Developing Student Growth Goals

Developing Student Growth Goals
Jennifer Carroll and Abbie Combs Kentucky Valley Educational Cooperative Welcome Introduce Abbie and facilitators Hope this training helps develop principal and teacher as leaders in this work

Evaluate a SGG for technical details, rigor and quality.
Explain why student growth is included in the Professional Growth and Effectiveness System. Develop a SGG that meets the guidelines and is designed to positively impact student achievement in my classroom and school. Evaluate a SGG for technical details, rigor and quality. The targets of this session are to (read slide).

Why Measure Student Growth?
So, why is student growth a measure in the TPGES?

The purpose of measuring student growth is really about increasing student success.
If we want to see changes in student learning, then we need to ensure that we are equipping our teachers with the skill sets, resources, and support to be effective in the classroom. This aligns with the Kentucky Board of Education’s Strategic priorities. The objective for next general professionals is “Every student taught by an effective teacher and every school is led by an effective leader.”

IMPACT on Student Learning
If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome. William J. Slotnick Founder & Executive Director Community Training & Assistance The ultimate impact of student growth goals is the impact they have on the learning outcomes and the future of our students. Teachers set goals for themselves and their students…this process creates a collaborative approach between the principal and teacher and the teacher’s overall rating will reflect their progress toward successful attainment of the SGG.

WHY?? Reinforce evidence-based instructional practice
Focus on student learning Help develop collaborative learning communities The SGG goal process aligns with good instructional practice in which educators assess student needs, set goals for their students, use formative and summative data to monitor student progress, and modify instruction based on student needs. SGGs are an opportunity for educators to craft clear goals for student learning and document students’ progress toward those goals. Ideally, SGGs would be developed by teams of educators rather than individuals. Teachers can work collaboratively with grade, subject area, or course colleagues to develop SGGs. Teachers who do not have grade or content level colleagues in their building could consider collaborating with similar teachers in another school or district via technology.

Who has a SGG? All Classroom Teachers 2014-2015 Preschool Pilot
KTIP Pilot Volunteer districts OPGES Pilot School Counselors Library Media Specialists School Psychologists School-based instructional coaches/specialists All Principals-Assistants share Principal SGGs and WCG Guidance has been developed for alternative and HI/VI teachers. Misinformation about numbers of students…all teachers have SGGs regardless of number of students they have.

Student Growth Measure
The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution only pertains to about 20% of teachers in the following content areas and grade levels participating in state assessments:  4th – 8th Grade  Reading  Math The state contribution is reported using Student Growth Percentiles (SGP). The local contribution uses the Student Growth Goal Setting Process and applies to all teachers in the district, including those who receive SGP. 8

Student Growth State Contribution Student Growth Percentiles –
applies to grades 4 – 8 reading & math Local Contribution Student Growth Goal – applies to all teachers Kentucky has two measures of student growth. One is based on state assessment data and currently applies to grades 4-8 reading and math. This is your student growth percentile data that will be reported with state assessment data. Note that although it currently applies only to grades 4-8 reading and math, it may apply to more teachers in future years. Goal setting provides a direct focus on student learning in the classroom. For more information on student growth percentiles, you can search “student growth percentiles presentation” to find Ken Draud’s presentation.

STUDENT GROWTH PERCENTILES
State contribution STATE CONTRIBUTION = STUDENT GROWTH PERCENTILES The state contribution involves student growth percentiles. These percentiles are determined by the state and involve the growth of students in a one year’s time on the state assessment in reading and math. (there is another module that could be added here if you have a large percentage of teachers who will have the state contribution as part of their student growth measure) To determine whether you will include the state contribution to your student growth measure you need to ask the following questions. 10

When should SGGs be developed?
District Certified Evaluation Plan (CEP) defines your district’s timelines.

