1. Student Growth Goals

2. Student Growth in the TPGES

3. SMART goal Proficiency component & Growth component TPGES: One classroom of students, one content area OPGES: Dependent on direct or indirect contact with students Specific, Measureable, Appropriate, Realistic, Time-Bound How will proficiency be defined for the enduring learning? What defines ‘expected’ growth? …4 th grade Math students… …2 nd period Art II students… …first-generation college bound students… …junior/senior research project students… …4 th grade Math students… …2 nd period Art II students… …first-generation college bound students… …junior/senior research project students… 3

4. SGG Process 1.Identify Enduring Learning (by standards) and appropriate ongoing assessment processes/plans 2.Establish a baseline (using multiple measures). 3.Determine an appropriate SGG (growth and proficiency) 4.Monitor progress, naturally, throughout the year; Adjust teaching strategies (Data informs instruction.) 5.Use District-Determined rules to rate overall Student Growth as Low, Expected, High SGG Process

5. Practice the Process: Is this goal ‘good enough’? All of my 3 rd 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 3 rd 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

6. Practice the Process: Is this goal ‘good enough’? All of my 3 rd 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 3 rd 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

7. Practice the Process: Is this goal ‘good enough’? All of my 3 rd 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 3 rd 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

8. Practice the Process: Is this goal ‘good enough’? All of my 3 rd 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 3 rd 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

9. Questions to Consider… Jenny Ray, PGES Consultant (KDE)9

10. One Sample Process… 3 rd Grade Teachers’ SGG Story 10

11. Jenny Ray, PGES Consultant (KDE)11 How is the enduring learning defined?

12. Jenny Ray, PGES Consultant (KDE)12 Critical Areas = Enduring Learning

13. Jenny Ray, PGES Consultant (KDE)13 Which standards match the critical area/enduring learning? (Teachers began bundling standards in grade level PLC.) 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 3 rd and 4 th grade teachers in a PLC setting.

14. At the beginning of the year, building on what teachers were already using to track progress… Jenny Ray, PGES Consultant (KDE)14

15. At the beginning of the year, building on what teachers were already using to track progress… Jenny Ray, PGES Consultant (KDE)15 Six weeks of data gathered naturally over time, in multiple ways, to determine baseline.

16. Pathway Development A Pathway from where students are to where they need to be. Jenny Ray, PGES Consulta nt (KDE) 16

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

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

19. 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 4 th grade concepts in multiplication/division, and may experience more difficulty than those who reached 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 4 th grade concepts in multiplication/division, and may experience more difficulty than those who reached proficiency.

20. Rubric/Pathway Development and Baseline Data Analysis TABLE COPIES Jenny Ray, PGES Consultant (KDE)20

21. Jenny Ray, PGES Consultant (KDE)21 Enduring Understanding Pathway to Proficiency PROFICIENCY BASELINE

22. Jenny Ray, PGES Consultant (KDE)22 PROFICIENCY 1.What percentage of students might be expected to reach proficiency, given this baseline data? 2.How might “expected GROWTH” be defined? 1.What percentage of students might be expected to reach proficiency, given this baseline data? 2.How might “expected GROWTH” be defined?

23. Developing a Pathway to Proficiency 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 a system of continuous assessment to track growth toward proficiency. 23 Work in collaboration

24. Student Growth Goal Process: Strong & Weak Descriptors 24 TABLE COPIES

25. Connections to Your Work… What processes/procedures are already in place… o Determining enduring learning? o Balanced assessment-- aligned to standards o Rubric/Pathway development o Collaborative teams—grade level and vertical o MDC/LDC; Common Assignment Study Jenny Ray, PGES Consultant (KDE)25

26. What Questions do you have? 26