1. Student Growth Developing Quality Growth Goals STEP 1
This is the first of 3 SG sessions in a sequence designed to define and describe what a teacher needs to do to plan for, implement and monitor student growth during the student growth process.
Teacher Professional Growth & Effectiveness System (TPGES)

2. Domain 1: Planning & Preparation Domain 2: Classroom Environment
The Kentucky Framework for Teaching, adapted from Charlotte Danielson’s Framework for Teaching (FfT) provides the context for a close look at the student growth process because evidence from the process applies in all 4 domains.
The performance levels in the FfT provide common language for teacher effectiveness that supervisors and teachers can use for discussion, evaluation and reflection.
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain4: Professional Responsibilities

3. PGES Sources of Evidence
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
formative
Professional
Growth
Self-Reflection
Student Voice
Student Growth
These provide multiple sources of evidence to inform professional practice
The Teacher Professional Growth and Effectiveness System is designed to provide multiple sources of evidence to inform professional practice. Today’s focus is student growth – specifically, student growth goals for the local contribution.
State Contribution:
Student Growth %
Local Contribution:
Student Growth Goals

4. I can determine appropriate sources of evidence for goal setting.
Targets
I can apply guiding questions leading to the development of a quality student growth goal.
I can determine appropriate sources of evidence for goal setting.
The targets for this session are focused to help you understand how to apply guiding questions that will lead you to develop quality student growth goals. The questions allow you to reflect on what is needed throughout the goal-setting process and cause you to think deeply about the choices you make and their impact on students.

5. Student Growth Process
Step 1:
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
As stated earlier, this session is focused on only step 1 of the student growth process.

6. 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
Step 1 is to determine the needs of students. Before a teachers can determine student needs, they need to know their standards well.

7. Before Determining Needs:
Know the expectations of your content area standards
Know your students
Identify appropriate sources of evidence
Determining needs of students is dependent not just on assessing the abilities of your students early in the school year, but it starts with teachers being able to identify clearly what students should know and be able to do at the end of the year in their content are. It’s also dependent on teachers being able to identify the kinds of evidence need is a critical preparing to determine student needs.
When careful thought is taken in the development of student growth goals, it assures the outcome is student learning at high levels. That is the ultimate objective, not simply the development of a growth goal. Teachers can’t ignore this starting line that will lead to a quality growth goal, resulting in student growth.

8. Identify the essential/enduring skills, concepts, and processes for your content area.
Pause for a moment and talk to others near you. Identify at least one essential/enduring skill, concept or process students should master by the end of the course for your content area.
Before teachers can even begin gathering baseline data on students, they need to identify the essential, or enduring, skills, concepts, and processes for their content area.
For example as a 6th grade science teacher, one of the science and engineering practices in the Next Generation Science Standards is analyzing and interpreting data. This practice represents essential skills/learning that will endure beyond a single test date, be of value in other disciplines, and will be a necessary skill as students move, not only throughout the course, but alsoto the next grade.
So, let’s pause and think about what those essential skills, concepts and processes are for your content. Share your thinking with table partner.
After discussion, add the following examples if needed for clarification.
Another example: One aspect of the inquiry arc in the upcoming social studies standards is Evaluating Sources and Using Evidence. That is an enduring skill that can be a part of instruction across the year, will be valuable in other disciplines and is a necessary life skill.
A world language example: in a world language class students needs to acquire interpersonal communication competency. Throughout the year, students will have many opportunities to develop their interpersonal communication competency – as skill they will need to move to French III.
An ELA example: One strand of the ELA standards is focused on speaking and listening skills – skill instruction that can be spiraled throughout the year.

9. What does mastery look like for the essential/enduring skills/learning, concepts, and/or processes for your content area?
Pause for a moment: Discuss with your table partner what mastery for that skill/learning, concept or process looks like? How do you know?
Now that we have thought about some of the essential/enduring skills, concepts and processes for our content area, we need know what mastery of these essential and enduring skills, concepts and processes looks like.
What does it look like for students to be performing at mastery level on these skills, concepts and processes in your content area?
After discussion, move to the next slide for an example that can provide clarification and summary.

