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Student Growth Goals

Student Growth Goals. Connecting the Process to: -Current Practice -CEP -CIITS/EDS. Reflecting on Current Practice. Questions for administrators and teachers. Hand Out. Your Task:. Independent Work: Respond to the questions that pertain to your role (Teacher or Admin)

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Student Growth Goals

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  1. Student Growth Goals Connecting the Process to: -Current Practice -CEP -CIITS/EDS

  2. Reflecting on Current Practice • Questions for administrators and teachers Hand Out

  3. Your Task: • Independent Work: Respond to the questions that pertain to your role (Teacher or Admin) • Table Talk: Discuss your responses and ideas with others at your table who have a similar role (Teacher or Admin)

  4. SGG Basics… Hand Out 1 • SMART goal • Proficiency component & Growth component • One classroom of students, one content area Specific, Measureable, Appropriate, Reliable, Time-Bound ___% of students will reach the level of proficiency as determined by… All of my students will grow at least _____. 3rd Grade math students 1st period 7th grade language arts students 6th period high school concert band students

  5. SGG Process Hand Out 1 • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High

  6. Connections to Current Practice • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High 8, 5, 1 2, 3, 4 6, 7 2, 3, 5 New: Use District-determined decision rules

  7. Student Growth Goals Timeline • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High Before school begins 1st 4-6 weeks of school After baseline has been established Baseline until April/May April/May

  8. Connections to District Certified Evaluation Plans (CEP) • SGG Criteria (outlined by KDE and Teacher Steering Committee) • SGG Rigor and Comparability • Low, Expected, or High overall Student Growth Rating (district decision) DISTRICT CEP

  9. SGG Criteria Hand Out 1 DISTRICT CEP 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.

  10. Defining ENDURING Hand Out 1 Learning that • ENDURESbeyond 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.

  11. Hand Out 1 What Standards, Structural Documents and Resources accompany the standards in each content area? • Anchor Standards-Literacy/Science/Social Studies/Technical Subjects • Anchor Standards Reading-ELA • CCSS/KCAS-ELA • C3 Framework (Plus literacy standards) -Social Studies • CCSS/KCAS Critical Areas-Math(where math practices are vehicles for reaching intent of standards) • KY World Language Standards • National Standards-Visual Arts, PE, Music, Arts & Humanities. • NGSS/KCAS- Practices/Concepts-Science

  12. Hand Out 1 Rigor & Comparability Rigor (of the goal) • Congruency to the standards • Proficiency and growth components are defensible based on base-line data. Comparability (of the assessments) • Agreement on what ‘meeting standards’ looks like when assessed • Assessments are comparable in terms of the criteria used to determine progress toward attainment of the standard DISTRICT CEP

  13. 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).

  14. Hand Out 2 Practice the Process: Using Baseline Data Your Task: Analyze the baseline data on the handout and the SGG you just read to determine if the growth and proficiency componentsof the goal are appropriate for the current data.

  15. Review Where We Are:SGG Process • Identify Enduring Learning (by standards) and appropriate assessment processes/plans • Establish a baseline. • Determine an appropriate SGG (growth and proficiency) • Monitor progress; Adjust teaching strategies • Use District-Determined rules to rate overall Student Growth as Low, Expected, High

  16. Hand Out 3 Connections to CEPSample District-Determined Rules DISTRICT CEP

  17. Hand Out 3 Connections to CEPSample District-Determined Rules HIGH DISTRICT CEP

  18. Hand Out 3 Practice the Process: 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

  19. Hand Out 3 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:

  20. Hand Out 3 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:

  21. Hand Out 3 Practice the ProcessDetermining Overall SG Rating HIGH DISTRICT CEP

  22. 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

  23. EDS/CIITS Connection

  24. SGG Myths vs. Facts • If we are not using SGG as part of our evaluation system, then we do not need to do them. • If you teach reading or math in grades 4-8, then you have to write 2 goals. • All teachers will use the SGG process in 2014-15. • Teachers only have to write one SGG. The Student Growth Percentile (SGP) is not a goal, it is a growth percentile that is calculated from state data. Districts decide how they want to incorporate this data into an overall Student Growth Rating.

  25. Online Resources: Contact Information: Jenny Ray Jenny.ray@education.ky.gov

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