1. Principal & Assistant Principal
Student Growth
Goals
Research emphasizes that the most influential educational leaders remain the teacher and the school principal, and that their leadership is inextricably linked to student performance. The contribution of leadership is second in strength only to classroom instruction. And, effective principal can have tremendous impact where it is most needed—student achievement.

2. Let’s take just a moment to look at the overall student growth component and how it fits into the overall performance category. This graphic outlines the summative model for the Principal Growth and Effectiveness System. Let’s examine the graphic to visualize how SGG fits into the big picture of overall principal performance.

3. Your Reaction?
Principal and teacher quality account for nearly 60 percent of a school’s total impact on student achievement and principals alone for a full 25 percent.
(Marzano et al., 2005).
Please read the research finding on this slide and discuss with your colleagues the implication for SGG Setting.
Facilitator note: Engage participants in conversation about the implications of this statement. Example of desired discussion direction below. Guide the discussion toward the importance of setting appropriate student growth goals.
The principal’s impact is so significant because of the leadership actions principals take to create the school-wide conditions that support student learning—especially those that directly influence teacher effectiveness, including hiring, professional development, evaluation and retention or dismissal. Even in schools with high rates of students in poverty many principals are leveraging these actions to lead dramatic gains in student achievement.
Discussion:
What are the implications for the schools in our district as we begin the important process of development and implementation of principal student growth goals that have strong positive impact on student achievement?

4. Principal Goal-Setting Process
Step 1:
Determine needs
Step 2:
Create specific growth goals based on baseline data
Step 5:
Determine goal attainment
Step 3:
Create and implement leadership and management strategies
Step 4:
Monitor progress through on-going data collection
Review:
There are five steps in the goal-setting process. We will explore each step in depth as we get deeper into this presentation.
Step 1: Determine needs
Step 2: Create specific growth goals based on baseline data
Step 3: Create and implement leadership and management strategies
Step 4: Monitor progress through on-going data collection
Step 5: Determine goal achievement

5. The Local Contribution is based on school need.
STUDENT GROWTH GOAL
STATE
LOCAL
The State Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST. 
The Local Contribution is based on school need.
The Student Growth measure is comprised of two contributions: a STATE contribution and a LOCAL contribution. As we get deeper into today’s training you will be asked to refer to our district CEP (probably still in draft form) to become grounded in our specific district procedure that will dictate the principal goal setting process in our district.
Facilitator Note: Examples are provided on slides for the districts who have yet to develop a CEP that incorporates PGES.
Both Goals are inherited by the Assistant Principal
At least one goal must be based on Gap Population
The local goal may be developed to parallel the State Contribution

6. State Contribution (SGG)
Decreasing achievement gaps (E-M-H)
Increase average combined reading and math K-PREP scores (E-M-H)
Increasing percentage of College and Career Ready students (M-H)
Increase average freshman graduation
rate(M-H)
*State Goal inherited/shared by the assistant principal
Let’s first consider the State Contribution for SGG.
The Kentucky Board of Education has established that each school, based on the grade-levels served, must address particular student growth goals and objectives.
For all four levels -- elementary, middle, and high schools -- those goals/objectives are decreasing achievement gaps between disaggregated groups of students, and increasing the average combined reading and math K-PREP scores. Middle and High Schools must also address Increasing the percentage of College and Career Ready students and Increasing the average percentage of freshman graduation. Principal will select his/her growth goal targets for the state SGG target.

7. GOAL
Achievement Gap
K-PREP Combined Reading and Math
College and Career Ready
Freshman Graduation Rate
COLLABORATION
Increase or decrease in goal percentage for the current school year
Develop a process and/or rubric to determine goal attainment
STRATEGY
Best Practice
Professional Development
Progress Monitoring
Consolidated Planning
Other
The goal statement, found in the School Report Card, is already set by KBE with a 2017 trajectory.
Determined by the Principal in collaboration with the Superintendent following District CEP guidelines.
The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective.
Facilitator Note: As you bring previous conversations to a close pull up this slide. Remind principals that they will find rich information on KBE goals and objectives in their School Report Card.
Principals with collaboration from the superintendent/designee will select ONE of the grade-level appropriate goals to use as the State contribution of their Student Growth Goal. The goal statements are already set by KBE with a 2017 trajectory.
The principal with then collaborate with the superintendent to determine what percentage of the overall trajectory will be targeted for student growth during the CURRENT school year. For example, if the original goal and trajectory is to increase the combined reading and math achievement gap from a 2013 percentage of 45% proficient to the state trajectory of 56.9% proficient in 2014 , the principal and superintendent may simply use that state established trajectory or, the decision might be made to be more aggressive and set the objective percentage at a higher percentage. Once a goal statement is developed a rubric will be developed or the process defined to determine goal attainment. This process is outlined in the District CEP.
A final step in the state goal process is for the principal and superintendent to agree to the specific strategies the principal will implement to reach the objective percentage. It is critical to remember that these are strategies which the PRINCIPAL HIMSELF or HERSELF will implement – not statements of what teachers or others will do. Those strategies have already been addressed in the original CSIP document. If the state and local goal strongly parallel the strategies for each plan may also parallel.

