a kentucky story a transition from compliance to effective implementation of sggs 1

A Kentucky Story

A transition from compliance to effective implementation of SGGs

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• SMART • Proficiency component & Growth

component

• One classroom of students, one content area

Specific, Measureable, Appropriate, Realistic, Time-Bound

How will proficiency be defined for the enduring

learning?

What defines ‘expected’ growth?

…4th grade Math students……2nd period Art II students…

The Basics of a Goal:

Jenny Ray, PGES Consultant (KDE)3

Lessons Learned…

• In Kentucky, we began with the “what”•Written examples of goals• Examples of enduring learning for content areas

• We learned that this implementation method fell short in changing practice or getting beyond a ‘compliance’ level of understanding

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Kentucky Department of EducationProfessional Growth and Effectiveness System

Practice the Process: Is this goal ‘good enough’?

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 pathway and 80% of students will reach proficiency (level 4 on the rubric).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)

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Questions to Consider…


Lessons Learned…

• It is not only about the ‘what’…it is about the ‘how’

• We learned that the process does not end with having a goal ‘approved.’

• There is more to showing growth than comparing one pre-test with one post-test.

• Formatively assessing standards as day-to-day best practice became the vehicle for tracking progress toward meeting the goal and for reflecting on teaching effectiveness.

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One Sample Process…

3rd Grade Teachers’ SGG Story


How is the enduring learning defined?


Critical Areas

= Enduring Learning


Which standards match the critical

area/enduring learning?

(Teachers began bundling standards in

grade level PLC.)

Determined through careful study of the critical area by 3rd and 4th

grade teachers in a PLC setting.


At the beginning of the year, building on what teachers were

already using to track progress…


At the beginning of the year, building on what teachers were

already using to track progress…

Six weeks of data

gathered naturally over

time, in multiple ways, to

determine baseline.


Pathway Development

A Pathway from where students are to where they need to be.

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4:

Pro

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Beyond

Pro

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LEV

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LEV

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4:

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Beyond

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IMPORTANT NOTES:• If students end in Level 1, they are further behind

next year• If students end in Level 2, they will need additional

supports at the beginning of next year.• If students end in Level 3, they will be ready to learn

4th grade concepts in multiplication/division, and may experience more difficulty than those who reached proficiency.


Rubric/Pathway Development and Baseline Data Analysis


Enduring Understanding

Pathway to Proficiency

PROFICIENCYBASELINE


PROFICIENCY

1.What percentage of students might be expected to reach proficiency, given this baseline data?

2.How might “expected GROWTH” be defined?

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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 pathway and 80% of students will reach proficiency (level 4 on the pathway).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)

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Practice the Process:

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 pathway and 60% of students will reach proficiency (level 4 on the pathway).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)

Principal: “What is your assessment plan for this enduring learning

throughout the year?”

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From Compliance to Effective Implementation

1. Determine the standards that will inform progress toward the enduring learning.

2. Determine proficiency for the enduring learning.

3. Determine the progression of standards, or the progression to proficiency (e.g. systematic removal of supports).

4. Develop and use a system of continuous assessment to track growth toward proficiency all year long.

Working in focused, intentional collaboration teams


• Questions to Consider

• Baseline information (red/yellow/green)

• Pathway Progression

• Baseline Data Summary (names of Ss)

Training Resources :

a kentucky story a transition from compliance to effective implementation of sggs 1

Documents

proficiency level

classroom of students

math practices

goal good

expected growth

effectiveness system

school year

student growth goals