Voices from the Field 1. Read Mark’s story
2. Share what resonated with you at your table about Mark’s story and SGGs. 3. How can you use Mark’s story to talk to colleagues about SGGs? 9:30-10:00

SGG Basics One classroom/group of students, one content area:
Enduring Skills SMART Goals Specific, Measurable, Appropriate, Reliable, Time-Bound Proficiency Component “____% of students will read the level of proficiency as determined by…. Growth Component All of my 3rd period students will grow at least…. One classroom/group of students, one content area: 3rd grade Math students 1st period Algebra students

During first weeks of school
Establish Baseline Target students’ priority need Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills Identify what proficiency looks like for the Enduring Skills Identify the Enduring Skills in the content area standards Know the expectation of content area standards Before August 2014 Take a look at this pyramid. It reviews the processes we talked about this morning in our sessions moving from the bottom up. Does your district/school have the structures in place to support the successful implementation of Student Growth Goals for ? If teachers do not have the opportunity before August 2014 to identify Enduring Skills and appropriate sources of evidence, will a principal be able to approve a Student Growth Goal in September 2014? If a principal and teacher struggle to develop a Student Growth Goal and Action Plan for Instruction, what opportunities for student growth are lost?

Local Student Growth Goal guidelines*
The goal is congruent with Kentucky Core Academic Standards appropriate for the grade level and content area for which it was developed. represents or encompasses an enduring skill, process or concept that students are expected to master by taking a particular course (or courses) in school. will allow high and low achieving student to adequately demonstrate their knowledge. provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students. In the Model Evaluation Plan KDE outlined the guidelines for the student growth goal. Your district’s Certified Evaluation Plan further defines how SGGs should be developed, juried for quality, and ensured to meet rigor and comparability. *KDE’s Model Certified Evaluation Plan 15

SMART Goal Process for Student Growth
Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. The goal must meet the SMART criteria. Refer to handout and review what each S M A R T means. Notice how this might be different from the SMART process used in your district for different reasons. (this might be a place for interaction w/participants – How does this compare to what you’ve used before? Is the purpose the same?) Specific - The goal is focused by content area and/or by learners’ needs. Can you identify the specific content or area of student need that the goal is about? Measurable - An appropriate instrument/measure is selected to assess the goal Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based. Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable. Time-bound - The goal is contained to a single school year (This is important – the goal carries across the whole school year or course. These are not unit goals but are developed assess students’ growth in overarching skills of the content.) Remember, your goals developed need to be SMART. Refer to this document as you evaluate your goals and have discussion about them.

Step 1: Determining Needs
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals We determine the needs of the students by closely examining data. In a few minutes, we’ll talk more about choosing the right kinds of assessments for the student growth process.

Identifying Enduring Skills in your Content Area
After you have identified the interval and content, the next thing you need to identify is the Enduring Skills that the goal will target… Facilitation needs: chart paper, markers, projector, standards documents copied, ES initial lists, copies of R/R Framework and Enduring definition on back. Welcome and thank you for participating is this session. Teachers must help students gain more than content knowledge. They must ensure that students develop the skills to apply knowledge – sometimes to access the content, but in all cases so they can apply the content. When students gain these skills and processes, they are more successful in many aspects of school and life beyond a single classroom. As we think through the process of identifying enduring skills, processes and concepts, you will need your standards documents and scratch or chart paper.

Goals of this process Guide teachers to collaboratively identify the enduring skills in their content area Support a meaningful student growth goal-setting process for development of quality student growth goals This process allows teachers to identify enduring skills that their students should master for their content. It is part of the foundational work that supports a meaningful student growth goal-setting process and what is needed in order to develop a quality student growth goal.

This activity will: guide you through a process for identifying enduring skills in your content area. help you differentiate between enduring skills and other skills needed for learning your content. This activity will model a process that you can use in your school or district. We will work through the activity in entirety then provide more work time.

SKILL, noun Competent excellence in performance. Dictionary.com The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary First, let’s define skill. These are samples of dictionary definitions. The key words in these two definitions are competence and use/performance. In both cases, if we think about application of skills, the expectation goes beyond knowing to doing.

SKILL WHAT IT IS WHAT IT ISN’T Competency Ability to perform Examples:
Reading and comprehending complex text A skill is a competency. It is something students can demonstrate their ability to perform. There are levels of competency in their ability to perform a skill. Here you see a literacy example that applies across content areas. Reading comprehension is a skill which involves various levels of competency in performing that skill. We can assess students’ ability to read and comprehend complex text.

SKILL WHAT IT IS WHAT IT ISN’T Competency Ability to perform
A strategy Examples: Reading and comprehending complex text Summarizing text Non-examples: Annotating text Re-reading Questioning text A skill is different from a strategy. A definition from BusinessDictionary.com can help us understand how a strategy is different from a skill. It defines strategy as “A method or plan chosen to bring about a desired future, such as achievement of a goal or solution to a problem.” Reading comprehension is a skill which involves various levels of competency in performing that skill. However, marking text, re-reading, and questioning the text are all strategies readers use to support their comprehension. While a strategy can be used to learn a skill or how to perform a skill better, it is not the skill itself. Again, the skills is the competency, the ability to perform.