8. Local Contribution (SGG)
Local Goal – Based on School Need
It may be developed to parallel the State Contribution or it may be developed with a different focus
Based on Gap population unless State goal is based on Gap population.
The Local SGG is inherited/shared by Assistant Principal)
The principal local growth goal is very similar to the teacher local student growth goal. The major differences in the two may well rest in the formative measures of success and strategies that are designed to meet the goal. It is important to remember that at least one of the principal SGG’s must address the gap population.

9. Goal Setting Process Determine Need (Based on Multiple Data Sources)
Create specific growth goals based on baseline data
Create and implement leadership and management strategies
Utilize district decisions to create a rubric to determine goal attainment
Monitor progress through on-going data collection
Determine goal attainment progress through on-going data collection
Goal Setting is Collaborative Process between the Principal and the Supervisor. Note that this process is very similar to the process engaged in by teacher and principal in the teacher SGG process. The principal local growth however is not required to contain both a growth and proficiency statement.

10. Think It Through
How is the principal’s local SGG similar to the teacher local SGG? How is it different?
What are possible data sources that a principal might utilize in development of the SGG?
How could the assistant principal become an active participant in the SGG process?
Table Discussion. (5 Minutes). It is important that the principal make relevant connections between the PPGES and TPGES processes. The local contribution process for SGG is very similar to local teacher growth goals. Some examples are provided below.
both use the goal-setting process
both are data informed
both require baseline data
both have locally developed decision rules and rubrics
The size and composition of the student for which the SGG is written is considerably larger for the principal goal.
Step 3 of the process differs in the SGG Plan. Teacher’s SGG Plan Strategies deal with teaching/learning strategies while the principals plan strategies are more directed to leadership/management strategies.
Facilitator Note: Try to get your audience thinking. Do not provide the answers upfront!
What items can be common to paralleling state and local goal: (Possible responses: Data analysis, targeted area, strategies to implement the plan, planning and review conferences)
What would certainly be different? The measures and the interim data collection to determine progress toward meeting the goals. The state SGG is measured by K-PREP. The local SGG will have local measures where growth is the change in what a student or group of students knows and are able to do between two points in time using the same/similar measure. Measures for SGG may include both direct and indirect measures such as:
student achievement trends
locally developed assessments
progress on school improvement plans
Facilitator note: Pose the following question, “Is it probable that in the case of paralleling state and local goals, the local goal actually provides formative data toward the progress on meeting the state goal?”

11. Two Goals-One Destination
State Goal is the ASSIST Goal with the Trajectory Set KBE.
Local Goal is Based on School Need
One of the two goal must address the gap population
Both Goals are inherited by the assistant principal
The Two Goals May Strongly Parallel
Facilitator note: Make the point here that nothing is done in isolation. Although there are two principal student growth goals required in PPGES the ultimate end is the same. It is all about student achievement! This is true whether the two goals parallel or have different focus.

12. LET’S EXAMINE REAL DATA
Let’s take a look at the school report card information provide. This is an example of high school mathematics data found under the target tab on the school report card. Note that the trajectory is established thorough The principal with then collaborate with the superintendent to determine what percentage of the overall trajectory will be targeted for student growth during the CURRENT school year. The principal and superintendent may simply use that state established trajectory or, the decision might be made to be more aggressive and set the objective percentage at a higher percentage. Once a goal statement is developed a rubric will be developed or the process defined to determine goal attainment. This process is outlined in the District CEP.
Possible discussion questions:
How might I organize my data to focus on my greatest leverage area?
How might I identify our school’s major gap population?
What additional sources of information might I need to support my focus decision?

13. Sample State Goal
By September 2015 ABC Elementary will increase the average combined reading and math K-prep scores from 60% to 68%
Principal Student Growth Goals Follow the SMART Goal Process.
Activity: Divide the room into table groups of three to examine the School Report Card handout and to quickly draft and chart a state growth goal. The sample goal on the slide can be used as a guide. This goal will be used later in an activity that identifies sample activities for the action.

