GOAL SETTING FOR STUDENT GROWTH PROCESS
Step 3:
Create and
implement
teaching and
learning
strategies.
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment.
Step 1:
Determine
needs.
Step 2:
Create
specific
learning goal
based on
preassessment.
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.
AppropriateThe goal is
clearly related to
the role and
responsibilities
of the teacher.
Realistic- The
goal is
attainable.
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standardsbased 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
specfic area of
need.
Step 5:
Determine
whether the
students
achieved the
goal.
*Adapted for Kentucky from Stronge, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye
on Education, Inc.
1
STUDENT GROWTH GOAL:
Content Considerations
Does the goal……..
Align with the needs identified from the data
Show that it is congruent with Kentucky Core Academic
Standards appropriate for the grade level and content
area for which it is developed
Target an enduring concept or skill or a subset of
knowledge and skills
Technical Considerations
Does the goal…….
Target at least one group of students?
Contain both a growth and proficiency target?
Match SMART criteria?
Specific, Measurable, Appropriate, Realistic and
Time-bound
Allow high- and low- achieving students to adequately
demonstrate their knowledge
Provide access and opportunity for all students,
including students with disabilities, ELLs and
gifted/talented students
ASSESSMENT:
Content Considerations
The assessment……..
Is it congruent with Kentucky Core Academic Standards
appropriate for the grade level and content area for
which it is developed?
Does it target an enduring concept or skill or a subset of
knowledge and skills?
Is there a good match between the rigor of the
standard and the method used to collect evidence?
If the assessment is a rubric, does it describe the
performance levels aligned with meeting mastery?
Technical Considerations
The assessment …….
Provides for opportunities for baseline and end of
the year data?
Provides for opportunities for formative assessment
throughout the year – especially at mid-year?
Allows high- and low- achieving students to
adequately demonstrate their knowledge
Provides access and opportunity for all students,
including students with disabilities, ELLs and
gifted/talented students
Professional Growth Goal:
Content Considerations
Does the goal……..
Align with the needs identified in the self assessment?
Answer the 3 guiding questions:



