1. STUDENT GROWTH GOALS AS A PART OF THE PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM

2. TPGES and OPGES Sources of Evidence Self- Reflection Professional Growth Plan Student Growth Local Contribution State Contribution Observation Principal Peer Student Voice Survey

3. Foundational and Ongoing Knowledge Student Growth Goal Process The Big Picture

4. THE STUDENT GROWTH GOAL PROCESS Identify a Need Based on Assessment Data Identify the Specific Content Standard Associated with the Need Identify the Enduring Learning Associated with the Content Standard Identify the Appropriate Assessment of the Standard Gather Baseline Data Write a Student Growth Goal That Includes All Components

5. COMPONENTS OF A STUDENT GROWTH GOAL SMART Goal Specific Measurable Appropriate Realistic Time-bound Proficiency Target ___% of students will reach the level of proficiency as measured by… Growth Target These students will grow at least ___ as measured by… One Class, One Content Area 3 rd Grade Math students 1 st Period 7 th Grade Language Arts 6 th Period High School Band

6. AFTER THE GOAL IS WRITTEN – WHAT’S NEXT? Instruction Progress Monitoring Reflection on Results Multiple Data Points Classroom-level, Teacher-made Building/Team-level Common Assessments District-level Common Assessments District-Approved Universal The Target Denotes The Greatest Influence on Daily Instruction and Student Success.

7. Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Is this goal ‘good enough’? Using the 8 standards for mathematical practice, all of my 3 rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3 rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).

8. BASELINE DATA…

9. DETERMINING A RUBRIC & DEVELOPING A BASELINE Hand out 2

10. Enduring Understanding Pathway to Proficiency PROFICIENCY BASELINE

11. PROFICIENCY

12. 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.

13. 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?

14. FAST-FORWARD: FINAL 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).

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

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

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

18. Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Determining Low, Expected, High Growth Rating Your Task: Use the Revised SGG, the sample district decision rules and district-designed matrix to make a determination for this teacher’s overall growth rating. (Reminder: These samples may or may not represent your district’s decision rules. The sample is designed to allow for an experience to apply data to a set of rules to determine an overall rating.) DISTRICT CEP Hand Out 3 Hand Out 3

19. Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process Teacher’s Revised Growth Component of SGG: – Target: 100% of students grow at least 2 levels – Actual: 86% of students grew 2 or more levels – District Rule: Hand Out 3 Hand Out 3

20. Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process Teacher’s Revised Proficiency Component: – Target: 70% of students reach level 4 (or 5) – Actual: 54% of students reached level 4 (or 5) – District Rule: Hand Out 3 Hand Out 3

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

22. 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

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

24. 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