Targets I can identify elements that need to be revised in SGG drafts. I can lead a coaching conversation to support teachers with SGG development Effectiveness coaches analyzed the goals extracted from last year’s pilot to identify patterns and determine how to best address the needs we identified from our close look. We found some common misconceptions or missing elements in all the goals. So, using those categories of issues with goal targets, issues with enduring learning, issues with assessments, we selected some samples. We also provided annotations from some early examples of OPGES goals and included them.

Sample Annotated Goals Taking a close look We annotated those samples with the kinds of questions principals could ask in a productive coaching conversation and at the bottom of the annotation pages we also included some next step guidance principals might share as well. I used the Guiding Questions from the Think and Plan tool, as well as the SAMPLE SGG rubric published on the SG web page to help inform my thinking as I wrote my feedback questions and comments. Those are included in your packet today. If your district has identified or designed an SGG rubric (will be in the CEP), that is the rubric a principal would use to help him/her determine whether the goal meets all the quality criteria. Let’s take a look at one of those examples. Understand that the goal you will see has deficiencies that STILL need to be addressed.

Issues with growth and proficiency targets Not for use as a model goal 7th Grade Health Goal Issues with growth and proficiency targets 100% of my 7th grade health students in this 9- week course will show measurable growth in healthy decision-making. Students will take pre and post-tests for each unit, 4 unit pre and post- tests throughout the 9 weeks course. At least 95% of students will be able to make a healthy decision based on information given. I want to be clear that this particular goal still has issues with growth and proficiency targets, so it should NOT be used as a model. It is evident that this teacher understands some of the important criteria for a goal, because he has included a growth and proficiency target, the course length and an enduring skill. Right now the teacher has only identified assessments that can be used formatively through course, but has not identified how baseline data will be determined, or matched at the end of the course. The next steps for this teacher would be determining the sources of evidence that will be used to determine the baseline for the goals. It will be important for a principal to know the baseline for the goal in order to make a summative decision at the end of the year. Not for use as a model goal

You started your goal well by identifying the length of the course, the enduring skill and by stating that you expect 100% of your students to show growth. However, it is not clear what you mean by “measurable growth”. How much growth? How will you know? You indicate you plan to use pre and post tests for each unit, which will work for formatively monitoring student growth during the course, but it is not clear how you will determine the students’ ability at the beginning of the course, so you can set the baseline for the goal. I like that you thought about how many students are going to reach proficiency, but I wonder how you are going to measure this? How will the criteria, components , or aspects of growth for the standards for this enduring skill be measured? At the end of the course, how will you know if the students met the goal? It is unclear what “based on information given” means.

On the table you will see an example of at least one goal (on an 11X17 chart) from a teacher who still needs coaching feedback. Using the Think and Plan Tool guiding questions and the sample SGG rubric provided by KDE, with your table partners, decide what kind of coaching comments/questions you would ask this teacher and record them on the chart.

TABLE TALK With your team, talk through the goal(s) on your table. Based on the criteria you use to evaluate a goal, decide what feedback questions you would ask? Add your coaching questions to the chart. On the table you will see an example of at least one goal (on an 11X17 chart) from a teacher who still needs coaching feedback. Using the Think and Plan Tool guiding questions and the sample SGG rubric provided by KDE, with your table partners, decide what kind of coaching comments/questions you would ask this teacher and record them on the chart.

Let’s think about the annotations… How can you use this resource to support principals, so they can support teachers? Share at your table some ways that you might use this resource to support principals in your district. Record one idea on one of the note cards on the table and, after our brief whole group discussion, we will capture and share your ideas with everyone electronically.

New Resources on SG Web Page Writing Student Growth Goals in Additional Settings/Roles SG Guidance for SPED and EL teachers COMING SOON! Annotated SGGs Resource to support Connecting SGGs with LDC