What do I want to change about my practice that
will effectively impact student learning?
How can I develop a plan of action to address my
professional learning?
How will I know if I accomplished my objective
Technical Considerations
Were a variety of different sources of evidence used
for the needs assessment?
Is additional clarification needed about what the
teacher will do? If so, additional plan information
will be needed.
2
ELA sample goal
During the 2014-15 school year, my 5th period 8th
grade ELA students will improve their ability to write
arguments that support claims and use textual
evidence to support claims and refute counterclaims.
All 8th graders in my 5th period class will improve by
at least one level in their overall score on the district
argumentation rubric. At least 70% of my students
will score at the proficiency level (level 3) on the 4point rubric.
Identify:
 Growth Target
 Proficiency Target
 SMART Criteria
o Specific
o Measurable
o Appropriate
o Realistic
o Time Bound
o
Discuss:
How do you determine if the goal is Appropriate and Realistic?
What would you need to hear from the teacher or what evidence
would you need?
3
Art sample goal
_________________________________________________
During this school year, my third grade students will develop
their use of art to convey meaning and their ability to discuss
their art. The district approved 10-point rubric will be used to
evaluate performance on a pre/post assessment task to
determine growth. All students will move one performance
level in their ability to use art to convey meaning and in their
ability to discuss their art with others. 80% of students will
achieve at least an average of a 7 on the post assessment task.
___________________________________________________
Identify:
 Growth Target
 Proficiency Target
 SMART Criteria
o Specific
o Measurable
o Appropriate
o Realistic
o Time Bound
Discuss:
What does a principal need to know about a goal to give feedback
on the technical components?
What else do you need to know about the teacher’s process?
4
8th Grade Language Arts
Think and Plan for Developing Student Growth Goals
Purpose: This document is a summary form a teacher completes for conferencing with their administrator. The
column to the right provides guidance, detail, and hyperlinks for completing the process and the template.
Step 1: DETERMINE NEEDS
Identify the context of the identified class, as selected by teacher in
collaboration with principal, including student population.
Guiding Questions
I teach 5 classes of 8th grade Language Arts. The class selected for
my SGG is a diverse class of 9 special education students and 8 that
receive Title 1 services. 70% of the class receives free/reduced
lunch.
Identify the course-long interval of instruction (e.g., trimester,
semester, one school year).
Year long
Identify the content area enduring skills*, concepts, and/or
processes that your goal will target. (In the KCAS for Mathematics,
the “Enduring Understandings” reflect the enduring learning
advocated in the goal-setting for student growth process.) Content
area examples: Reading, Writing, Speaking and Listening, Social
Studies, Science, Reading Foundational Skills, PE, Health, World
Language, Music, Art
Writing arguments that support claims, including using textual
evidence to support the claims and to refute counterclaims
In collaboration with colleagues, identify the
enduring skills*, concepts, and processes for my
content area (facilitator’s guide, process pptx,
example).
 Based on my content standards, what are the
enduring skills*, concepts and processes
students should master by the end of the
school year/course?
 Do the identified skills, concepts and
processes represent essential learning that:
ENDURES beyond a single test date, is of value
in other disciplines, is relevant beyond the
classroom, is worthy of embedded, courselong focus, and may necessary for the next
level of instruction (next grade or future
course)?
 What does it look like for students to be
performing at proficiency level on these skills,
concepts and processes? How do I know?
Pinpoint areas of need based on my current
students' abilities.
 Are there any enduring skills*, concepts or
processes my students lack overall? What
are the biggest areas of need?
 What are my students’ abilities? How have I
collected and analyzed evidence/data to
determine patterns, trends, strengths and
weaknesses for all students? (e.g., formative
processes, analysis of student work,
anecdotal notes, last year's data, previous
teachers)
 Are the areas of need identified appropriate
for a year-long/course-long student growth
5
List the sources of evidence you will use to establish baseline data
and measure student growth.
I used a rubric designed by my district ELA PLC based on the
Literacy Design Collaborative (LDC) argumentation rubric to
establish a baseline for my student growth goal and assessed
students in a variety of ways. Students were given two different
writing prompts in which they were provided texts to base their
argument and then scored using the district argumentation rubric.
Additionally, I collected student short responses to using texts to
support claims or to refute counterclaims. Using this variety of
assessments allowed me to get a truer picture of students’ abilities
and where they fell overall on the rubric.
goal?
Decide on sources of evidence. After identifying
an area or areas of need, choose the sources of
evidence (e.g., rubrics, classroom assessments,
performances, products, portfolios, projects,
district learning checks) for collecting baseline,
mid-term, and end of year/course data for the
student growth goal.
Note: At least three sources of evidence are
recommended for contributing to baseline data.
 Do the sources of evidence provide the data
needed to demonstrate proficiency for the
identified area(s) of need?
 Can the sources of evidence be used to
provide baseline data, comparable mid-term
data, and end of year/course data?
 Do the sources of evidence require students
to meet or exceed the true intent of the
standards being assessed? (This addresses
both rigor of the evidence and comparability.)
 Is there a good match between the rigor of
the standard to be assessed and the method
used to collect evidence? (For instance, if the
best way to determine if students are meeting
the rigor of a standard is a performance, then
the task should be a performance that
demonstrates where students are in meeting
mastery of that standard. See Classroom
Assessment for Student Learning resources on
Target-Method Match.)
Use baseline data to determine area(s) of need
for the goal
 What did I learn from collection of data?
 How will I combine data to determine a
baseline for my SGG?
Step 2: CREATE A SPECIFIC LEARNING GOAL
Specify the expected growth and proficiency.
Include a growth target that expresses the growth you expect
your students to make.
All of my 8th graders will move at least one level in their overall
score on the district argumentation rubric.
Include a proficiency target.
At least 70% of my students will score at the proficiency level (3)
on the 4 point rubric.
Decide on a student growth goal (SGG) that meets the
SMART criteria.
SPECIFIC
 Is the identified area of need significant enough for
year-long/course-long instructional focus?
 Does the goal address learning that is representative
of the enduring skills*, concepts and/or processes
that:
o ENDURES beyond a single test date,
o is of value in other disciplines,
o is relevant beyond the classroom,
o is worthy of embedded, course-long focus,
o may be necessary for the next level of
instruction?
6
Write your student growth goal statement that meets the
SMART criteria. Include both growth and proficiency.
Explain the rationale for the goal. Include reference to baseline
data and explanation of how targets meet the expectation for
rigor.
Students in this class overall scored low on the district
argumentation rubric. 60% scored at level 1 and 40% scored at
level 2. I believe this is because of a lack of exposure to
strategies that support argumentation. Therefore, I believe
that with targeted instruction, all students can improve by at
least one level on the rubric and that it is doable to get at least
70% of the class at proficiency level (3) or above.
Determine the measure for identifying H, E, L growth and for
identifying proficiency. (Rubric, etc.) Define H, E, L growth and
proficiency based on the identified measure.
*See district certified evaluation plan.
MEASURABLE
 Does the goal identify the sources of
evidence/measures that will be used to show how
all students will demonstrate growth?
 Do the sources of evidence provide the data needed
to accurately measure where students are in
mastering the grade level standards for the
identified areas(s) of need?
 Which criteria were used for determining what
amount of growth is rigorous for students? Why was
this criteria selected?
 Does the goal include a growth target and
proficiency target?
APPROPRIATE
 Is the goal standards-based and directly related to
the subject and students taught?
 Is there a good match between the goal and the
level of rigor expected in the identified standards?
REALISTIC
 Is the goal doable, but rigorous enough to stretch
the outer bounds of what is attainable?
TIMEBOUND
 Is the goal designed to stretch across the interval of
instruction (e.g., trimester, semester, one school
year)?
 Is there sufficient time within the interval of
instruction to determine goal attainment?
Sample Student Growth Goals 2014
High, Expected, Low determination
 Has the teacher identified “expected” as the desired
outcome?
 How will the teacher address achievement of
growth but not proficiency?
 How will the teacher address the achievement of
proficiency but not growth?
Step 3: CREATE AND IMPLEMENT TEACHING AND LEARNING STRATEGIES
Describe professional learning (PL) needed to support students’
attainment of the student growth goal. (Include any PL needs in
your Professional Growth Plan.)
My school PLC team will be doing a study of teaching argument,
including review and discussion of videos in PD360 and a book
study of George Helix’s book, Teaching Argument Writing.
Through our action research, our PLC will share student work
samples and share strategies.
Determine professional learning
 What professional learning is needed to
support the SGG?
 How can a professional learning
community/colleagues’ expertise provide
support?
 Does the Professional Growth Plan (PGP)
reflect the support needed to meet the goal?
7
Describe the instructional strategies for goal attainment,
specifically what you will do instructionally to assure your
students make gains projected in your student growth goal.



Introduce writers’ notebooks where students will have
regular opportunities to respond to text and authors’
claims
Analyze and respond to good and weak models of
arguments where authors’ have supported claims and/or
addressed counterclaims
Introduce peer response groups where students will use
the rubric to provide feedback to each other’s claims and
counterclaims
Decide on instructional strategies for goal
attainment
 How do I identify the instructional strategies
that will most effectively support students in
attaining the SGG?
 What resources and supports do I need to
implement these strategies with my students?
Step 4: MONITOR STUDENT PROGRESS THROUGH ONGOING FORMATIVE ASSESSMENT
Describe your plan to monitor students’ progress toward goal
attainment.
I’ll review student prompts using the rubric and monitor students’
feedback to each other.
Plan for progress monitoring