SKILL WHAT IT IS WHAT IT ISN’T Competency Ability to perform
A strategy Finite content Examples: Reading and comprehending complex text Non-examples: Annotating text Re-reading Questioning text Recognizing text features that contribute meaning in informational texts A skill is not finite content. In this example, teaching students how to notice and use text features (grade 3 reading standard 7) may be one way to help them gain a basic understanding about some broad details in an informational text, but it just one element of finite content knowledge students need in order for them to comprehend challenging informational texts.

Working in Content Area Groups
Math ELA Science Social Studies Arts and Humanities CTE-Specific Courses Larger groups can break into grade level groups (E, M, H)

Find the “big rocks” What larger guidance supports the cohesiveness of all the grade level standards? Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency? Standards documents include this larger guidance that supports the cohesiveness of all the grade level standards. Grade level standards are not where we would start this process. The “big rocks” of your standards, then will have clear connections to your grade-level standards. When you determine mastery, then you will be working in your explicit grade level standards. Ask – for your content area, where might you start? You can look for clues in cluster headings, section titles, big ideas, etc.

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 (+ literacy standards) -Social Studies CCSS/KCAS- Critical Areas combined with math practices KY World Language Standards National Standards-Visual Arts, PE, etc. NGSS/KCAS- Practices/Concepts-Science Big ideas and understandings from National Standards Not Inclusive! These examples are some possible starting points in your standards: Anchor standards for Literacy, the C3 Framework and literacy standards for Social Studies, practices/cross-cutting concepts for Science, Critical areas combined with mathematical practices, World Language standards for those teaching Japanese, German, French, etc., NCCAS visual arts standards matrix for Art, the National Physical Education Standards provided by the National Association for Sport and Physical Education (NASPE) that have been aligned to the corresponding Kentucky Core Academic Standards (KCAS). Additionally, the anchor standards for ELA apply to Science, Social Studies, and Technical subjects. (What if there are none of these? – Then look for clues in cluster headings, section titles, big ideas, etc. The goal is to identify the structural documents for all content areas, since it is important to use the right documents for this process.) Allow 20 minutes to get started. The goal is to begin working in the documents while developing an understanding (of skills, then enduring skills later in the activity). Working individually, take time to read and underline or highlight any skills you can identify as you examine the document. Choose a section to begin if applicable. Note that at this point you are not yet trying to identify enduring skills; we’ll begin with identifying any skills included in these structural documents and provide guidance to help you discriminate which are the enduring skills in the next steps of this process.

Highlight or underline the skills or competencies you notice in your standards document.
Working individually, take time to read and underline or highlight any skills you can identify as you examine the document. Choose a section to begin if applicable. Allow 10 minutes to get started. The goal is to begin working in the documents while developing an understanding (of skills presently, then enduring skills later in the activity). Note that we are not yet trying to identify enduring skills; we’ll begin with identifying any skills included in your standards documents at the place in the document where you decided to start and help you discriminate which are enduring skills in the next steps of this process.

Chart the skills you’ve underlined or highlighted.
Next, we’d like to take a few minutes for you to work together to chart the skills you’ve underlined or highlighted.

What About ENDURING? In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area. Now we are ready to differentiate and identify those skills which we would consider “enduring.” It is important to note that this is a necessary step in order to develop a quality student growth goal that impacts student learning in a meaningful way. We need to move beyond “skills” to identifying the enduring learning in your content because the student growth goal you set will involve instruction that reaches across the course or the year.

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 in most cases is necessary for the next level of instruction. First, lets’ look at how we can define enduring. Enduring learning (see slide) An example of enduring learning that is necessary for the next level of instruction is: Social Studies 6-8th grade band literacy skills need to be developed in order for the student to be prepared to perform at the 11/12 grade band for using primary and secondary sources.

