’ve described on your chart paper?
• What would proficiency look like at your grade
level?
• Use additional post-it notes to show your ideas of
assessing this learning
SGG Basics…
• SMART goal
• Proficiency component & Growth component
• One classroom of students, one content area
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.
Sample Goals to Critique
1.
With a partner, develop
some questions you would
ask the teacher, to
determine if there is
evidence to support the
SGG criteria.
The process before the goal..
• Collaborate to determine enduring learning for your
grade level content
• Match standards to that enduring learning
• Determine what mastery/proficiency looks like for
your grade level.
• What do you already use or have available to you to
use as a source of evidence of this mastery?
• What needs to be developed as sources of evidence?
From Now to the Beginning
of School…
• Collaborate with peers to determine ‘enduring
learning’ for your content and grade level
•
•
•
•
•
•
•
ELA: Anchor Standards
Math: Critical Areas
Science: Practices/Cross-Cutting Concepts
Social Studies: Framework
PL/VS: Understandings
Arts and Humanities: Understandings
Foreign Language: Understandings
From Now to the Beginning
of School…
• Collaborate with peers to determine appropriate
assessment methods for the enduring learning standards
(The list, below, is provided for “talking points”
purposes.)
•
•
•
•
•
•
•
ELA: LDC? ACT? MAP?
Math: AchieveTheCore.org; Map.mathshell.org
Science: ACT? Common Assessments?
Social Studies: Common Assessments? LDC?
PL/VS: CTE assessments? Performance?
Arts and Humanities: Performance?
Foreign Language: Performance?
August--September
• Assess to establish a baseline.
• Develop or fine-tune a rubric or some other resource
to establish and measure both growth and
proficiency.
It’s the last week of
September…
Data Descriptions
1. Diagnostic –3rd Grade Math Standards
2. Pre-Test Data Summary
3. Based on need, SGG standards were determined
and a rubric was developed from the standards
showing a clear progression of learning
(underpinning/supporting standards were
determined)
4. A performance assessment was created based on
the SGG standards, aligned with the rubric.
Data Descriptions
5. A determination of baseline knowledge, recorded
on the rubric.
Next Steps: Determine an appropriate SGG for the
data. (Be aware of the district SGG decisions in the
district CEP.)
Your task:
1. Think as a teacher. (This is your students’ data.)
2. Talk with your partner to determine an appropriate
SGG
What’s missing?
• This school year, 2014-2015, 100% of my students will
move at least 4 levels on the 3rd grade fraction
understanding rubric. Additionally, at least 70% of my
students will score proficient (level 8) by the end of the
year.
Rigor Rubric
End-of-Year Data
• Use the data and the district rules to determine the
teacher’s overall student growth goal rating.
Comparability Protocol Sample
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?