How and when will I monitor progress
towards the SGG throughout the
year/course?
What formative assessment processes will I
use for progress monitoring?
How will I involve students in progress
monitoring?
How will I provide all students multiple
opportunities and/or assessment types to
demonstrate learning of the selected
standards?
 How will specific feedback occur regularly to
move students forward in their learning?
Step 5: DETERMINE WHETHER THE STUDENTS ACHIEVED THE GOAL
Do no complete this box until the end of the growth goal timeline.
Analyze results: Analyze the summative/postassessment data to determine goal attainment and
reflect on next steps.
 What does the data reveal about student
growth?
 What does the data show about instructional
practices?
 How can these results inform professional
growth? (Connect this back to Step 3.)
8
Elementary Art Example
Think and Plan Guidance for Developing SGGs
Purpose: This document is a summary form a teacher completes for conferencing with their administrator. The column
to the right provides guidance, detail, and hyperlinks for completing the process and the template.
Step 1: DETERMINE NEEDS
Identify the context of the identified class, as selected by teacher in
collaboration with principal, including student population.
Guiding Questions
There are 27 students in this 3rd grade class. Seven
students have IEPs, 2 students share an assistant.
We meet for 45 minutes once a week.
Identify the course-long interval of instruction (e.g., trimester,
semester, one school year).
The class is a year-long class.
Identify the content area enduring skills*, concepts, and/or
processes that your goal will target. (In the KCAS for Mathematics,
the “Enduring Understandings” reflect the enduring learning
advocated in the goal-setting for student growth process.) Content
area examples: Reading, Writing, Speaking and Listening, Social
Studies, Science, Reading Foundational Skills, PE, Health, World
Language, Music, Art


the elements and principles of design of
visual art are intentionally applied in
creating works of art.
responding to or critiquing works of art
involves an understanding of elements,
principles and structures appropriate to
each area of the arts.
In collaboration with colleagues, identify the
enduring skills*, concepts, and processes for my
content area (facilitator’s guide, process pptx,
example).
 Based on my content standards, what are the
enduring skills*, concepts and processes
students should master by the end of the
school year/course?
 Do the identified skills, concepts and
processes represent essential learning that:
ENDURES beyond a single test date, is of value
in other disciplines, is relevant beyond the
classroom, is worthy of embedded, courselong focus, and may necessary for the next
level of instruction (next grade or future
course)?
 What does it look like for students to be
performing at proficiency level on these skills,
concepts and processes? How do I know?
Pinpoint areas of need based on my current
students' abilities.
 Are there any enduring skills*, concepts or
processes my students lack overall? What
are the biggest areas of need?
 What are my students’ abilities? How have I
9

List the sources of evidence you will use to establish baseline data
and measure student growth.
At the beginning of the year, students were asked to
create a piece of art and discuss their choices of
technique and medium selection. An initial scoring by
the teacher and student (self-assessment) were obtained
using the district’s 10-point rubric. I noticed that
students weren’t able to make a claim about their work
and support it. As a class, the use of correct
terminology (elements, techniques, procedures and
response) in their discussion and self-assessment was
limited. Evidence gathered through the discussion, my
scoring and their self-assessment allowed me to gather
baseline ratings for each student.
collected and analyzed evidence/data to
determine patterns, trends, strengths and
weaknesses for all students? (e.g., formative
processes, analysis of student work,
anecdotal notes, last year's data, previous
teachers)
Are the areas of need identified appropriate
for a year-long/course-long student growth
goal?
Decide on sources of evidence. After identifying
an area or areas of need, choose the sources of
evidence (e.g., rubrics, classroom assessments,
performances, products, portfolios, projects,
district learning checks) for collecting baseline,
mid-term, and end of year/course data for the
student growth goal.
Note: At least three sources of evidence are
recommended for contributing to baseline data.
 Do the sources of evidence provide the data
needed to demonstrate proficiency for the
identified area(s) of need?
 Can the sources of evidence be used to
provide baseline data, comparable mid-term
data, and end of year/course data?
 Do the sources of evidence require students
to meet or exceed the true intent of the
standards being assessed? (This addresses
both rigor of the evidence and comparability.)
 Is there a good match between the rigor of
the standard to be assessed and the method
used to collect evidence? (For instance, if the
best way to determine if students are meeting
the rigor of a standard is a performance, then
the task should be a performance that
demonstrates where students are in meeting
mastery of that standard. See Classroom
Assessment for Student Learning resources on
Target-Method Match.)
Use baseline data to determine area(s) of need
for the goal
 What did I learn from collection of data?
 How will I combine data to determine a
baseline for my SGG?
10
Step 2: CREATE A SPECIFIC LEARNING GOAL
Specify the expected growth and proficiency.
Include a growth target that expresses the growth you expect
your students to make.
All students will move one performance level in their
ability to use art to convey meaning and in their ability to
discuss their art with others. All students will move one
performance level in their ability to use art to convey
meaning and in their ability to discuss their art with others.
Include a proficiency target.
80% of students will achieve at least an average of a 7 on
the post assessment task.
Write your student growth goal statement that meets the
SMART criteria. Include both growth and proficiency.
Explain the rationale for the goal. Include reference to baseline
data and explanation of how targets meet the expectation for
rigor.
I noticed that the students weren’t able to communicate about
art using specific art vocabulary. I found that 45% of the
students scored less than an average of 5 on the pre-assessment
task. By focusing on communication through and about their art
during the school year, I feel the students will show growth on
those two areas. I feel it is reasonable to expect that all
students will move one performance level on the postassessment.
Decide on a student growth goal (SGG) that meets the
SMART criteria.
SPECIFIC
 Is the identified area of need significant enough for
year-long/course-long instructional focus?
 Does the goal address learning that is representative
of the enduring skills*, concepts and/or processes
that:
o ENDURES beyond a single test date,
o is of value in other disciplines,
o is relevant beyond the classroom,
o is worthy of embedded, course-long focus,
o may be necessary for the next level of
instruction?
MEASURABLE
 Does the goal identify the sources of
evidence/measures that will be used to show how
all students will demonstrate growth?
 Do the sources of evidence provide the data needed
to accurately measure where students are in
mastering the grade level standards for the
identified areas(s) of need?
 Which criteria were used for determining what
amount of growth is rigorous for students? Why was
this criteria selected?
 Does the goal include a growth target and
proficiency target?
APPROPRIATE
 Is the goal standards-based and directly related to
the subject and students taught?
 Is there a good match between the goal and the
level of rigor expected in the identified standards?
REALISTIC
 Is the goal doable, but rigorous enough to stretch
the outer bounds of what is attainable?
TIMEBOUND
 Is the goal designed to stretch across the interval of
instruction (e.g., trimester, semester, one school
year)?
 Is there sufficient time within the interval of
instruction to determine goal attainment?
Sample Student Growth Goals 2014
Determine the measure for identifying H, E, L growth and for
identifying proficiency. (Rubric, etc.) Define H, E, L growth and
proficiency based on the identified measure.
*** Please follow district directed guidance for calculating the
HEL rating.
High, Expected, Low determination
 Has the teacher identified “expected” as the desired
outcome?
 How will the teacher address achievement of
growth but not proficiency?
 How will the teacher address the achievement of
proficiency but not growth?
11
Step 3: CREATE AND IMPLEMENT TEACHING AND LEARNING STRATEGIES
Describe professional learning (PL) needed to support students’
attainment of the student growth goal. (Include any PL needs in
your Professional Growth Plan.)
Because I am the only elementary art teacher in my district, I have
reached out to several elementary art teachers in my school’s
cooperative to create a PLN. I have identified a need to learn more
about formative assessment in the elementary classroom – this will help
me monitor growth in my classroom, and support our school’s Program
Review.
Describe the instructional strategies for goal attainment,
specifically what you will do instructionally to assure your
students make gains projected in your student growth goal.
I have developed a self-assessment component for the artist
statements. The students and I created a rubric that highlights specific
vocabulary and reinforces a series of questions students can respond
to when talking about and responding to art. At the beginning of each
class I share a work of art and the students respond to it in their
sketchbooks.
Determine professional learning
 What professional learning is needed to
support the SGG?
 How can a professional learning
community/colleagues’ expertise provide
support?
 Does the Professional Growth Plan (PGP)
reflect the support needed to meet the goal?
Decide on instructional strategies for goal
attainment
 How do I identify the instructional strategies
that will most effectively support students in
attaining the SGG?
 What resources and supports do I need to
implement these strategies with my students?
Step 4: MONITOR STUDENT PROGRESS THROUGH ONGOING FORMATIVE ASSESSMENT
Describe your plan to monitor students’ progress toward goal
attainment.
I will routinely check student sketchbooks for vocabulary and correct
use of terminology. The students share responses and use
component of the larger rubric to provide feedback to their peers. I
have created a checklist to accompany the rubric that hangs in the
classroom; we refer to it regularly during whole group critiques.
Plan for progress monitoring




