Student Growth Goals Professional Learning Jenny Ray & Jennifer Carroll 1

Kentucky Department of Education Professional Growth and Effectiveness System SGG Basics… SMART goal Proficiency component & Growth component TPGES: One classroom of students, one content area OPGES: Dependent on direct or indirect contact with students Specific, Measureable, Appropriate, Realistic, Time-Bound How will proficiency be defined for the enduring learning? What defines ‘expected’ growth? …4 th grade Math students… …2 nd period Art II students… …first-generation college bound students… …junior/senior research project students… …4 th grade Math students… …2 nd period Art II students… …first-generation college bound students… …junior/senior research project students… 2

Kentucky Department of Education Professional Growth and Effectiveness System SGG Process 1.Identify Enduring Learning (by standards) and appropriate ongoing assessment processes/plans 2.Establish a baseline (using multiple measures). 3.Determine an appropriate SGG (growth and proficiency) 4.Monitor progress, naturally, throughout the year; Adjust teaching strategies (Data informs instruction.) 5.Use District-Determined rules to rate overall Student Growth as Low, Expected, High 3

Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Is this goal ‘good enough’? 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). (Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.) 4

Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Is this goal ‘good enough’? 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). (Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.) 5

Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Is this goal ‘good enough’? 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). (Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.) 6

Kentucky Department of Education Professional Growth and Effectiveness System Practice the Process: Is this goal ‘good enough’? 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). (Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.) Jenny Ray, PGES Consultant (KDE) 7

Questions to Consider… Jenny Ray, PGES Consultant (KDE) 8

One Sample Process… 3 rd Grade Teachers’ SGG Story 9

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At the beginning of the year, building on what teachers were already using to track progress… Jenny Ray, PGES Consultant (KDE) 13

At the beginning of the year, building on what teachers were already using to track progress… Jenny Ray, PGES Consultant (KDE) 14

Pathway Development A Pathway from where students are to where they need to be. Jenny Ray, PGES Consultant (KDE) 15

Rubric/Pathway Development and Baseline Data Analysis Jenny Ray, PGES Consultant (KDE) 19

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Developing a Pathway to Proficiency 1.Determine the standards that will inform progress toward the enduring learning. 2.Determine proficiency for the enduring learning. 3.Determine the progression of standards, or the progression to proficiency (e.g. systematic removal of supports). 4.Develop a system of continuous assessment to track growth toward proficiency. 22

Student Growth Goal Process: Strong & Weak Descriptors 23

Connections to Your Work… What processes/procedures are already in place… Determining enduring learning? Balanced assessment-- aligned to standards Rubric/Pathway development Collaborative teams—grade level and vertical MDC/LDC; Common Assignment Study Jenny Ray, PGES Consultant (KDE) 24

What Questions do you have? (So far.) Jenny Ray, PGES Consultant (KDE) 25