14. Rating State & Local Goals
For each Student Growth Goal the district develops and details the process for determining high, expected, and low growth. This process/rubric is outlined in the District Certified Evaluation Plan (CEP).
Now that you have drafted a state and local goal it is important that the principal and superintendent/designee develop the scoring rubric for each that applies the decisions from the district CEP.
CEP

15. Examples: State Goal & Rubric
Assist goal: By September 2015 ABC Elementary will increase the average combined reading and math K-prep scores from 60% to 68%
Low
Expected
High
Below 68%
68%
Above 68%
Districts are at liberty of develop a district wide process for determining low, expected or high growth. This slide gives examples of how districts might apply district decision rules to rate goal attainment. The first example is a simple and straightforward rubric with no range for expected growth. The second rubric allows for a – 3 percent range for expected growth.
Low
Expected
High
Below 65%
65%-68%
Above 68%

16. Rating Overall Student Growth
Discuss the rating for overall student growth goals including both state and local contributions . This is where we apply district decisions to combine two growth goal ratings into one overall SGG rating of high, expected or low growth.

17. Rating Overall Student Growth
The District CEP must describe the process and/or instrument to be used to arrive at one student growth rating.
Results from the application of district developed rules/rubrics
Includes data from both state and local contributions
Should include 3 year SGG trend data when available
Overall Student Growth Rating results from the application of the district-developed instrument or process. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions.

18. Rating Overall Student Growth Example
Student growth ratings must include data from both the local and state contributions.
How will our district determine a single rating on student growth?
Example: Give both the state and local goal could be given a numerical weighting.
LOW = 1
EXPECTED = 2
HIGH = 3
Determination of a single yearly combined goal rating could be as simple average of the two goals.
Note to Facilitator: STONGLY SUGGESTED-DISTRICTS WHO HAVE DEVELPED THE CEP WITH THIS PROCESS DETERMINED SHOULD REPLACE THE INFORMATION ON THIS SLIDE WITH YOUR OWN CEP PROCESS FOR DETERMINING LOW, EXPECTED AND HIGH GROWTH.

19. Another Example (combining local and state)
Local Goal Rating
High
Expected
Low
State Goal Rating
Here is an additional example of a rubric depicting how the overall rating might be established.

20. Student Growth Trend Data
Whenever available three years of trend data should be considered in rating the principal’s SGG.
Example:
In the following chart total rankings is and average from the previous three years and applied to the following scale.
Districts should develop a process for assigning principals ratings based on three years of growth data.
RANKING
AVERAGE SCORE
Low
1.0 – 1.49
Expected
High
2.50-3

21. Professional Growth Plan Cycle
Professional Growth Plan and Summative Cycle
Based on the overall Professional Practice rating and Student Growth rating, supervisors will determine the type of Professional Growth Plan required of the principal.

22. Process Review Write LOCAL and State Goal goal in fall
Develop the Plan
Develop a performance rubric
Implement the plan
Engage in On-Going Reflection
Conduct a Mid-Year Review
Make modifications to strategies as needed
The work flow for a Principal does not always fit neatly with the time frames in which data actually arrives. Subsequently, there may be an actual one year lag between writing a student growth goal and having data to measure the success of that goal.
In reality, the time line might look something like this:
The principal collaborates with the superintendent to write the LOCAL CONTRIBUTION goal in September.
The goal is then entered into ASSIST later in the year.
The mid-year review is held and focuses on the status of implementation of the strategies the Principal has identified for goal and objective attainment.
Then the end-of-year review is held the following September when the data comes into the district and goal attainment can actually be measured.

23. Determining Goal Attainment
LOCAL GOAL-End of School Year
STATE GOAL-September of the following year
The State Goal will always be lagged one year

24. 2014/15
Principals develop a Local and State Growth Goal at the beginning of the year.
The principal receives feedback during the year to help ensure he/she is progressing toward meeting the goal.
The local SGG process/rubric will be used to determine H, E or L on local goal to give student growth rating for determining an overall rating.
Principals will use local student growth data at the end- of-the-year (1st year: no state goal data)
The following year, principals will have two points: local and lagged state data.
This is how the SGG implementation will look for school year 2014/15

25. Developing the Plan
Group Gallery Walk Each individual will add one leadership or management strategy to each goal statement that might be included in the SGG Plan.
Debrief and lead into her part of the presentation.