How and when will I monitor progress
towards the SGG throughout the
year/course?
What formative assessment processes will I
use for progress monitoring?
How will I involve students in progress
monitoring?
How will I provide all students multiple
opportunities and/or assessment types to
demonstrate learning of the selected
standards?
 How will specific feedback occur regularly to
move students forward in their learning?
Step 5: DETERMINE WHETHER THE STUDENTS ACHIEVED THE GOAL
Do no complete this box until the end of the growth goal timeline.
Analyze results: Analyze the summative/postassessment data to determine goal attainment and
reflect on next steps.
 What does the data reveal about student
growth?
 What does the data show about instructional
practices?
 How can these results inform professional
growth? (Connect this back to Step 3.)
12
Sample SGG Rubric #1
District Student Growth Goal (SGG) Rubric
‘SPECIFIC’
Does the SGG focus on a
specific area of need based
on an enduring skill or
understanding/overarching
goal?
‘MEASURABLE’
Is an appropriate measure
selected to assess the goal?
S.M.A.R.T. STRUCTURE OF THE STUDENT GROWTH GOAL
ACCEPTABLE
NEEDS REVISION
Identifies an area of need pertaining to
Identifies a specific area of need, but
current students’ abilities
lacks supporting data for current
students
Includes growth and proficiency targets that
establish and differentiate expected
performance for ALL students (e.g. Spec. Ed,
GT, ELL etc.)
Includes both a growth target and a
proficiency target, but fails to
differentiate expected performance for
one or both targets
Includes only a growth
or a proficiency target
ACCEPTABLE
Uses appropriate measures for base-line,
mid-course, and end of year/course data
collection.
NEEDS REVISION
Uses measures that fail to clearly
demonstrate performance for the
identified skill.
INSUFFICIENT
Uses no baseline data
or uses irrelevant data.
Is anchored in baseline data and Identifies
multiple measures that demonstrate where
students are in meeting or exceeding the
intent of the standard(s) being assessed
‘APPROPRIATE’
Appropriate/Attainable
Is the SGG rigorous, realistic,
and standards based?
ACCEPTABLE
Aligned to KCAS grade level standards (or
international, national state, local or
industry recognized standards) appropriate
for the grade level and content area for
which it was developed.
Address critical content, enduring skill(s)
which students are expected to master
necessary for advancement to future
coursework
‘RELIABLE’
Is the SGG results-oriented
and relevant?
Is the data collected
comparable across similar
classrooms, across the
district?
‘TIME-BOUND’
Does the SGG specify an
appropriate instructional
interval?
INSUFFICIENT
Is not focused on a
specific area of need
Only allows students to demonstrate
competency of part, but not all aspects
of the standards being assessed.
NEEDS REVISION
Congruent to content, but not aligned to
grade level standards.
Does not assess the
level of competency
intended in the
standards
INSUFFICIENT
Is not congruent or
appropriate for grade
level/content area
standards
Focuses on a standards-based skill that
does not match enduring skill criteria

Goal is too narrow; focusing on a
narrow skill or topic.

Goal is written in a general context
and encompasses too much content.