ENDURING LEARNING Writing Example
EXAMPLES NON-EXAMPLES Write arguments to support claims with clear reasons and relevant evidence. -Establish the significance of claims - Create logical organization of claims, reasons and evidence -Use words, phrases and clauses to create cohesion Sub Skills Let’s look at a few examples and non-examples. For writing, an enduring skill would be to write arguments to support claims with clear reasons and relevant evidence. This is an enduring skill since it is relevant across disciplines and beyond school. It applies to real life in real situations as students make claims and support them with clear reasons and evidence. In every classroom, we would want students to be able to make arguments and support claims with relevant information. Our literacy standards for Science, Social studies and technical subjects apply these skills. The non-examples (using language from grade 8 writing) are skills, but they are foundational skills necessary to achieve the enduring skill of developing arguments; they are sub-skills and not in themselves and alone worthy of year-long focus.

ENDURING LEARNING Reading Example
EXAMPLES NON-EXAMPLES Summarize key supporting details and ideas -Identifying main ideas of a text -Differentiate between bias and evidence. -Differentiate between essential and irrelevant information. -Skimming or scanning a text. Sub Skills A similar example for reading is summarizing key supporting details and ideas. This is certainly a skill we embed in instruction and assess all year. It ‘s valuable across disciplines and in real world situations. The non-examples again include sub-skills that support summarization, but in themselves, alone, not worthy of year long focus. The last non-example is a strategy. Skimming and scanning might be used to access information to summarize, these are not the skill itself. Strategy

ENDURING LEARNING Science Example
EXAMPLES NON-EXAMPLES Develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution. Create a model of an erupting volcano using vinegar and baking soda. Activity In this science example, students must think critically and synthesize information in order to demonstrate this enduring skill - develop models using an analogy, example, or abstract representation to describe a scientific principal or design solution. Although the ES mentions “scientific principles,” the practice of developing models applies across content areas and certainly to real life situations. The non-example is not a skills at all, but rather an activity. Remember, activities may support a standard or building a strategy, but are not standards or even learning targets.

ENDURING LEARNING MATH Example
EXAMPLES NON-EXAMPLES Students use the 8 Standards for Mathematical Practice to develop their understandings of the meanings of multiplication and division. Correctly answer 85 out of 100 multiplication problems in timed setting. Activity In this science example, students must think critically and synthesize information in order to demonstrate this enduring skill - develop models using an analogy, example, or abstract representation to describe a scientific principal or design solution. Although the ES mentions “scientific principles,” the practice of developing models applies across content areas and certainly to real life situations. The non-example is not a skills at all, but rather an activity. Remember, activities may support a standard or building a strategy, but are not standards or even learning targets.

Social Studies Example
ENDURING LEARNING Social Studies Example EXAMPLES NON-EXAMPLES Produce an argument to support claims with appropriate use of relevant historical evidence. Describe point of view for primary and secondary sources. Use Chicago Style correctly when citing evidence. Improve student perception of history. Sub Skill Strategy Here is a example of from Dimension 3 of the C3 Framework for social studies, Developing Claims and Using Evidence. The non-examples include a sub-skill, a strategy (being able to use Chicago Style), and a perception. An enduring skill for the purpose of instruction and for goal setting for student growth must be standards-based. Although we want a students to have a positive perception of history, this is not standards-based. You may notice that the C3 Framework has close alignment with the literacy standards. Disposition

Return to your Chart Highlight what on your list meets this definition of 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. Referring to the definition, highlight the skills that you consider “enduring” on your chart. (Go to next slide to display definition. You can also provide the definition on a handout)

Let’s use another framework to further support what you have identified as enduring skills.
The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education ( to examine curriculum, instruction, and assessment. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement. We can use the R/R Framework to more explicitly define what is more critical for enduring skills. Some of you may be familiar with this work by Dr. Willard R. Daggett. Take a moment to look at this chart. We modified the language in the thinking continuum on the left, so it is consistent with the revised Bloom’s language published in 2001 by Lorin Anderson. Notice the thinking continuum up the left side and an action continuum across the bottom.

Do you still consider what you highlighted to be enduring?
Return to your Chart Do you still consider what you highlighted to be 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. Look back at what you’ve highlighted on your chart. Have a conversation with your team referring back to the definition and this framework: Do you still consider what you’ve identified enduring?

Enduring Learning What it is What it isn’t
After time for participants to identify what they see as enduring skills; talk about this whole group – How did you decide as you looked at the skills you listed? Why did you identify some as enduring and others as not enduring? Discuss with your table group or partners, then complete the chart on the next slide with the whole group. Complete this chart with the whole group after the discussion.