10. Example for World Language Proficiency
Enduring skill:
Interpersonal communications competency
The more specific indicator provides what mastery looks like: I can express myself with fluency, flexibility and precision on concrete and abstract topics.
For example, the Kentucky World Language Standards describe mastery of interpersonal communications competency this way. I can express myself with fluency, flexibility and precision on concrete and abstract topics. There are more explicit learning indicators and learning targets included with each standard that help describe mastery of the target competency skill. The enduring skill is the interpersonal communications competency, which includes expressing themselves with fluency, flexibility, and precision on concrete and abstract topics. Mastery is defined by the world language standards.

11. During the first 4-6 weeks of a year–long course, gather data about students’ abilities in your content.
What does last year’s data tell you?
What can previous teachers tell you?
How can you collect and analyze evidence/data to determine patterns, trends, and weaknesses?
Pinpoint areas of need.
Teachers begin the school year getting to know their students through formative assessment processes and through collecting data. State assessments can be one source of previous year’s data, as can conversations with previous year’s teachers, and examining student work . These all represent ways to learn about your students.
Think about how a teacher can collect and analyze evidence/data to determine patterns, trends, and weaknesses. This might be formative processes, analysis of student work, anecdotal notes, discussion rubrics and the like. Typically this might take the first 4-6 weeks of school.
As teachers learn the abilities of their students, they can begin to identify the greatest areas of need. Then they should ask , do these areas of need represent any of the those essential/enduring skills, concepts or processes.? Remember teachers will know what they are looking for because they first worked to identify those essential/enduring skills, concepts and processes.
What are the most critical areas of need?

12. Decide on sources of evidence.
Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?
Next teachers will decide on sources of evidence. This is critical. After identifying the area or areas of need that will have the greatest impact on student learning, they will choose the evidence sources for collecting baseline data for the student growth goal.
Teachers should ask themselves: Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?
Remember, the data individual teachers collects will provide the baseline information for mastery toward the enduring skills, concepts and processes of the standards for their own class in their content area.
Teachers: Stretch your thinking beyond one paper and pencil test as you collect evidence of students’ abilities.
You will likely find that multiple sources provide a more accurate and inclusive picture of student needs.
Additionally, having multiple data sources will provide more reliable evidence of growth across the year or course.
Therefore, it is recommended that you have at least three sources of evidence for contributing to baseline data.

13. Sources of Evidence: Variety
Student Performances
Products
Common Assessments
District Learning Checks
Projects
So, let’s take a moment and look at some data source possibilities for gathering baseline data.
Evidence might be collected from classroom assessments, performance assessments, products, portfolios, projects, district learning checks or common assessments.
Several of these would be accompanied by descriptive rubrics.
Many schools use interim assessments. Think about these kinds of assessments that are used in your school or district. Do they meet the rigor of the standards? Could they be one source of data in this collection of evidence?
Also, many teachers may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in an LDC module 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.
LDC/MDC Classroom Evidence
Student
Portfolios
Interim Assessments

14. Sources of Evidence: Variety
Student Performances
Products
Comparable across Classrooms
Aligned to Standards
Common Assessments
District Assessments
Projects
Provide pre- and post-data
Whatever sources of evidence you use for collecting baseline data, note that these need to be aligned to standards and provide information on the essential/enduring skills, concepts and processes of the discipline.
Selected sources of evidence also need to provide both baseline data and end of year or course data as well as comparable mid-term data.
We have already mentioned that descriptive rubrics would need to accompany many of these choices. Note that the rubrics also need to be clearly aligned with expectations of the standards.
Let’s talk more about comparability across classrooms and what that means. (next slide)
Enduring
Skills, Concepts & Processes
LDC/MDC Classroom Evidence
Student
Portfolios
Interim Assessments