Goal lists multiple enduring
skills/overarching goals of adopted
state standards
ACCEPTABLE
Includes growth and proficiency targets that
are rigorous for students, but attainable
with support. Rigor is determined by past
performance of students, year’s growth,
percentage of students who attain the target
or other measures.
NEEDS REVISION
Includes targets that are achievable, but
fail to stretch attainability expectations
INSUFFICIENT
Includes targets that
do not articulate
expectations AND/OR
targets are not
achievable
Uses comparable criteria across similar
classrooms (classrooms that address the
same standards) to determine progress
toward mastery of standards/enduring skills
n/a
For similar classrooms,
data collected for the
student growth goal:
does not reflect
common criteria used
to determine progress
ACCEPTABLE
Is appropriate for the instructional interval
defined and explicitly states yearlong/course-long interval of instruction
NEEDS REVISION
Specifies less than/more than a yearlong/course-long interval of instruction
INSUFFICIENT
Fails to specify an
interval of instruction
13
Sample SGG Rubric #2
14
Sample Student Growth Rubric #3
STRUCTURE OF THE GOAL
The student growth goal:
Focuses on a standards-based enduring skill
which students are expected to master
ACCEPTABLE
The student growth goal:
Focuses on a standards-based enduring skill
NEEDS REVISION
The student growth goal:
Focuses on a standards-based skill that
does not match enduring skill criteria
INSUFFICIENT
The student growth goal:
Is not standards-based
Identifies a specific area of need supported by
data for current students
Identifies a specific area of need, but lacks
supporting data for current students
Is not focused on a specific area of need
Includes a growth target that establishes
growth for ALL students; a proficiency target
that establishes the mastery expectation for
students
Includes both a growth target and a
proficiency target, but fails to differentiate
expected performance for one or both
targets
Includes only a growth or a proficiency
target
Uses appropriate measures for base-line,
mid-course, and end of year/course data
collection
Uses measures for collecting baseline, midcourse, and end of year/course data that
matches the skill being assessed
Uses measures that fail to clearly
demonstrate performance for the
identified skill
Uses no baseline data or uses irrelevant
data
Explicitly states year-long/course-long
interval of instruction
Specifies a year-long/course-long interval of
instruction
Specifies less than a year-long/course-long
interval of instruction
Fails to specify an interval of instruction
Identifies an area of need pertaining to
current students’ abilities
Includes growth and proficiency targets that
establish and differentiate expected
performance for ALL students
RIGOR OF THE GOAL
ACCEPTABLE
NEEDS REVISION
INSUFFICIENT
The student growth goal:
Is congruent to KCAS grade level standards
and appropriate for the grade level and
content area for which it was developed
The student growth goal:
Is congruent and appropriate for grade
level/content area standards
The student growth goal:
Is congruent to content, but not to grade
level standards
The student growth goal:
Is not congruent or appropriate for grade
level/content area standards
Identifies measures that demonstrate where
students are in meeting or exceeding the
intent of the standard(s) being assessed
Identifies measures that allow students to
demonstrate their competency in performing
at the level intended in the standards being
assessed
Identifies measures that only allow
students to demonstrate competency of
part, but not all aspects of the standards
being assessed
Identifies measures that do not assess the
level of competency intended in the
standards
Includes growth and proficiency targets that
are challenging for students, but attainable
with support
Includes growth and proficiency targets that
are doable, but stretch the outer bounds of
what is attainable
Includes targets that are achievable, but fail
to stretch attainability expectations
Includes targets that do not articulate
expectations AND/OR targets are not
achievable
COMPARABILITY OF DATA
Data collected for the student growth goal:
ACCEPTABLE
For similar classrooms, data collected for the
student growth goal:
NEEDS REVISION
Uses comparable criteria across similar
classrooms (classrooms that address the
same standards) to determine progress
toward mastery of standards/enduring skills
Reflects use of common measures/rubrics to
determine competency in performance at the
level intended by the standard(s) being
assessed
INSUFFICIENT
For similar classrooms, data collected for
the student growth goal:
n/a
Does not reflect common criteria used to
determine progress
15
Science Student Growth Goals – 3 Levels
More Practice Rubric Activity
This school year, all of my 6th grade science students will
demonstrate measurable growth in their ability to apply the
scientific practices. Each student will improve by two or more
levels on the districts’ science rubric in the areas of engaging in
argument from evidence, and obtaining, evaluating and
communicating information. 80% of students will perform at level
3 on the 4-point science rubric.
This school year, all of my 6th grade students will make
measureable progress in their knowledge of science. All students
will improve on their final exam and 75% of students will score a
B or higher.
For the current school year, all of my students will make
measureable progress in their ability to obtain and combine
information about ways individual communities use science ideas
to protect the Earth’s resources and environment (KCAS, 5-ESS31). All students will improve one level from the pre to the post
assessment and 75% of students will meet expectations for the
standard.
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Social Studies Student Growth Goals – 3 Levels
More Practice Rubric Activity
For the current school year, all of my students will make
measurable progress in historical argumentation and appropriate
use of relevant historical evidence. All students will move up at
least 1 level and 75% of students will achieve at the 3 or higher
level on the reading/research and development areas of the LDC
Argumentation Rubric.
For the current school year, all of my students will make
measureable progress in their understanding of U.S. History. All
students will improve on their U.S. History End of Course
Assessment and 75% of students will meet or exceed the College
Readiness Benchmark.
For the current school year, all of my students will make
measureable progress in their understanding of the immediate and
long-term influences of Reconstruction on the lives of African
Americans and U.S. society as a whole (ACT Quality Core for US
History). All students will improve one level from the pre to the
post assessment and 75% of students will meet expectations for the
standard.
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World Language Student Growth Goals – 3 Levels
More Practice Rubric Activity
During this school year all of the students in my French II classes will
demonstrate performance at least one level above their baseline for
interpretive listening, interpersonal speaking, interpretive reading and
interpersonal writing, and they will expand the breadth of their vocabulary
topic areas. Data from individual performance assessments, designed by
teacher teams around speaking and listening, reading and writing
competencies in the target language will provide multiple data points for
baseline and throughout the year. At least 70% of my students will meet or
exceed the Intermediate-Low competency level for at least two modes of
communication, as measured by the KY World Language Standards
rubric.
During this school year all of my students will make measureable progress
in French. All students will improve on their final exam and 75% of
students will receive a B or higher.
For the current school year, all of my students will make measureable
progress in their ability to write in French about themselves using learned
phrases and memorized expressions (Kentucky Standard for World
Language Proficiency, NM.PW.2). All students will improve one level
from the pre to the post assessment and 75% of students will meet
expectations for the standard.
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Sample Student Growth Goals – March 2014
Goal Criteria
From CEP
The goal
 is congruent with Kentucky Core Academic Standards
appropriate for the grade level and content area for which it
was developed
 represents or encompasses an enduring skill, process or
concept that students are expected to master by taking a
particular course (or courses) in school
 will allow high and low achieving student to adequately
demonstrate their knowledge
 provides access and opportunity for all students, including
students with disabilities, ELLs, and gifted/talented students
SMART
Specific – the goal is focused on a specific area of student need
within the content.
Measurable – the goal will be assessed using an appropriate
instrument.
Appropriate – the goal is standards-based and directly related to
the responsibilities of the teacher.
Realistic – the goal is doable, while rigorous, stretching the outer
bounds of what is attainable.
Time-bound – the goal contained to a simple school year/course.
*Note that analysis of pre-assessment data is needed to truly
determine if the goal is SMART.
Science
During this school year, all of my 8th -grade science students will
grow in their ability to use models to explain, predict, and
investigate the natural and designed world, including identifying
the limitations of the models. Based upon the Grades 6-8 Using
Models Analytic Rubric, all students will improve in each of the
scoring elements by at least one performance level as
demonstrated on the district approved performance task.
Furthermore, 80 percent of students will score proficient on the
district approved performance task as indicated by the rubric.
Health and PE
During the 8th-grade nine weeks course, all students will grow in
their ability to analyze the influence of family, peers, culture,
media, technology, and other factors on health behavior. Using a
standards-based four -point rubric created by the District
Health/PE Vertical Team, students’ current level of understanding
will be determined with a constructed response performance task
on how these factors affect behavior. Applying the same rubric to
the post assessment, students will be given a performance task in
which they will be asked to identify and explain how these factors
influence health behaviors. Each student will improve by moving
one level on the rubric. Furthermore, 80 percent of students will
score Meets Expectations (Proficient) on the rubric.
Social Studies
For the current school year, all of my students will make
measurable progress in historical argumentation and appropriate
use of relevant historical evidence. All students will move up at
least one level and 75 percent of students will achieve at the three
or higher level on the reading/research and development areas of
the LDC Argumentation Rubric.
French II
During this school year all of the students in my French II classes
will improve their linguistic competency performance. Students
will move at least one performance level in: interpretive listening,
interpersonal speaking, interpretive reading and interpersonal
writing based on the KY World Language Standards rubric. At
least 70 percent of my students will meet or exceed the
Intermediate-Low competency level for at least two modes of
communication, as measured by the KY WL Standards rubric.
LDC Writing - Multiple Content Areas
For the 2012-13 school year, 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 three or more scoring elements of
the LDC argumentation rubric. Eighty percent of my students will
score an average of a three or higher on a summative rating of the
LDC argumentation rubric.
Elementary
By the end of the 2013-14 school year, all of my 4th grade
students (100%) will show growth in summarizing key ideas and
details in what they read. Each student will improve by two or
more levels on the rubric developed by my PLC team for
summarization. In addition, 90 percent of students will score
proficient or above on the rubric by the end of the year.
By the end of the 2014-15 school year, my 3rd-grade students
will make measurable progress in reading and comprehending
informational text at the high end of the grade 2-3 text complexity
band. Each student will improve by two or more levels on the
Reading Comprehension rubric. Furthermore, 75 percent of
students will perform at the proficient or above levels on the
rubric.
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Music
During this school year, my 5th-grade students in Music class
will grow in their ability to read and notate music. Each student
will increase by one performance level in two or more areas of
the Elementary Music Assessment Rubric. Eighty percent of
students will score proficient on two or more areas of the rubric.
Family Consumer Science
During this school year, my students in Culinary and Food
Services class will grow in their understanding of food safety and
sanitation. Every student will increase one performance level in
all scoring elements of the district Food Safety and Sanitation
Performance Task Rubric. Growth data will be obtained using a
Pre & Post Performance Assessment Task at the beginning and
end of the course. Furthermore, 65 percent of students will
demonstrate proficiency by obtaining SERVSAFE Certification.
Math
During this school year, my 7th-grade students will use the eight
Math Practices to further their understanding of proportional
relationships. This will be demonstrated by growth by at least
one level on the rubric (from the repeated common assessments)
developed by the district Math PLC. Furthermore, 70 percent of
my students will show mastery by reaching level four or higher
on the rubric.
Multimedia
During this school year, my Advanced Multimedia students will
demonstrate measurable growth in effectively communicating
with digital media tools by moving at least one performance level
(three levels: learner, skilled, master) on the appropriate rubric
used for the district approved Adobe
Dreamweaver/Flash/Photoshop Performance Task Assessment.
Seventy percent of the students will demonstrate proficiency by
obtaining an Adobe Certification in Dreamweaver, Flash or
Photoshop.
* This teacher has 80 students enrolled in this course. She
teaches Flash, Dreamweaver, or Photoshop in the same class
setting. She has included all three Adobe programs in her goal.
Art
During this school year, my 3rd-grade students will develop their
use of art to convey meaning and their ability to discuss their
art. The district approved 10-point rubric will be used to evaluate
performance on a pre/post assessment task* to determine growth.
All students will move one performance level in their ability to
use art to convey meaning and in their ability to discuss their art
with others. Eighty percent of students will achieve at least an
average of a seven on the post-assessment task.
*At the beginning of the year, students were asked to create a
piece of art and discuss their choices of technique and medium
selection. An initial scoring by the teacher and student (selfassessment) were obtained using the district’s 10-point rubric. In
final portfolio presentations students will show their pieces and
discuss their choices of technique and medium selection with the
class, one visiting artist, and the teacher. The portfolio and
presentation will be scored by the visiting artist, the teacher, and
students will also complete a self-assessment using the 10-point
rubric.
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STUDENT GROWTH/PGP GOAL/PLAN CONFERENCE
Sample Agenda &
Framework for Analysis of Goals & Plan
1. Overview of needs assessment
 Teacher shares what was learned through the needs
assessment and how it helped create a focus for the
goals.
2. Student Growth Goal/Plan
 Teacher shares the goal/plan
 Principal analyzes goal/plan considering:
Does the student growth goal:
 Align with the identified needs from the data?
 Match SMART criteria?
 Have both growth and proficiency targets?
Does the assessment
 Provide for pre/post data?
 Accurately measure what students should be
mastering?
 Reach the level of rigor expected of the standard?
Expected by the district?
 Match a variety of cognitive levels and include a
sufficient number of items to provide data?
 Describe performance levels aligned with meeting
mastery if a rubric?
Does the student growth plan:
 Align with the goal?
 Address all aspects of the goal?
 Identify how the student learning will be
accomplished?
 Identify relevant/focused activities?
 Identify appropriate materials/resources?
 Reflect manageable timelines?
Will the teacher achieve the goal through the
identified plan?


