Student Growth Goals

1. Student Growth Goals Student Impact Ratings Daviess County Public Schools

2. Let’s Review T-PGES Self-Reflection Professional Growth Plan Observations Student Voice Surveys Products of Practice Other Sources Student Growth Percentiles District Defined Measures Student Growth Goals • Student Impact Rating Professional Practice

3. Summative Evaluation

4. Student Impact Theory of Action

5. Student Growth Percentile Ratings Required for ALL 4th-8th Grade Teachers Of Reading and Math

6. District Defined Measures DDM Measures of Assessment Results From the Classroom Level Linked to the Goals of the District

7. DDMs for 2014-2015 • MAP Student Growth • Percent of Students Making a Year’s Growth in Reading or Math • Low—Less than 30% • Expected—30% to 65% • High—Above 65% • End of Course Classes • Percent of Students Receiving a Scale Score Resulting in Proficiency • Low—Less than 30% • Expected—30% to 65% • High—Above 65%

8. DDMs for 2014-2015 • Advanced Placement Courses—Exam Participation • Percent of Students Enrolled in the Class Sitting for the AP Exam • Low—Less than 30% • Expected—30% to 65% • High—Above 65% • Advanced Placement—Passing Score • Percent of Students Taking the AP Exam Receiving a Passing Score (3 or Higher) • Low—Less than 30% • Expected—30% to 65% • High—Above 65%

9. Student Growth Goals • Classroom Level Goals • Established by Teachers • Measured by Classroom Assessments • Teachers with a DDM MAY ELECT to NOT to have a SGG—Student Growth Goal. • Any teacher without a DDM, MUST have at least ONE SGG.

10. Core Elements of Teaching Instruction Assessment SGG Standards & Curriculum

11. Steps for Writing Student Growth Goals Before Your Start— • Connect with Colleagues • Understand the Process for Writing SGGs and High-Quality SGGs

12. The Anatomy of Student Growth Goal • What are the most important knowledge/skills I want my students to attain by the end of the interval of instruction? • Where are my students now (at the beginning of instruction) with respect to the objective? • Based on what I know about my students, where do I expect them to be by the end of the interval of instruction and how will they demonstrate their knowledge/skills?

13. Steps for Writing Student Growth Goals Writing a Student Growth Goal— • Write the logistical information. • Identify what’s most important. What is the priority content? What is the enduring skill?

14. Priority Content—Enduring Skills • Start by looking closely at your standards and curriculum. • What are the most important skills my students need to know or be able to do at the end of my instruction? • Check to make sure enduring skills are not strategies or finite content. • Are these skills essential to moving on with learning in the next grade or course? • Check the scope or grain-size—Is skill identified broad enough that it captures major content but focused enough to actually be measured? Select One!

15. Steps for Writing Student Growth Goals Writing a Student Growth Goal— • Gather and analyze baseline data and information. • Where are my students now with respect to the enduring skill?

16. Multiple Choice items Discussion, Debates Short answer prompts Extended Response Anecdotal notes Observation Products Performances Assess How?Think Beyond Stop, Drop, and Test!

17. Steps for Writing Student Growth Goals Writing a Student Growth Goal— • Gather and analyze baseline data and information. • Where are my students now with respect to the enduring skill? • Determine the target(s) for students.

18. Targets All Students Tiered Establishes Mastery or Growth Targets for Groups of Students (typically 2-4 groups) Works Well When Wide Variety of Students With Varying Levels of Achievement • Establishes Mastery or Growth Target as the Same for ALL Students • Works Great for Skills Where Students Have Similar Background Knowledge

19. Setting Targets—Key Questions • What does mastery look like for this standard/curriculum? • What amount of progress toward that mastery represents a year’s worth of learning? • What are the implications if a student doesn’t make the year’s worth of learning?

20. Targets All Students Tiered Establishes Mastery or Growth Targets for Groups of Students (typically 2-4 groups) Works Well When Wide Variety of Students With Varying Levels of Achievement • Establishes Mastery or Growth Target as the Same for ALL Students • Works Great for Skills Where Students Have Similar Background Knowledge Various Targets Same Target

21. Steps for Writing Student Growth Goals Writing a Student Growth Goal— • Describe your evidence source. • Review your SGG. SMART

22. Steps for Writing Student Growth Goals During the Year— • Use the SGG to inform your teaching and learning throughout the year.

23. Timeline • SGGs Submitted to Evaluator by December 19th • PLC Review of SGGs by (Insert DATE) • PLC Creation of SGGs by (Insert DATE) • Training on SGGs by (Insert DATE)