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Student Growth Goals

Student Growth Goals. Professional Learning. Kentucky Department of Education Professional Growth and Effectiveness System. SGG Basics…. Specific, Measureable, Appropriate, Realistic, Time-Bound. SMART goal Proficiency component & Growth component

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Student Growth Goals

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  1. Student Growth Goals Professional Learning Jenny Ray & Jennifer Carroll

  2. Kentucky Department of Education Professional Growth and Effectiveness System • SGG Basics… Specific, Measureable, Appropriate, Realistic, Time-Bound • SMART goal • Proficiency component & Growth component • TPGES:One classroom of students, one content area • OPGES: Dependent on direct or indirect contact with students How will proficiency be defined for the enduring learning? What defines ‘expected’ growth? …4th grade Math students… …2nd period Art II students… …first-generation college bound students… …junior/senior research project students…

  3. Kentucky Department of Education Professional Growth and Effectiveness System • SGG Process • Identify Enduring Learning (by standards) and appropriate ongoing assessment processes/plans • Establish a baseline (using multiple measures). • Determine an appropriate SGG (growth and proficiency) • Monitor progress, naturally, throughout the year; Adjust teaching strategies (Data informs instruction.) • Use District-Determined rules to rate overall Student Growth as Low, Expected, High

  4. Kentucky Department of Education Professional 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 rubric 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.)

  5. Kentucky Department of Education Professional 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 rubric 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.)

  6. Kentucky Department of Education Professional 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 rubric 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.)

  7. Kentucky Department of Education Professional 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 rubric 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.) Jenny Ray, PGES Consultant (KDE)

  8. Questions to Consider… Jenny Ray, PGES Consultant (KDE)

  9. One Sample Process… 3rd Grade Teachers’ SGG Story

  10. How is the enduring learning defined? Jenny Ray, PGES Consultant (KDE)

  11. Critical Areas = Enduring Learning Jenny Ray, PGES Consultant (KDE)

  12. 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. Jenny Ray, PGES Consultant (KDE)

  13. At the beginning of the year, building on what teachers were already using to track progress… Jenny Ray, PGES Consultant (KDE)

  14. 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. Jenny Ray, PGES Consultant (KDE)

  15. Pathway Development A Pathway from where students are to where they need to be. Jenny Ray, PGES Consultant (KDE)

  16. LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4: Proficiency Beyond Proficiency

  17. LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4: Proficiency Beyond Proficiency

  18. LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4: Proficiency Beyond Proficiency • IMPORTANT NOTES: • If students end in Level 1, they are further behind next year • If students end in Level 2, they will need RTI 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.

  19. Rubric/Pathway Development and Baseline Data Analysis TABLE COPIES Jenny Ray, PGES Consultant (KDE)

  20. Enduring Understanding BASELINE PROFICIENCY Pathway to Proficiency Jenny Ray, PGES Consultant (KDE)

  21. PROFICIENCY What percentage of students might be expected to reach proficiency, given this baseline data? How might “expected GROWTH” be defined? Jenny Ray, PGES Consultant (KDE)

  22. Developing a Pathway to Proficiency • Determine the standards that will inform progress toward the enduring learning. • Determine proficiency for the enduring learning. • Determine the progression of standards, or the progression to proficiency (e.g. systematic removal of supports). • Develop a system of continuous assessment to track growth toward proficiency. Work in collaboration

  23. Student Growth Goal Process:Strong & Weak Descriptors TABLE COPIES

  24. Connections to Your Work… • What processes/procedures are already in place… • Determining enduring learning? • Balanced assessment-- aligned to standards • Rubric/Pathway development • Collaborative teams—grade level and vertical • MDC/LDC; Common Assignment Study Jenny Ray, PGES Consultant (KDE)

  25. What Questions do you have? (So far.) Jenny Ray, PGES Consultant (KDE)

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