Sample Follow-up Questions
 What did you learn from the data you
reviewed?
 What data sources did you use to help you
decide upon your goal? Why?
Goal:
 Why do you think this goal will cause an
increase in student performance?
 Which students do you think will benefit most
as you accomplish your goal? Why?
 What evidence will you gather to determine
your progress toward meeting your goal?
Assessment
 Explain how you know that the assessment
matches the level of rigor expected in the
standards.
 How do you know that the assessment
accurately measures what students should be
mastering?
Plan:
 Why do you think the activities you chose will
produce results?
 How will you use the identified resources/
materials?
Identify any barriers that you might need to plan
for as you implement your plan?
Principal provides feedback through sharing evidence,
asking questions and providing specific feedback.
Principal and teacher collaborate together to refine
the goal/plan.
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3. PGP Goal/Plan
 Teacher shares the goal/plan
 Principal analyzes goal/plan considering:
Does the professional growth goal:
 Align with the identified needs from the data?
 Answer the 3 questions?
Does the professional growth plan:
 Align with the goal?
 Address all aspects of the goal?
 Identify how the teacher learning will be
accomplished?
 Identify relevant and focused activities?
 Identify appropriate materials/resources?
 Reflect manageable timelines?
Will the teacher achieve the goal through the
identified plan?
Will you know if the teacher achieved the goal using
the identified evidence at the end of the year?
 Principal provides feedback through sharing evidence,
asking questions and providing specific feedback.
 Principal and teacher collaborate together to refine
the goal/plan.
4. Identify supports needed
Goal:
 Why do you think this goal will cause a change
in teaching practice?
 Now that you have realized _____, what will
you do about it?
 Describe how your goal will provide a “stretch”
for you?
 How will this impact what you do in the
future?
 What do you expect to be different in your
classroom after you meet your goal?
 What evidence will you gather to determine
your progress toward meeting your goal?
Plan:
 Why do you think the activities you chose will
produce results?
 Predict how your practices will change.
 How will you use the identified resources/
materials?
 How will you collaborate with others as you
learn? How will you share your learning?
 Describe the types of assistance you will need
to meet these goals?
 How will our conversation influence the
completion of your professional growth plan?
Things to consider as you meet with teachers:

What patterns are you seeing across the school in the identified goals/plans?

How can you group teachers to support each other in this process?

What implications do the identified goals and plans have for the school as a whole?

How can you best utilize your resources to support teachers? Support students?

What implications do the teacher goals have on your own PGP and SGG?
22
Sample Professional Growth Goals
Each goal and action plan together should answer the following questions. The goal samples that follow
include reference to the actions to be taken in order to meet the goal.
1. What do I want to change about my practice that will effectively impact student learning?
2. How can I develop a plan of action to address my professional learning?
3. How will I know if I accomplished my objective?
Any content area – student engagement
For the 2012 – 13 school year, I will improve my
ability to engage students in their learning by
attending and implementing Rigor and Relevance
training, researching and implementing strategies for
engaging students in rigorous learning, and refining
my use of student involved formative assessment
practices. These will be measured through pre and
post assessments, student work samples, interim
assessments, peer and principal observations and
conferences, and self-reflection.
Science
Any Content area – learning styles
During the 2012-2013 school year, I will
increase student engagement by using a
learning styles inventory with every student
and designing lessons that address the
different styles within my class. I will research
teaching strategies to engage the different
learning styles and study So Each May Learn
by Silver. Measures of success will include
student work products, observation, and
student and teacher self-reflection.
Any content area – formative assessment
For the 2012 – 2013 school year, I will improve
writing instruction in my science classroom by
implementing and reflecting on strategies
learned during a summer writing workshop for
teachers. I’ll incorporate writing strategies for
describing observations, explaining scientific
phenomena, explain cause & effect
occurrences, and drawing conclusions from
experiments. Indicators of success will be
student work samples, analysis of student’s
writing products, and self-reflection.
Reading in any content area
During this school year, I will study Classroom
Assessment for Student Learning, by Rick
Stiggins, and embed formative assessment
practices in my daily instruction. Indicators of
success will include classroom observation,
self-reflection, analysis of student assessment
data, and observable student engagement.
During the school year, I will learn to integrate
literacy strategies in my instruction. I will
implement learning from a literacy workshop
and from reading professional literature.
Measures of success will include results from
analysis of student work samples, selfreflection, student surveys, and observation.
During the school year, I will improve my
questioning techniques to engage students in
higher level critical thinking and problem
solving. I will implement learning from study
of Thinking Strategies. Growth will be
evidenced through lesson plans, observation,
self-reflection, and student work samples.
Any content area - questioning
23
Special Education
Teacher Leadership
During the 2012-2013 school year, I will
increase my knowledge of supporting students
with autism. I will research on-line resources,
consult with district/state/cooperative special
education coordinators, observe a mentor
teacher, and participate in an on-line short
course on autism. This will be evidenced by
notes and self-reflection, anecdotal notes on
my interactions with autistic students, and the
short course certificate.
This school year, I will learn best practices for
mentoring new teachers in my building. I will
participate in the district study group and
Cognitive Coaching PD and attend a KYVL online course for mentoring teachers. Evidence
of success will include district PD certificate,
course completion certificate, mentee teacher
surveys, self-reflection on mentoring
opportunities.
Literacy Design Collaborative (LDC) teachers
Math Design Collaborative (MDC) teachers
This school year, I will implement what I am
learning through LDC to support students in
meeting the Common Core standards. I will
design action research around implementing
LDC modules as intended, analyze student
work, and reflect on impact on students.
Success criteria includes self-reflection,
student surveys, analysis of student before &
after work samples, and completed modules.
During the 2011-2012 school year, I will
improve my ability to think more deeply about
mathematical concepts using what I am
learning through MDC about math formative
assessment lessons. I will engage my students
in more critical thinking and problem solving
about mathematics and help students
persevere when struggling to learn new
concepts. This will be evidenced by formative
assessment lessons student work samples,
observation, and self-reflection.
Any content area - technology
Writing in any content area
During the school year, I will increase student
use of technology for learning in my
classroom. I will collaborate with a district
technology cadre to learn ways to integrate
learning with technology in instruction. We
will also study Kajder’s book Adolescents and
Digital Literacies and other resources.
Evidence of success includes lesson plans,
student work samples, and self-reflection.
During the 2011-2012 school year, I will learn
to incorporate online writing tools in my
writing workshop. After collaborating with the
technology resource teacher to investigate
Google Docs and other on-line tools, my
students will have opportunities to write
independently, collaboratively and
give/receive feedback using the tools. This will
be evidenced by student writing samples,
lesson plans, and reflection.
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1.A
 In planning and practice, teacher makes content errors or does not
correct errors made by students.
 Teacher displays extensive knowledge of the important concepts in the
discipline and the ways they relate both to one another and to other
disciplines.
 Teacher displays little or no understanding of the range of pedagogical
approaches suitable to student’s learning of the content.
 Teacher displays solid knowledge of the important concepts in the
discipline and the ways they relate to one another.
 Teacher is familiar with the important concepts in the discipline but
displays lack of awareness of how these concepts relate to one
another.
 Teacher’s plans and practice reflect familiarity with a wide range of
effective pedagogical approaches in the discipline, anticipating student
misconceptions.
 Teacher’s plans and practice display little understanding of prerequisite
relationships important to student’s learning of the content.
 Teacher’s plans and practice indicate some awareness of prerequisite
relationships, although such knowledge may be inaccurate or
incomplete.
 Teacher’s plans and practice reflect a limited range of pedagogical
approaches to the discipline or to the students.
 Teacher’s plans and practice reflect accurate understanding of
prerequisite relationships among topics and concepts.
 Teacher’s plans and practice reflect familiarity with a wide range of
effective pedagogical approaches to the discipline.
 Teacher’s plans and practice reflect understanding of prerequisite
relationships among topics and concepts and provide a link to
necessary cognitive structures needed by students to ensure
understanding.
1.B
 The teacher also purposefully seeks knowledge from several sources
of students’ backgrounds, cultures, skills, language proficiency,
interests, and special needs and attains this knowledge about groups
of students.
 Teacher actively seeks knowledge of students’ levels of development
and their backgrounds, cultures, skills, language proficiency, interests,
and special needs from a variety of sources. This information is
acquired for individual students.
 Teacher demonstrates little or no understanding of how students learn
and little knowledge of students’ backgrounds, cultures, skills,