ENDURING LEARNING WHAT IT IS WHAT IT ISN’T Worthy of extended focus
Fundamental to learning in other disciplines Aptitude that has value and utility beyond one narrow context Foundational for the application of content Applicable beyond school Can be measured over time Here you see what we collected from various sessions. We’ll just look at the “what it is” side first.

ENDURING LEARNING WHAT IT IS WHAT IT ISN’T A sub skill
Explicit content knowledge An activity A skill with limited application A strategy for learning Let’s look at “what it isn’t.” This charting is a key step as teachers begin this process. It is important to keep at the forefront the difference between skills that are necessary for students to develop in the classroom for learning content, and those that endure beyond the content and single classrooms.

Look at the example for my goal….

Enduring Skills to Grade Level Standards
Review grade level cluster headings. Identify the grade-level standards that align with the enduring skills you identified. This time, we’ll dig into your grade level standards to discover what the enduring skills look like at your grade level. After reading over your list of enduring skills, read over the grade-level cluster headings in your standards if any. Can you make any connections? Read over your grade level standards. What alignments can you make? The Reference to the Standards column will be helpful.

We’ll return to the chart you started or as a starting point and work complete the last two boxes.

What does proficiency look like?
For the enduring skill, after identifying the standards that align, DISCUSS: What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards? After discussion, record on the chart. Be sure to consider the intent of the standard and the level of rigor intended at this grade level. Consider this for all the standards you identified as aligning with the enduring skills – use separate charts for each standard.

We’ll return to the chart you started or as a starting point and work complete the last two boxes.

Demonstrating Proficiency
Is there a rubric that describes proficiency? Are there assessments available that allow students to demonstrate proficiency? Do assessment items need revision to improve congruency? Do appropriate and congruent assessment items need to be developed? Move to the last column on the chart. Do you have assessments available that allow students to demonstrate proficiency for this enduring skill as intended by the grade level? Are there rubrics available? What is available in current district assessments, online assessments, classroom assessments that can reflect where students are in mastering the skill? You may find that you have multiple resources for collecting data around the enduring skills you’ve identified. Even state data, previous years’ data, Program Review data can help. Using multiple sources of data provides a more accurate assessment of students’ abilities. The goal is to collect data in order to decide not only where students are in demonstrating mastery of these enduring skills, but also to identify priority needs for goal-setting. So based on your formative data, you would choose the Enduring skill or skills for focusing your student growth goal.

Return to your original tables
Why is it important for SGGs to be written around ENDURING skills? Why is it important for teachers to be able to identify ENDURING skills?

Beginning Lists of Enduring Skills
Click on PGES icon Click on TPGES link on left Click on Student Growth

Using the Think and Plan Tool to Write SGGs

Think and Plan tool is the framework for writing the SGG
Think and Plan tool is the framework for writing the SGG. The Think and Plan tool is the organizer used in CIITS/EDS for the SGG. By writing your goal in the Think and Plan format you will be ready to enter it into EDS when it is complete.

Step 1: Determining Needs
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals We determine the needs of the students by closely examining data. In a few minutes, we’ll talk more about choosing the right kinds of assessments for the student growth process.

Step 1: Determine Needs Identify the context of the identified class, including student population (what class period, group, etc.) 2. Identify the course-long interval 3. Identify the enduring skills Enduring skills my students lack? Biggest area of need? What are the areas of need for my students? 12:00

Identified Need-Example
Looking at this year’s interim benchmark assessment (ThinkLink) the students in my class scored low in identifying the main idea of a passage. When we have read short texts and I have asked students to summarize, the majority of students just want to retell the entire story or restate the facts of the article without summarizing/paraphrasing the main ideas. Last year’s KPREP scores for this group of students indicates a need in identifying the main idea in literary and informational text. This is NOT baseline data…it is looking at formative and summative data to identify the NEED. Link to Enduring Skill: Summarizing key ideas and details in a text Link to KCAS: R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Identify sources of evidence to establish baseline…
Identify sources of evidence to establish baseline….Think and Plan tool recommends at least three. Why do you think there needs to be more than one data source informing the baseline?

