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

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

3. Teacher Professional Growth and Effectiveness System
Sources of Evidence
Teacher Professional Growth and Effectiveness System
Self-Reflection
Professional Growth
Peer Observation
Observation
Student Voice
Student Growth
Remind the participants that the Teacher Effectiveness system is designed to take into consideration multiple measures.
Parent Voice is no longer included because there wasn’t a valid parent survey available.
All measures are
supported through evidence.
Jenny Ray, PGES Consultant (KDE)

4. Reflecting on Current Practice
Kentucky Department of Education
Professional Growth and Effectiveness System
Reflecting on Current Practice
Questions for administrators and teachers
Hand
Out
Respond to the questions.
Discuss responses with an elbow partner.

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

6. Kentucky Department of Education
Professional Growth and Effectiveness System
SGG Process
Identify Enduring Learning (by standards) and appropriate assessment processes/plans
Establish a baseline.
Determine an appropriate SGG (growth and proficiency)
Monitor progress; Adjust teaching strategies
Use District-Determined rules to rate overall Student Growth as Low, Expected, High

7. Connections to Current Practice
Kentucky Department of Education
Professional Growth and Effectiveness System
Connections to Current Practice
Identify Enduring Learning (by standards) and appropriate assessment processes/plans
Establish a baseline.
Determine an appropriate SGG (growth and proficiency)
Monitor progress; Adjust teaching strategies
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. Student Growth Goals Timeline
Kentucky Department of Education
Professional Growth and Effectiveness System
Student Growth Goals Timeline
Before school begins
Identify Enduring Learning (by standards) and appropriate assessment processes/plans
Establish a baseline.
Determine an appropriate SGG (growth and proficiency)
Monitor progress; Adjust teaching strategies
Use District-Determined rules to rate overall Student Growth as Low, Expected, High
1st 4-6 weeks of school
After baseline has been established
Baseline until April/May
End of the School Year

9. Connections to District Certified Evaluation Plans (CEP)
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. SGG Criteria 1 Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out 1
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.
Adequately demonstrate knowledge
DISTRICT
CEP
Access and opportunity for all

11. Defining ENDURING Learning that ENDURES beyond a single test date,
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out 1
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.

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

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.
Be ready to share with your table group
Jenny Ray, PGES Consultant (KDE)

14. Practice the Process: Is this goal ‘good enough’?
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 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).

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

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

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

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

19. PROFICIENCY
Jenny Ray, PGES Consultant (KDE)

20. 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.
Jenny Ray, PGES Consultant (KDE)

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

22. What do you know about the assessments used to measure the SGG?
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.
What do you know about the assessments used to measure the SGG?
Jenny Ray, PGES Consultant (KDE)

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
TIME-OUT to THINK & PROCESS
Jenny Ray, PGES Consultant (KDE)

24. 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).
Jenny Ray, PGES Consultant (KDE)

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

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

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

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

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

30. Practice the Process Teacher’s Revised Growth Component of SGG:
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out 3
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:

31. Practice the Process Teacher’s Revised Proficiency Component:
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out 3
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:

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

33. Connections to Your Practice
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; B: Maintaining Accurate Records

34. EDS/CIITS Connection 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)

36. Expectations for this afternoon:
Know the expectations of standards.
Identify the Enduring Learning.
Identify what proficiency looks like for the Enduring Learning.
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)

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

38. Jenny Ray, PGES Consultant (KDE)

39. Discussion Questions
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?
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?
What processes within a school and/or district would assist the SGG learning for teachers?
How can this process be streamlined for principals? What needs will they have? Will it be different for elementary, middle, and high school principals?
What is the greatest need, regarding TPGES SGGs, for your district right now and for the upcoming year?
Jenny Ray, PGES Consultant (KDE)

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

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

42. Jenny Ray, PGES Consultant (KDE)

43. Thank you for your participation in learning, today!
Evaluation
Thank you for your participation in learning, today!
Please let me know what I can do to make your professional learning experience more effective.
Jenny Ray, PGES Consultant (KDE)