26. Looking at goals through the lens of:
Initial Goal Setting
Mid-Year Review
Final Review/Summative Rating

27. Collaboration between Superintendent (Designee) and Principal to set SGGs
Beginning of year/Before October 30
Discussion/conference to develop/approve goal
Goal should be developed after a thorough review of and reflection on data (TELL, Val-Ed, academic data, nonacademic data, etc)
Superintendent should consider past evaluations, CSIP, School Report Card, school/district initiatives and their impact on the principal and his/her school
Focused on growth and development
This process is important to ensure that the SGG is being set around important content and areas of student achievement that will move the school and the principal forward.

28. Questions to ask when setting/approving SGG
What sources of evidence support the need for this goal?
Does the goal support growth and development? Not only of principal, but teachers and students as well?
What sources of evidence will formatively measure progress toward this goal?
Does this goal reflect needs noted elsewhere (CSIP, ASSIST, Program Reviews, etc.) If not, why? If yes, is the goal aligned with/congruent to those other goals/plans?
What will High, Expected, or Low growth look like? Rubric defined in CEP? Ensure agreement and common understanding on how rating will be determined.
There are critical questions that the primary evaluator might ask during this process to focus the SGG and ensure the plan/strategies/activities to reach the goal are appropriate.
It is important that there is agreement and common understanding about what growth (high, expected or low) will look like and how that rating will be determined.
Processes for this will be included in the district’s CEP, but conversations around this are important to ensure everyone is on the same page.

29. Collaboration between Superintendent (Designee) and Principal to review progress
Mid Year Review/Before January 30
To review and reflect on evidence and progress on both the Student Growth plan and the Professional Growth plan.
The goal is to provide systematic feedback.
Adjustments can be made to activities and strategies to tighten focus on goal—the goal itself cannot be changed
The superintendent will complete the Principal Mid-Year Performance Review to indicate if a principal has shown evidence of each of the performance standards.
Plans for the next observation/site visit should be scheduled
Focused on growth and development
After the goal is set, and there has been work toward the goal, a mid year review of progress toward the goals and the PGP is important to be sure that there is progress being made toward meeting the goal, that the strategies and activities are working to achieve the desired results.
The strategies and activities can be changed, but the goal cannot.

30. Questions to ask during mid year review related to goal
What is the current progress toward meeting the goal?
What evidence/documentation does the principal have toward meeting the goal?
What strategies/activities are supporting the goal?
What strategies/activities need to be revisited to support the goal?
What professional growth activities has the principal engaged in to help meet the goal?
What professional growth activities are still needed?
These (and other questions that are developed that are site specific) will help focus the conversation to progress, evidence, growth, and next steps to ensure that if growth is occuring that it continues, if there is not sufficient growth, strategies and activities can be adjusted or professional growth actiiteis can be implemented.

31. September (after data becomes available)
Collaboration between Superintendent (Designee) and Principal to review progress, establish summative rating, and set/continue goals
September (after data becomes available)
Documentation/Evidence from principal supporting growth (student and professional)
Summative Rating (based on district rubrics and processes defined in CEP)
Goal setting for the next year
Focused on growth and development
You would think that this summative rating would occur at the end of the school year, but SG cannot be determined until September and data toward delivery targets is available.
A final review of all evidence in addition to the results of the goals can occur now.
Decisions about goals for the next (current) school year can be made.
Again, the focus continues to be on growth and development not only for the principal but for the school as well.

32. Questions for principal and superintendent to consider during final review
How has your leadership resulted in a high level of student academic growth with the population identified in your SGG? With all populations of learners?
How is your SGG (s) aligned to other school goals set this year and how are they directly associated with student achievement?
How have you organized interventions that are designed and implemented to support student learning?
What type of midcourse corrective actions did you take to accomplish desired student academic outcomes?
How do you empower teachers to be truly engaged in improving student success?
 Have you adequately met your SGG or does it need to be revised/continued to ensure adequate growth?
These questions are at a higher level, they are more evaluative in nature as we consider all of the data and evidence we have toward meeting the goals and meeting performance standards.
These questions focus on what the principals role was in meeting the SGGs. The SGG and action plan was set with the principal having a key role in meeting the SGG…so these questions focus on what the principal did to achieve the SGG

33. All evidence and discussion around evidence needs to be aligned to Standards
Consistency (common, understood definitions)
Coherence to district leadership policies and practices
Focused on growth and development of principal

34. Without continual growth and progress, such words as improvement, achievement, and success have no meaning.
In continuous quality school improvement, the SGG planning and implementation process helps to keep us focused on our ultimate mission; the improvement of teaching and learning.