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Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE) 1.

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Presentation on theme: "Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE) 1."— Presentation transcript:

1 Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE) 1

2 Goals for the day 1.Know the criteria for a student growth goal. 2.Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG 3.Analyze a SGG for rigor. 4.Determine high, expected, low growth from a sample situation, using the district rule. 5.Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE) 2

3 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 Jenny Ray, PGES Consultant (KDE) 3

4 Kentucky Department of Education Professional Growth and Effectiveness System Reflecting on Current Practice Questions for administrators and teachers Hand Out Hand Out

5 Kentucky Department of Education Professional Growth and Effectiveness System SGG Basics… SMART goal Proficiency component & Growth component One classroom of students, one content area Specific, Measureable, Appropriate, Reliable, Time-Bound ___% of students will reach the level of proficiency as determined by… All of my students will grow at least _____. 3 rd Grade math students 1 st period 7 th grade language arts students 6 th period high school concert band students 3 rd Grade math students 1 st period 7 th grade language arts students 6 th period high school concert band students Hand Out 1 Hand Out 1

6 Kentucky Department of Education Professional Growth and Effectiveness System 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 strategies 5.Use District-Determined rules to rate overall Student Growth as Low, Expected, High

7 Kentucky Department of Education Professional Growth and Effectiveness System Connections to Current Practice 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 strategies 5.Use District-Determined rules to rate overall Student Growth as Low, Expected, High 8, 5, 1 2, 3, 4 6, 7 2, 3, 5 New: Use District- determined decision rules

8 Kentucky Department of Education Professional Growth and Effectiveness System Student Growth Goals Timeline 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 strategies 5.Use District-Determined rules to rate overall Student Growth as Low, Expected, High Before school begins 1 st 4-6 weeks of school After baseline has been established Baseline until April/May End of the School Year

9 Kentucky Department of Education Professional Growth and Effectiveness System Connections to District Certified Evaluation Plans (CEP) SGG Criteria (outlined by KDE and Teacher Steering Committee) SGG Rigor and Comparability Low, Expected, or High overall Student Growth Rating (district decision) DISTRICT CEP

10 Kentucky Department of Education Professional Growth and Effectiveness System SGG Criteria Hand Out 1 Hand Out 1 DISTRIC T CEP

11 Kentucky Department of Education Professional Growth and Effectiveness System Defining ENDURING Learning 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. Hand Out 1 Hand Out 1

12 Kentucky Department of Education Professional Growth and Effectiveness System What Standards, Structural Documents and Resources accompany the standards in each content area? Anchor Standards- Literacy/Science/Social Studies/Technical Subjects Anchor Standards Reading- ELA CCSS/KCAS-ELA C3 Framework (Plus literacy standards) -Social Studies CCSS/KCAS Critical Areas- Math (where math practices are vehicles for reaching intent of standards) KY World Language Standards National Standards- Visual Arts, PE, Music, Arts & Humanities. NGSS/KCAS- Practices/Concepts- Science Hand Out 1 Hand Out 1

13 Sample Goals to Consider With a partner, develop some questions you would ask the teacher, to determine if there is evidence to support the 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. Jenny Ray, PGES Consultant (KDE) 13

14 Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Is this goal ‘good enough’? Using the 8 standards for mathematical practice, 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).

15 Goals for the day 1.Know the criteria for a student growth goal. 2.Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. 3.Analyze a SGG for rigor. 4.Determine high, expected, low growth from a sample situation, using the district rule. 5.Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE) 15

16 At the beginning of the year… Jenny Ray, PGES Consultant (KDE) 16

17 September: Determining a Rubric & Developing a Baseline Jenny Ray, PGES Consultant (KDE) 17

18 Jenny Ray, PGES Consultant (KDE) 18

19 Jenny Ray, PGES Consultant (KDE) 19

20 Your Task: Creating Growth & Proficiency Components Jenny Ray, PGES Consultant (KDE) 20 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.

21 Goals for the day 1.Know the criteria for a student growth goal. 2.Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. 3.Analyze a SGG for rigor. 4.Determine high, expected, low growth from a sample situation, using the district rule. 5.Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE) 21

22 Using a Rigor Rubric With your table group, use the SMART Rigor Rubric to determine the appropriateness of the sample SGG for the given baseline data. Jenny Ray, PGES Consultant (KDE) 22

23 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 Jenny Ray, PGES Consultant (KDE) 23

24 Fast-Forward: End-of-Year Data Jenny Ray, PGES Consultant (KDE) 24

25 Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP Sample District-Determined Rules DISTRIC T CEP Hand Out 3 Hand Out 3

26 Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP Sample District-Determined Rules DISTRICT CEP Hand Out 3 Hand Out 3

27 Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP Sample District-Determined Rules DISTRICT CEP Hand Out 3 Hand Out 3

28 Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Determining Low, Expected, High Growth Rating Your 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.) DISTRICT CEP Hand Out 3 Hand Out 3

29 Goals for the day 1.Know the criteria for a student growth goal. 2.Analyze a SGG for rigor. 3.Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. 4.Determine high, expected, low growth from a sample situation, using the district rule. 5.Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE) 29

30 Kentucky Department of Education Professional Growth and Effectiveness System 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: Hand Out 3 Hand Out 3

31 Kentucky Department of Education Professional Growth and Effectiveness System 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: Hand Out 3 Hand Out 3

32 Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process Determining Overall SG Rating HIGH Hand Out 3 Hand Out 3 DISTRI CT CEP

33 Kentucky Department of Education Professional Growth and Effectiveness System 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

34 Kentucky Department of Education Professional Growth and Effectiveness System EDS/CIITS Connection

35 What Questions do you have? (So far.) Jenny Ray, PGES Consultant (KDE) 35

36 Expectations for this afternoon: 1.Know the expectations of standards. 2.Identify the Enduring Learning. 3.Identify what proficiency looks like for the Enduring Learning. 4.Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills Jenny Ray, PGES Consultant (KDE) 36

37 Goals for the day 1.Know the criteria for a student growth goal. 2.Analyze a SGG for rigor. 3.Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. 4.Determine high, expected, low growth from a sample situation, using the district rule. 5.Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE) 37

38 Jenny Ray, PGES Consultant (KDE) 38

39 Discussion Questions 1.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? Jenny Ray, PGES Consultant (KDE) 39

40 Goals for the day 1.Know the criteria for a student growth goal. 2.Analyze a SGG for rigor. 3.Understand how to use baseline data to determine appropriate growth and proficiency components of a SGG. 4.Determine high, expected, low growth from a sample situation, using the district rule. 5.Identify enduring learning and possible sources of evidence for specific content area and grade level(s). Jenny Ray, PGES Consultant (KDE) 40

41 Resources: Jenny Ray, PGES Consultant (KDE) 41

42 Jenny Ray, PGES Consultant (KDE) 42

43 Evaluation Jenny Ray, PGES Consultant (KDE) 43


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