Step 1:Determining Need (continued)
Once you know your students Identify sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area. Rubrics, classroom assessments, interim benchmark assessments, performance tasks, portfolio, district common assessment, etc. Once you know your students and their instructional needs, you can decide upon the sources of evidence you will use that can provide pre-, mid-course, and post- data for the desired content. The Think and Plan tool recommends three sources of evidence are recommended to consider when identifying baseline data….but you will identify one measure in the goal. You will still be assessing along the way, but choices for evidence collection will need to provide you baseline data that can be compared when end of the year/course data.

Data contributing to baseline
Written summaries scored using summarization rubric Discussions in which students summarize short texts they have read in class Journal entries M/C items where students identify main ideas and supporting details Interim benchmark assessment data A variety of data sources that can be looked at to determine growth…the rubric will be used for the measurable goal.

Sources of Evidence Do the sources of evidence provide the data needed to demonstrate proficiency for the enduring skill? Have you identified an assessment that can be used to provide baseline data, comparable mid term data, and end of year/course data? How will you determine baseline and measures of SGG based on data?

Sample Rubric This is just an example of a rubric I was able to locate online. Using a rubric will allow teachers to aggregate the data from multiple sources of evidence. They will also be able to continue to use to track growth formatively across they year and again to determine if growth and proficiency targets were met.

Rigor and Comparability: Critical Questions: Do the sources of evidence require students to meet or exceed the true intent of the standards being assessed? Is there a good target/assessment match? How has your district’s CEP defined the processes and protocols to ensure Rigor and Comparability? Be sure to look at those processes/resources. Sample Rigor rubric.

As you think about the best way to assess enduring skills at your grade level, this chart may be helpful. Many of you may be familiar with this chart from the Classroom Assessment for Student Learning materials. It provides a way to match learning targets to the most appropriate assessment method. Your teachers involved in the ELA and Math Leadership Networks should be familiar with this and your Science and Social Studies Network teachers will at some point. This chart can help you ensure a good match between the learning intended of the standard to be assessed and the method used to collect evidence. Lets’ take a moment and look at this chart. The words down the left side of the chart identify the different kinds of learning targets, while across the top you’ll notice the various methods for assessment. The important question teachers need to ask is: Will students need to demonstrate knowledge, reasoning, a performance skill, or create a product? Once you identify the kind of target you should use with any given standard, the chart can be used to make the best choice for assessing the standard. For instance, if the standard is about development of a performance skill, then the best way for students to demonstrate mastery of that skill is a performance event. Likewise, if a standard asks students to reason, there are two strong matches: a written response or personal communication either can be used to assess students mastery of that standard. You can see in the chart that some methods are better matches than others.

Notice the 4 colored boxes on this chart
Notice the 4 colored boxes on this chart. When teachers work to determine where students are in meeting proficiency of enduring skills at their grade level, a variety of assessment types can provide evidence. What is it that students must do to demonstrate attainment toward proficiency of an enduring skill for a given grade level? Must students think critically or reason? If yes, written responses and communication between the teacher and student can provide evidence. Teachers observation of student discussion can also provide evidence. Must students perform to demonstrate a skill? If yes, then the strongest assessment match is a performance assessment. Must students produce a product? Then once again, a performance assessment is the best option. To truly gauge where students are in their level of proficiency toward an enduring skill, teachers need to gather data from multiple sources of evidence. It is likely that teachers would use a variety of assessment types to make this determination. However, it is important that the teacher includes those assessment types that are strong matches to the intention of the standard. Consider these connections as you complete the chart. Note: For more detail on how the student growth process aligns closely with assessment literacy, see the PowerPoint resource: Assessment Literacy & Student Growth or the archived session in CIITS.

Step 2: Creating Goals Using the SMART Process
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals In Step 2, the teachers collaborate with the principal to create a student growth goal based on the baseline pre-assessment data collected and analyzed in Step 1. Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal.

Step 2: Create a Specific Learning Goal
Growth Target Growth you expect all students to make All 7th period students will….. Proficiency Target Proficiency rate you expect ____% of 7th period students will reach proficiency as determined by….

Look for SMART criteria
“My attempt….” By the end of the school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year. So, this is this year’s goal. I certainly see improvement. In this goal, the teacher has identified a specific area of need in enduring learning/skill – specifically, the goal is centered on students being able to construct a response based on text-based evidence. This clearly connects to what students are asked to do in the ELA standards. Also, I see this teacher expects all students to show growth, although I’m not sure how much growth she expects. I see the teacher used a rubric design to show student performance in this enduring skill. And our kids know this rubric as well. The teacher worked with her students to create a kid-language rubric. Kids are able to pick it out now and assess themselves. 4th grade standard - Determine the main idea of a text and explain how it is supported by key details; summarize the text. Need to see the rubric and explanation of how MAP works.