15. Comparable across classrooms
Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor? Do my selected measures reach the level of rigor expected across the district?
So, what does comparable across classrooms mean? To ensure validity, similar classrooms should be measured with similar instruments to ensure that all students are treated fairly. The measures for getting baseline data should meet the rigor and expectations for mastery of the standards.
Do the measures used to show student growth expect student to demonstrate mastery of the standards at the intended level of rigor? If teachers have done the foundational work with standards we have discussed, then they will be able to answer this question easily.
The next question asks us to compare what we are doing in our classroom to other classrooms across the district.
Is it meeting the same expectation for rigor? Districts will provide guidance to schools on determining whether data collection meets this expectation for rigor and for comparability.
For teacher-generated measures, one way to meet comparability might be for teachers to work collaboratively in like teams to determine the essential/enduring skills, concepts and processes to be measured then develop an appropriate assessment items for demonstrate mastery that are approved by their district.

16. Congruency to standards
Rigor
Congruency to standards
Do the measures provide an opportunity for students to demonstrate mastery of the identified skills, concepts or processes at the level of rigor intended in the standard?
So, what do we mean by rigor. For the purpose of identifying the right measures for goal setting for student growth, we mean congruency to the standards.
In other words, the sources of evidence demonstrate high expectations toward college and career readiness and meet or exceed the expectations of the standard being assessed.
Notice that it is the alignment to standards that makes measures both rigorous and comparable. Evaluating students at the level of rigor expected of the standards in all our classrooms provides the comparability not only across our districts but across our state.

17. Another thing to consider is if there a good match between the rigor of the standard to be assessed and the method used to collect evidence?
For instance, if the best way to determine if students are meeting the rigor of a standard is a performance, then the task should be a performance that demonstrates where students are in meeting mastery of that standard.
The resource Classroom Assessment for Student Learning provides guidance in matching the learning target with the best suited evidence source for that learning. Lets’ take a moment and look at this chart. The words down the left side of the chart identifies the different kinds of targets, while across the top you’ll notice the various methods for assessment. 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 skill, then the best way for students to demonstrate mastery of 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.
Clearly, some methods are better matches than others. Again, if teachers are familiar with the CASL resource, they may have seen this chart before. If not, be sure to take some time after this session to get acquainted with it.

18. Baseline Data
Does the data show critical areas of need that could be used for student growth goal-setting?
Are those needs appropriate for a year-/course-long student growth goal?
Are those needs aligned with grade-level enduring skills/learning, concepts or processes in your standards?
After a teacher has collected evidence that provides baseline data specific to the identified area or areas of need, the next step is analyzing that data to learn if it reflects any critical or high impact needs that should be a focus area for goal-setting. If so, are those identified needs appropriate for a year long or course long student growth goal?
Again, check that the areas of need are aligned with grade-level enduring skills, concepts or processes in a teachers content standards.

19. 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
The Student Growth 2 session, takes a thorough look at step 2 of the goal setting for student growth process. In step 1, teachers learn where students are in comparison with where they need to be at the end of the year/course in mastering the content area standards. Teachers also use a variety of evidence to determine baseline data.
The focus in Step 2 is developing a student growth goal built on the baseline pre-assessment data collected and analyzed in Step 1 and the identified needs.

20. 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.
In the next segment , Developing Student Growth Goals 2, the focus will be on understanding how SMART is used to develop quality student growth goals. It includes sample goals from a variety of content areas.

21. I can determine appropriate sources of evidence for goal setting.
Targets
I can apply guiding questions leading to the development of a quality student growth goal.
I can determine appropriate sources of evidence for goal setting.
Let’s revisit the targets. The targets for this session are focused to help teachers understand how to apply guiding questions that will lead to develop quality student growth goals. The questions invite reflection on what is needed throughout the goal-setting process. As teachers think deeply about the choices they make, it also invites reflection on the impact of those choices for their students.

22. QUESTIONS
Address questions collected