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

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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 3

Local Contribution – Student Growth Goals (SGG) – Applies to all teachers. The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over an identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and content area, will develop a SGG for inclusion in the student growth measure. All SGGs will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement) and SMART design. Jenny Ray, PGES Consultant (KDE) 4

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, Achievable, Relevant, 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 5

Growth and Proficiency The local contribution of SGG for each teacher shall be comprised of a growth component and a proficiency component. Growth Component – a target that establishes growth for ALL students Proficiency Component – a target that establishes the mastery expectation for students Jenny Ray, PGES Consultant (KDE) 6

Example: For the school year, 100% of my students will make measureable progress in argumentative writing. Each student will improve by 1 performance level in 3 or more areas of the LDC writing rubric. Furthermore, 80% of my students will score a 3 or better overall. Growth Component: 100% of my students will improve by 1 performance level in 3 or more areas of the LDC writing rubric Proficiency Component: 80% of my students will score a 3 or better overall Jenny Ray, PGES Consultant (KDE) 7

Rigor and Comparability of Student Growth Goals Rigor Rigor means congruency to the Kentucky Core Academic Standards. Student Growth Goals (SGGs) should represent enduring skills/understandings for the content standards. SGGs will contain both a growth component and a proficiency component. Jenny Ray, PGES Consultant (KDE) 8

Comparability Data collected for the student growth goal must use comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills. Examples of similar classrooms might be 6 th grade science classrooms, 3 rd grade classrooms, English 1 classes, band or art classes. For similar classrooms, teachers would be expected to use common measures or rubrics to determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, the close alignment to the intent of the standard is comparable. Jenny Ray, PGES Consultant (KDE) 9

Ensuring Rigor and Comparability Administrative protocol procedures will ensure rigor and comparability by ensuring that Student Growth Goals meet the following criteria: Aligns with standards identified in the student growth goal Meets the expected rigor of the standards Elicits evidence of the degree to which a student can independently demonstrate the targeted enduring skill or concept Measures accurately the growth of individual students Measures what it says it measures and provides consistent results Allows high- and low-achieving students to adequately demonstrate their knowledge Provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students Provides sufficient data to inform future instruction Jenny Ray, PGES Consultant (KDE) 10

Student Growth Rubric Jenny Ray, PGES Consultant (KDE) 11

Kentucky Department of Education Professional Growth and Effectiveness System SGG Process 1.Identify Enduring Skill/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 Jenny Ray, PGES Consultant (KDE) 12

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 two levels on the 3 rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric). Jenny Ray, PGES Consultant (KDE) 13

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 two levels on the 3 rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric). Jenny Ray, PGES Consultant (KDE) 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 two levels on the 3 rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric). Jenny Ray, PGES Consultant (KDE) 15

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 two levels on the 3 rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric). Jenny Ray, PGES Consultant (KDE) 16

Look at Sample Goals from Handouts! Jenny Ray, PGES Consultant (KDE) 17

One Sample Process… 3 rd Grade Teachers’ SGG Story Jenny Ray, PGES Consultant (KDE) 18

Identifying an Enduring Understanding A deeper look into the standards Jenny Ray, PGES Consultant (KDE) 19

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At the beginning of the year…Setting Baselines Jenny Ray, PGES Consultant (KDE) 23

Rubric Development A Pathway from where students are to where they need to be. Jenny Ray, PGES Consultant (KDE) 24

Rubric Development and Baseline Data Analysis Jenny Ray, PGES Consultant (KDE) 28

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Jenny Ray, PGES Consultant (KDE) 30 Hand Out 4 Hand Out 4

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 two levels on the 3 rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric). Jenny Ray, PGES Consultant (KDE) 31

Evaluating Goals Jenny Ray, PGES Consultant (KDE) 32 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 two levels on the 3 rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric).

Fast-Forward: End-of-Year Data Jenny Ray, PGES Consultant (KDE) 33

Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP DISTRICT CEP Jenny Ray, PGES Consultant (KDE) 34

Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP District-Determined Rules DISTRICT CEP HIGH Jenny Ray, PGES Consultant (KDE) 35

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 Jenny Ray, PGES Consultant (KDE) 36

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: Growth Component: % of all students show measurable growthHigh 65 – 84% of all student show measurable growthExpected Less than 65% measurable growthLow Jenny Ray, PGES Consultant (KDE) 37

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: Proficiency Component: 10% above the goalHigh Interval will be +/- 10% from the goalExpected 10% or more below the goalLow Remember 10% of 70 is 7 points Jenny Ray, PGES Consultant (KDE) 38

Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process Determining Overall SG Rating HIGH DISTRI CT CEP Jenny Ray, PGES Consultant (KDE) 39

Developing a Pathway to Proficiency 1. Determine the content standards that will inform progress toward the enduring learning. 2. Determine the progression of standards. 3. Determine proficiency level for the enduring learning. 4. Choose assessment tasks from standards-based websites such as Illustrative Mathematics Achieve the Core Map.mathshell.org Ky’s formative assessment lessons for elem grades on Jennyray.net 5. Determine growth level expected. Jenny Ray, PGES Consultant (KDE) 40

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 Jenny Ray, PGES Consultant (KDE) 41

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) 42

SGG Template w/ Think and Plan Guidance Jenny Ray, PGES Consultant (KDE) 43

Jennyray.net Jenny Ray, PGES Consultant (KDE) 44

Other Resources Assessment sites listed and critical areas Sample progressions of standards for Grade 3 Fractions, Grade 8 Critical Area 1, Algebra 2 Sample progressions of standards for Grade 3 Fractions, Grade 8 Critical Area 1, Algebra 2 Commoncore.org Jenny Ray, PGES Consultant (KDE) 45

What Questions do you have? Important Points of Emphasis: 1.We haven’t talked about building action plans yet for growth goals. 2.These SGGs are due in CIITS/EDS by November 17 th. 3.Seek out and utilize your instructional coach for support. 4.I,too, will be available as well to clarify and lend support. Jenny Ray, PGES Consultant (KDE) 46