Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE) 1

All measures are supported through evidence. Teacher Professional Growth and Effectiveness System Self-Reflection Professional Growth Peer Observation Observation Peer Observation Student Voice Student Growth Sources of Evidence 2

Kentucky Department of Education Professional Growth and Effectiveness System SGG Basics… SMART goal Proficiency component & Growth component One classroom of students, one content area Specific, Measureable, Appropriate, Realistic, Time-Bound ___% of students will reach the level of proficiency as determined by… All of my students will grow at least _____. 3 rd Grade math students 1 st period 7 th grade language arts students 6 th period high school concert band students 3 rd Grade math students 1 st period 7 th grade language arts students 6 th period high school concert band students Hand Out 1 Hand Out 1 3

Kentucky Department of Education Professional Growth and Effectiveness System SGG Process 1.Identify Enduring Learning (by standards) and appropriate assessment processes/plans 2.Establish a baseline. 3.Determine an appropriate SGG (growth and proficiency) 4.Monitor progress; Adjust teaching strategies 5.Use District-Determined rules to rate overall Student Growth as Low, Expected, High Jenny Ray, PGES Consultant (KDE) 4

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). Jenny Ray, PGES Consultant (KDE) 5

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). Jenny Ray, PGES Consultant (KDE) 6

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). Jenny Ray, PGES Consultant (KDE) 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). Jenny Ray, PGES Consultant (KDE) 8

One Sample Process… 3 rd Grade Teachers’ SGG Story Jenny Ray, PGES Consultant (KDE) 9

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Identifying an Enduring Understanding A deeper look into the standards Jenny Ray, PGES Consultant (KDE) 11

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At the beginning of the year… Jenny Ray, PGES Consultant (KDE) 15

Rubric Development A Pathway from where students are to where they need to be. Jenny Ray, PGES Consultant (KDE) 16

Rubric Development and Baseline Data Analysis Jenny Ray, PGES Consultant (KDE) 20

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Your Task: Creating Growth & Proficiency Components Jenny Ray, PGES Consultant (KDE) 23 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.

Fast-Forward: End-of-Year Data Jenny Ray, PGES Consultant (KDE) 24

Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP Sample District-Determined Rules DISTRICT CEP Hand Out 3 Hand Out 3 Jenny Ray, PGES Consultant (KDE) 25

Kentucky Department of Education Professional Growth and Effectiveness System Connections to CEP Sample District-Determined Rules DISTRICT CEP Hand Out 3 Hand Out 3 HIGH Jenny Ray, PGES Consultant (KDE) 26

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 Jenny Ray, PGES Consultant (KDE) 27

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 Jenny Ray, PGES Consultant (KDE) 28

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 Jenny Ray, PGES Consultant (KDE) 29

Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process Determining Overall SG Rating HIGH Hand Out 3 Hand Out 3 DISTRI CT CEP Jenny Ray, PGES Consultant (KDE) 30

Developing a Pathway to Proficiency 1. Determine the content standards that will inform progress toward the enduring learning. 2. Determine the progression of standards. 3. Determine proficiency for the enduring learning. 4. Choose assessment tasks from standards-based websites such as IllustrativeMathematics Achieve the Core Map.mathshell.org Ky’s formative assessment lessons for elem grades on Jennyray.net Jenny Ray, PGES Consultant (KDE) 31

Other Resources Assessment sites listed and critical areas Sample progressions of standards for Grade 3 Fractions, Grade 8 Critical Area 1, Algebra 2 Sample progressions of standards for Grade 3 Fractions, Grade 8 Critical Area 1, Algebra 2 Jenny Ray, PGES Consultant (KDE) 32

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 Jenny Ray, PGES Consultant (KDE) 33

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 Jenny Ray, PGES Consultant (KDE) 34

What Questions do you have? (So far.) Jenny Ray, PGES Consultant (KDE) 35