Student Growth Goals

Work Session

All measures are supported through evidence.

Teacher Professional Growth and Effectiveness System

Self-Reflection

Professional Growth

Peer Observation

Observation

Peer Observation

Student Voice

Student Growth

Sources of Evidence

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?

5

Defining ENDURINGLearning 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.

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 Standards2. Pre-Test Data Summary3. 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 Questions1. 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?