“My attempt….” Growth By the end of the school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year. So, this is this year’s goal. I certainly see improvement. In this goal, the teacher has identified a specific area of need in enduring learning/skill – specifically, the goal is centered on students being able to construct a response based on text-based evidence. This clearly connects to what students are asked to do in the ELA standards. Also, I see this teacher expects all students to show growth, although I’m not sure how much growth she expects. I see the teacher used a rubric design to show student performance in this enduring skill. And our kids know this rubric as well. The teacher worked with her students to create a kid-language rubric. Kids are able to pick it out now and assess themselves. 4th grade standard - Determine the main idea of a text and explain how it is supported by key details; summarize the text. Need to see the rubric and explanation of how MAP works. Proficiency

“My attempt….” By the end of the school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year. Enduring Skill So, this is this year’s goal. I certainly see improvement. In this goal, the teacher has identified a specific area of need in enduring learning/skill – specifically, the goal is centered on students being able to construct a response based on text-based evidence. This clearly connects to what students are asked to do in the ELA standards. Also, I see this teacher expects all students to show growth, although I’m not sure how much growth she expects. I see the teacher used a rubric design to show student performance in this enduring skill. And our kids know this rubric as well. The teacher worked with her students to create a kid-language rubric. Kids are able to pick it out now and assess themselves. 4th grade standard - Determine the main idea of a text and explain how it is supported by key details; summarize the text. Need to see the rubric and explanation of how MAP works.

“My attempt….” By the end of the school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year. So, this is this year’s goal. I certainly see improvement. In this goal, the teacher has identified a specific area of need in enduring learning/skill – specifically, the goal is centered on students being able to construct a response based on text-based evidence. This clearly connects to what students are asked to do in the ELA standards. Also, I see this teacher expects all students to show growth, although I’m not sure how much growth she expects. I see the teacher used a rubric design to show student performance in this enduring skill. And our kids know this rubric as well. The teacher worked with her students to create a kid-language rubric. Kids are able to pick it out now and assess themselves. 4th grade standard - Determine the main idea of a text and explain how it is supported by key details; summarize the text. Need to see the rubric and explanation of how MAP works.

Look at Other Sample SGGs
Identify the Growth Target Identify the Proficiency Target Identify the Enduring Skill Identify the Assessment

Explain the rationale for the goal
Explain the rationale for the goal. Include reference to baseline data and explanation of how targets meet the expectation for rigor. .

Step 3: Creating and Implementing Strategies
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Once teachers and their principals have worked collaboratively to decide upon the goal, they’ll move to step 3 in the process. Here they will create and implement teaching and learning strategies. Basically, this is what you do instructionally to help students accomplish the goal.

Create and Implement Teaching and Learning Strategies

Step 3: Create and Implement Teaching and Learning Strategies
Professional learning Instructional Strategies “Hope is not a strategy”

Step 4: Monitoring Student Progress and Making Adjustments
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Notice that steps 3 and 4 are recursive. In step 4 you monitor progress with formative assessment practices throughout the process. This also includes a mid-course assessment that works formatively.

Steps 4 and 5

Monitoring Progress and Making Revisions
Once your goal is approved by your principal, it cannot be changed. The action plan/plan for implementation CAN be changed.

Step 5: Determining Goal Attainment
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 5: Did the students achieve the goal? This is where post-assessment data is analyzed to determine if students met the goal. Let’s recap - look back across the goal setting for student growth process – use the right assessments to determine needs of students, use the student growth goal setting process and SMART criteria to create the right goal, implement instructional strategies to help student reach the goal, monitor through on-going formative assessment processes and finally, determine at the end of the year if students met the goal.

