student growth goals professional learning jenny ray, pges consultant (kde) 1

Student Growth Goals

Professional Learning

Jenny Ray, PGES Consultant (KDE) 1

2

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

3

Kentucky Department of EducationProfessional Growth and Effectiveness System

SGG Basics…

• SMART goal• Proficiency component & Growth

component

• One classroom of students, one content area

Specific, Measureable, Appropriate, Realistic, Time-Bound

___% of students will reach the level of proficiency as

determined by…

All of my students will grow at least

_____.

3rd Grade math students1st period 7th grade language arts students

6th period high school concert band students

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Jenny Ray, PGES Consultant (KDE)4


SGG Process

1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans

2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student Growth

as Low, Expected, High



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).


One Sample Process…

3rd Grade Teachers’ SGG Story


Identifying an Enduring

UnderstandingA deeper look into the standards


Critical Areas

= Enduring Learning


Which standards match the critical

area/enduring learning?(Teachers began

bundling standards.)


At the beginning of the year…


Pathway Development

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

LEV

EL

1

LEV

EL

2

LEV

EL

3

LEV

EL

4:

Pro

fici

ency

Beyond

Pro

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ency


Rubric Development and Baseline Data Analysis

TABLE COPIES


Enduring Understanding

Pathway to Proficiency

PROFICIENCYBASELINE


PROFICIENCY


Your Task: Creating Growth & Proficiency Components

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

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

• ___% will reach proficiency or beyond.


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).



Connections to CEPSample District-Determined Rules

DISTRICTCEP

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Connections to CEPSample District-Determined Rules

DISTRICTCEP

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HIGH



Practice the Process: Determining Low, Expected, High Growth

RatingYour 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.)

DISTRICTCEP

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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:

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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:

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Practice the ProcessDetermining Overall SG Rating

HIGH

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DISTRICT

CEP


Developing a Pathway to Proficiency

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

• 2. Determine the progression of standards.

• 3. Determine proficiency for the enduring learning.

• 4. Choose assessment tasks from standards-based websites such as• IllustrativeMathematics• Achieve the Core• Map.mathshell.org• Ky’s formative assessment lessons for elem grades on

Jennyray.net


Other Resources

• Assessment sites listed and critical areas

• Sample progressions of standards for Grade 3 Fractions, Grade 8 Critical Area 1, Algebra 2

http://www.jennyray.net/student-growth.html

http://www.jennyray.net/math-sgg-samples.html





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


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


What Questions do you have?

(So far.)

student growth goals professional learning jenny ray, pges consultant (kde) 1

Documents

rd grade math students

classroom of students

teacher professional

appropriate sgg growth

level of proficiency

proficiency level

overall student growth

mathematical practice