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

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)

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)

SGG Basics… SMART goal Proficiency component & Growth component One classroom of students, one content area Jenny Ray, PGES Consultant (KDE)

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)

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. 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. Jenny Ray, PGES Consultant (KDE)

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 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. Jenny Ray, PGES Consultant (KDE)

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)

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)

At the beginning of the year… TABLE COPIES Screener results for all critical areas of 3rd grade mathematics Jenny Ray, PGES Consultant (KDE)

September: Developing a Baseline TABLE COPIES Jenny Ray, PGES Consultant (KDE)

Determining a Rubric COPIES INDIVIDUAL Jenny Ray, PGES Consultant (KDE)

Connecting the Data to a Rubric Jenny Ray, PGES Consultant (KDE)

Your Task: Creating Growth & Proficiency Components With a partner, use the data and rubric to determine an appropriate growth and proficiency component for a student growth goal. Jenny Ray, PGES Consultant (KDE)

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)

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 questions do you still have for this teacher? What do you know about the assessments used to measure the SGG? Jenny Ray, PGES Consultant (KDE)

Comparability Protocol Sample Jenny Ray, PGES Consultant (KDE)

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)

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

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)

Your Task: Determining Low, Expected and High Growth Use the student roster, pre- and post- test data and rubric to determine how much growth each student achieved. the percentage of the class who reached proficiency or higher Apply the results to the district decision rules for Low, Expected and High Growth Jenny Ray, PGES Consultant (KDE)

APPLY THE ACTUAL DATA RESULTS AND THE ORIGINAL SGG TO DETERMINE LOW, EXPECTED, OR HIGH OVERALL GROWTH Jenny Ray, PGES Consultant (KDE)

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

What can teachers be working on now in preparation for next year? 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)

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 2014-15? 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? Jenny Ray, PGES Consultant (KDE)

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)

Jenny Ray, PGES Consultant (KDE)

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)

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)

Resources: Jenny Ray, PGES Consultant (KDE)

Jenny Ray, PGES Consultant (KDE)

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)