Which sources of evidence work best for student growth goal setting?
Interim Assessments Common Assessments Rigorous Projects District Assessments Comparable Products Standards based Notice there are several data possibilities. Choices of evidence must provide baseline information for mastery toward skills/concepts within the standards and/or 21st century skills. You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Evidence collection may also include student projects , performances, products and portfolios. Many schools use interim assessments. What kinds are used in your school or district? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS) Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model can be used to provide baseline data as well. Those involved with Math Design collaborative who are implementing formative assessment lessons may design assessments appropriate for measuring student growth over time as well. Regardless of the sources of evidence you choose for goal-setting, these must be standards-based, be comparable in rigor with what is used in other classrooms acorss the district and be rigorous enough in expectations as proposed by the standards. Student Performances Student Portfolios LDC/MDC Classroom Assessments Descriptive Rubrics

SMART Goal Process for Student Growth
Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. The goal must meet the SMART criteria. Refer to handout and review what each S M A R T means. Notice how this might be different from the SMART process used in your district for different reasons. (this might be a place for interaction w/participants – How does this compare to what you’ve used before? Is the purpose the same?) Specific - The goal is focused by content area and/or by learners’ needs. Can you identify the specific content or area of student need that the goal is about? Measurable - An appropriate instrument/measure is selected to assess the goal Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based. Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable. Time-bound - The goal is contained to a single school year (This is important – the goal carries across the whole school year or course. These are not unit goals but are developed assess students’ growth in overarching skills of the content.) Remember, your goals developed need to be SMART. Refer to this document as you evaluate your goals and have discussion about them.

You are meeting expectations of the certified evaluation plan if:
The SGG is congruent with KCAS for the grade level and content. The SGG represents an enduring skill, process, understanding, or concept that students are expected to master. Comparable criteria is used across similar classrooms to determine progress toward mastery Student Growth Goal Criteria (from CEP) The SGG is congruent with Kentucky Core Academic Standards 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. Required All teachers will write a student growth goal based on the criteria Protocol for ensuring rigor Protocol for ensuring comparability From sample rubric re:comparability Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills

Goal By the end of the school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year. So, this is this year’s goal. I certainly see improvement. In this goal, the teacher has identified a specific area of need in enduring learning/skill – specifically, the goal is centered on students being able to construct a response based on text-based evidence. This clearly connects to what students are asked to do in the ELA standards. Also, I see this teacher expects all students to show growth, although I’m not sure how much growth she expects. I see the teacher used a rubric design to show student performance in this enduring skill. And our kids know this rubric as well. The teacher worked with her students to create a kid-language rubric. Kids are able to pick it out now and assess themselves. 4th grade standard - Determine the main idea of a text and explain how it is supported by key details; summarize the text. Need to see the rubric and explanation of how MAP works.

Sample Rubric This is just an example of a rubric I was able to locate online. Using a rubric will allow teachers to aggregate the data from multiple sources of evidence. They will also be able to continue to use to track growth formatively across they year and again to determine if growth and proficiency targets were met.

During first weeks of school
Establish Baseline Target students’ priority need Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills Identify what proficiency looks like for the Enduring Skills Identify the Enduring Skills in the content area standards Know the expectation of content area standards Before August 2014 Take a look at this pyramid. It reviews the processes we talked about this morning in our sessions moving from the bottom up. Does your district/school have the structures in place to support the successful implementation of Student Growth Goals for ? If teachers do not have the opportunity before August 2014 to identify Enduring Skills and appropriate sources of evidence, will a principal be able to approve a Student Growth Goal in September 2014? If a principal and teacher struggle to develop a Student Growth Goal and Action Plan for Instruction, what opportunities for student growth are lost?

Reviewing SGGs Using the Handout marked For Annotation, work as a table to identify ways the goal could be improved. Annotate the goals with suggestions for improvement. Consider: Timeline Enduring Skill/Congruency to standards Growth Target Proficiency Target Assessment Rigor

By the end of the year, 60% of my students will reach proficiency in reading.

For the school year, all students will make measurable progress in their ability to obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment (KCAS, 5-ESS3-1). All students will improve one level from the pre to the post assessment and 75% of students will meet expectations for the standard.

During the school year, all students will show improvement, with 80% of my students scoring 80% or higher on weekly selection test assessments. This school year, all of my students will demonstrate measurable growth in reading comprehension. Students will perform on rubric level three or higher.

For the school year, 33 of 39 students in the Class of 2015 will achieve College Readiness on an appropriate college entrance exam such as ACT, KYOTE, or Compass. Students will achieve this by participating in summer reading, by out of class reading assignments, and by learning to speed read. This will impact student learning by improving reading vocabulary, comprehension, speed and fluency. My measures of success will be the ACT scores for reading indicating improvement in College Readiness.

Evaluation—your opinion matters.

Developing Student Growth Goals

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