1. Student Growth Goals Work Session

2. Goals for the day 1.Develop questions to ask teachers to determine if the SGG meets the criteria established in the CEP. 2.Analyze student data to determine a SGG. 3.Use a sample district decision rule to determine the final SGG rating, given the end-of-year data. 4.Problem solve to meet the needs of your individual district, based on ideas from the group. 5.Develop a skeleton plan for May 2014-May 2015 regarding SGG.

3. SGG Basics… SMART goal Proficiency component & Growth component One classroom of students, one content area

4. 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.

5. 5 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.

6. Sample Goals to Consider 1.With a partner, develop some questions you would ask the teacher, to determine if there is evidence to support the SGG criteria.

7. What can teachers be working on now in preparation for next year? 1.Know the expectations of standards. 2.Identify the Enduring Learning. 3.Identify what proficiency looks like for the Enduring Learning. 4.Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills

9. August--September Assess to establish a baseline. Develop or fine-tune a rubric or some other resource to establish and measure both growth and proficiency.

10. It’s the last week of September…

11. Data Descriptions 1.ThinkLink Test Results –3 rd Grade Math Standards 2.Pre-Test Data Summary—Determination of need 3.Based on need, SGG standards were determined and a rubric was developed from the standards showing a clear progression of learning (underpinning/supporting standards were determined) 4.A performance assessment was created based on the SGG standards, aligned with the rubric.

12. Data Descriptions 5.A determination of baseline knowledge, recorded on the rubric. Next Steps: Determine an appropriate SGG for the data. (Be aware of the district SGG decisions in the district CEP.)

13. Your task: 1.Think as a teacher. (This is your students’ data.) 2.Talk with your partner to determine an appropriate SGG

15. What’s missing? This school year, 2014-2015, 100% of my students will move at least 4 levels on the 3rd grade fraction understanding rubric. Additionally, at least 70% of my students will score proficient (level 8) by the end of the year.

16. Rigor Rubric

17. End-of-Year Data Use the data and the district rules to determine the teacher’s overall student growth goal rating.

19. Comparability Protocol Sample

20. Discussion Questions 1.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? 2.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? 3.What processes within a school and/or district would assist the SGG learning for teachers? 4.How can this process be streamlined for principals? What needs will they have? Will it be different for elementary, middle, and high school principals? 5.What is the greatest need, regarding TPGES SGGs, for your district right now and for the upcoming year?