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Student Growth Goals. Professional Learning. Goals for the day. Know the criteria for a student growth goal. Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG Analyze a SGG for rigor.

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Student growth goals

Student Growth Goals

Professional Learning

Jenny Ray, PGES Consultant (KDE)


Goals for the day
Goals for the day

  • Know the criteria for a student growth goal.

  • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG

  • Analyze a SGG for rigor.

  • Determine high, expected, low growth from a sample situation, using the district rule.

  • Identify enduring learning and possible sources of evidence for specific content area and grade level(s).

Jenny Ray, PGES Consultant (KDE)


Sources of evidence
Sources of Evidence

Teacher Professional Growth and Effectiveness System

Professional Growth

PeerObservation

Self-Reflection

Observation

PeerObservation

Student Voice

Student Growth

All measures are

supported through evidence.

Jenny Ray, PGES Consultant (KDE)


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • Reflecting on Current Practice

  • Questions for administrators and teachers

Hand

Out

Respond to the questions.

Discuss responses with an elbow partner.


Student growth goals

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

  • One classroom of students, one content area

___% 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


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • 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


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • 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


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • Student Growth Goals Timeline

Before school begins

  • 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

1st 4-6 weeks of school

After baseline has been established

Baseline until April/May

End of the School Year


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • 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


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

Hand

Out

1

  • SGG Criteria

Adequately demonstrate knowledge

Access and opportunity for all

DISTRICT

CEP


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

Hand

Out

1

  • 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.


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • 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

Hand

Out

1


Sample goals to consider
Sample Goals to Consider

With a partner, develop some questions you would ask the teacher, to determine if there is evidence to support the 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.

Be ready to share with your table group

Jenny Ray, PGES Consultant (KDE)


Student growth goals

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).


Goals for the day1
Goals for the day

  • Know the criteria for a student growth goal.

  • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG.

  • Analyze a SGG for rigor.

  • Determine high, expected, low growth from a sample situation, using the district rule.

  • Identify enduring learning and possible sources of evidence for specific content area and grade level(s).

Jenny Ray, PGES Consultant (KDE)


At the beginning of the year
At the beginning of the year…

Jenny Ray, PGES Consultant (KDE)


September determining a rubric developing a baseline
September: Determining a Rubric & Developing a Baseline

TABLE COPIES

Jenny Ray, PGES Consultant (KDE)


Student growth goals

Enduring Understanding

BASELINE

PROFICIENCY

Pathway to Proficiency

Jenny Ray, PGES Consultant (KDE)


Student growth goals

PROFICIENCY

Jenny Ray, PGES Consultant (KDE)


Your task creating growth proficiency components
Your Task: Creating Growth & Proficiency Components

  • With a partner, consider the baseline student data on the rubric to determine appropriate growthand proficiency components for a student growth goal

  • Example: All students will be expected to grow ___, and

  • ___% will reach proficiency or beyond.

Jenny Ray, PGES Consultant (KDE)


Goals for the day2
Goals for the day

  • Know the criteria for a student growth goal.

  • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG.

  • Analyze a SGG for rigor.

  • Determine high, expected, low growth from a sample situation, using the district rule.

  • Identify enduring learning and possible sources of evidence for specific content area and grade level(s).

Jenny Ray, PGES Consultant (KDE)


Using a rigor rubric
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.

What do you know about the assessments used to measure the SGG?

Jenny Ray, PGES Consultant (KDE)


Connections to your work
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

TIME-OUT to THINK & PROCESS

Jenny Ray, PGES Consultant (KDE)


Fast forward end of year data
Fast-Forward: End-of-Year Data

LOW, EXPECTED, OR HIGH OVERALL RATING FOR THIS TEACHER, BASED ON THE GOAL AND THIS OUTCOME?

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 TWO levels on the 3rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric).

Jenny Ray, PGES Consultant (KDE)


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

Hand

Out

3

Connections to CEPSample District-Determined Rules

DISTRICT

CEP


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

Hand

Out

3

Connections to CEPSample District-Determined Rules

DISTRICT

CEP


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

Hand

Out

3

Connections to CEPSample District-Determined Rules

DISTRICT

CEP


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

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


Goals for the day3
Goals for the day

  • Know the criteria for a student growth goal.

  • Analyze a SGG for rigor.

  • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG.

  • Determine high, expected, low growth from a sample situation, using the district rule.

  • Identify enduring learning and possible sources of evidence for specific content area and grade level(s).

Jenny Ray, PGES Consultant (KDE)


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

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:


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

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:


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

Hand

Out

3

  • Practice the ProcessDetermining Overall SG Rating

HIGH

DISTRICT

CEP


Student growth goals

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


Student growth goals

Kentucky Department of Education

Professional Growth and Effectiveness System

  • EDS/CIITS Connection


What questions do you have
What Questions do you have?

(So far.)

Jenny Ray, PGES Consultant (KDE)


Expectations for this afternoon
Expectations for this afternoon:

  • Know the expectations of standards.

  • Identify the Enduring Learning.

  • Identify what proficiency looks like for the Enduring Learning.

  • Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills

Jenny Ray, PGES Consultant (KDE)


Goals for the day4
Goals for the day

  • Know the criteria for a student growth goal.

  • Analyze a SGG for rigor.

  • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG.

  • Determine high, expected, low growth from a sample situation, using the district rule.

  • Identify enduring learning and possible sources of evidence for specific content area and grade level(s).

Jenny Ray, PGES Consultant (KDE)



Discussion questions
Discussion Questions

  • 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?

  • 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?

  • What processes within a school and/or district would assist the SGG learning for teachers?

  • How can this process be streamlined for principals? What needs will they have? Will it be different for elementary, middle, and high school principals?

  • What is the greatest need, regarding TPGES SGGs, for your district right now and for the upcoming year?

Jenny Ray, PGES Consultant (KDE)


Goals for the day5
Goals for the day

  • Know the criteria for a student growth goal.

  • Analyze a SGG for rigor.

  • Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG.

  • Determine high, expected, low growth from a sample situation, using the district rule.

  • Identify enduring learning and possible sources of evidence for specific content area and grade level(s).

Jenny Ray, PGES Consultant (KDE)


Resources
Resources:

Jenny Ray, PGES Consultant (KDE)



Evaluation
Evaluation

Thank you for your participation in learning, today!

Please let me know what I can do to make your professional learning experience more effective.

Jenny Ray, PGES Consultant (KDE)