language proficiency, interests, and special needs and does not seek
such understanding.
Teacher indicates the importance of understanding how students
learn and the students’ backgrounds, cultures, skills, language
proficiency, interests, and special needs, and attains this knowledge
about the class as a whole.
Teacher understands the active nature of student learning and attains
information about levels of development for groups of students.
1.C
 All outcomes represent rigorous and important learning in the
discipline.
 All the instructional outcomes are clear, are written in the form of
student learning, and suggest viable methods of assessment.
 Most of the outcomes are suitable for most of the students in the class
in accordance with global assessments of student learning.
 Most outcomes represent rigorous and important learning in the
discipline.
 Outcomes are stated as activities rather than as student learning.
 Outcomes reflect only one type of learning and only one discipline or
strand and are suitable for only some students.
 Outcomes reflect several different types of learning and opportunities
for coordination.
 Outcomes reflect several different types of learning and, where
appropriate, represent opportunities for both coordination and
integration.
 Outcomes reflect several types of learning, but teacher has made no
attempt at coordination or integration.
 Outcomes represent low expectations for students and lack of rigor,
and not all of them reflect important learning in the discipline.
 Outcomes represent moderately high expectations and rigor.
 Outcomes take into account the varying needs of groups of students.



Outcomes take into account the varying needs of individual students.
Some outcomes reflect important learning in the discipline and consist
of a combination of outcomes and activities.
The outcomes are clear, are written in the form of student learning,
and permit viable methods of assessment.
1.D
 Teacher displays awareness of resources – not only through the school
and district but also through sources external to the school and on the
25



Internet – available for classroom use, for the expansion of his or her own
knowledge, and for students.
Teacher displays basic awareness of school or district resources available
for classroom use, for the expansion of his or her own knowledge, and for
students, but no knowledge of resources available more broadly.
Teacher displays extensive knowledge of resources – not only through the
school and district but also in the community, through professional
organizations and universities, and on the Internet—for classroom use, for
the expansion of his or her own knowledge, and for students.
Teacher is unaware of school or district resources for classroom use, for
the expansion of his or her own knowledge, or for students.
1.E
 The series of learning experiences is poorly aligned with the instructional
outcomes and does not represent a coherent structure.
 The lesson’s or unit’s structure is clear and allows for different pathways
according to diverse student needs.
 The lesson or unit has a recognizable structure; the progression of
activities is uneven, with most time allocations reasonable.
 The lesson or unit has a clear structure, with appropriate and varied use
of instructional groups.
 The learning activities have reasonable time allocations; they represent
significant cognitive challenge, with some differentiation for different
groups of students.
 The activities are not designed to engage students in active intellectual
activity and have unrealistic time allocation. Instructional groups do not
support the instructional outcomes and offer no variety.
 Teacher coordinates knowledge of content, of students, and of resources,
to design a series of learning experiences aligned to instructional
outcomes and suitable to groups of students.
 Some of the learning activities and materials are suitable to the
instructional outcomes and represent a moderate cognitive challenge but
with no differentiation for different students. Instructional groups
partially support the instructional outcomes, with an effort by the teacher
at providing some variety.
 Plans represent the coordination of in-depth content knowledge,
understanding of different students’ needs, and available resources
(including technology), resulting in a series of learning activities designed
to engage students in high-level cognitive activity.
 Learning activities are differentiated appropriately for individual learners.
Instructional groups are varied appropriately with some opportunity for
student choice.
1.F
 Approach to the use of formative assessment is rudimentary, including
only some of the instructional outcomes.
 The approach to using formative assessment is well designed and includes
student as well as teacher use of the assessment information. Teacher
intends to use assessment results to plan future instruction for individual
students.
 Assessment criteria and standards are clear. Teacher has a well-developed
strategy for using formative assessment and has designed particular
approaches to be used.
 Assessment criteria and standards have been developed, but they are not
clear.
 Assessment methodologies have been adapted for individual students, as
needed.
 Assessment procedures are not congruent with instructional outcomes;
the proposed approach contains no criteria or standards.
 Some of the instructional outcomes are assessed through the proposed
approach, but others are not.
 Teacher has no plan to incorporate formative assessment in the lesson or
unit nor any plan to use assessment results in designing future instruction.
 Teacher intends to use assessment results to plan for future instruction
for the class as a whole.
 Teacher intends to use assessment results to plan for future instruction
for groups of students.
 Teacher's plan for student assessment is aligned with the instructional
outcomes; assessment methodologies may have been adapted for groups
of students.
 Teacher's plan for student assessment is fully aligned with the
instructional outcomes and has clear criteria and standards that show
evidence of student contribution to their development.

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