1. Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES) Overview
Welcome to the session on Student Growth. This session will provide a basic foundational understanding of the student growth measure within the TPGES. We’ll discuss why student growth is included in the TPGES and take you through the entire process of goal setting for student growth.
You should have the handouts available.

2. Targets
I can explain why student growth is included in the Professional Growth and Effectiveness System.
I understand and can implement the student growth goal setting process.
The targets of this session are to (read slide). Other Lync sessions will also be developed to student growth and go deeper into this measure.
Here – take a poll or have a discussion? Have you already been learning about this measure? What have you been hearing about it?
After the conversation, close video so the focus is the powerpoint.

3. Why Measure Student Growth?
So, why is student growth a measure in the TPGES?

4. The purpose of measuring student growth is really about increasing student success.
If we want to see changes in student learning, then we need to ensure that we are equipping our teachers with the skill sets, resources, and support to be effective in the classroom.
This aligns with the Kentucky Board of Education’s Strategic priorities. The objective for next general professionals is “Every student taught by an effective teacher and every school is led by an effective leader.”

5. IMPACT on Student Learning
If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome.
William J. Slotnick
Founder & Executive Director
Community Training & Assistance Director
The ultimate impact of student growth goals is the impact they have on the learning outcomes and the future of our students.

6. Elementary and Secondary Education Act (ESEA) Flexibility Waiver
You probably have heard about the requirements of the ESEA waiver. To get flexibility from NCLB, waiver expectations include multiple measures of effectiveness, including student growth data (both state and formative growth measures) as a significant factor.

7. Measures of Effective Teaching (MET)
The results of the 3 year MET study released in January 2013 validated student growth as evidence of teacher effectiveness.
The MET project was a research partnership between 3,000 teacher volunteers and dozens of independent research teams. The project's goal was to build and test measures of effective teaching to find out how evaluation methods could best be used to tell teachers more about the skills that make them most effective and to help districts identify and develop great teaching. The study showed that multiple measures, taken together, can provide an accurate and reliable picture of teaching effectiveness. The MET study validated student growth as evidence of teacher effectiveness.
“If a goal of evaluating teachers is to ensure student learning, then student must be a major part of what’s measured.” The MET study. You can read more about the Met studies at metproject.org

8. Student Growth State Contribution Student Growth Percentiles –
applies to grades 4 – 8 reading & math
Local Contribution
Student Growth Goal –
applies to all teachers
Kentucky is piloting two student growth measures. One is based on state assessment data and currently applies to grades 4-8 reading and math. This is your student growth percentile data that will be reported with state assessment data. Note that although it currently applies only to grades 4-8 reading and math, it may apply to more teachers in future years.
Kentucky proposes student growth goals as a student growth measure that will include 100% of the teachers.
Goal setting provides a direct focus on student learning in the classroom.
For more information on student growth percentiles, you can search “student growth percentiles presentation” to find Ken Draud’s presentation.

9. Goal Setting for Student Growth: Honoring Progress and Getting Results
Kentucky’s student growth goal setting process is based on collaboration with Dr. James Stronge and his team to develop training and instruments.
© 2012, Stronge & Grant. Used with permission.

10. Literacy Design Collaborative (LDC) sample growth goal
For the school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in three or more areas. Furthermore, 80% of students will score a three or better as measured by the LDC writing rubric.
Before we share the goal setting process, let’s look at an example of a student growth goal.

11. 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
Have participants reference the handout - allow a moment for them to read over.
This student growth process will be used to write, implement, and monitor the process. We’ll look briefly at each step in the process in the next slides.
Also notice the SMART process included on this page. How is it similar or different from SMART processes you use? Note that this process is specific to goal setting for student growth – other processes you use may be for different purposes.

12. 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
We determine the needs of the students by closely examining data.
In a few minutes, we’ll talk more about choosing the right kinds of assessments for the student growth process.

13. Determining Needs Step one begins with looking at data to get to know your students
Previous years’ data
Conversations with previous teachers
Formative assessment processes
Student work
Teachers begin the school year getting to know their students through formative assessment processes and through collecting data. Emphasize that KPREP data 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.
This is NOT the baseline data used for developing a student growth goal.

14. Getting Baseline data
Once you know your students Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.
Once you know your students and their instructional needs, you can decide upon the sources of evidence you will use that can provide pre-, mid-course, and post- data for the desired content.
You will still be assessing along the way, but choices for evidence collection will need to provide you baseline data that can be compared when end of the year/course data.

15. 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
In Step 2, the teachers collaborate with the principal to create a student growth goal based on the baseline pre-assessment data collected and analyzed in Step 1.
Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal.

16. 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.
The goal must meet the SMART criteria. Refer to handout and review what each S M A R T means. Notice how this might be different from the SMART process used in your district for different reasons.
(this might be a place for interaction w/participants – How does this compare to what you’ve used before? Is the purpose the same?)
Specific - The goal is focused by content area and/or by learners’ needs. Can you identify the specific content or area of student need that the goal is about?
Measurable - An appropriate instrument/measure is selected to assess the goal
Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based.
Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable.
Time-bound - The goal is contained to a single school year (This is important – the goal carries across the whole school year or course. These are not unit goals but are developed assess students’ growth in overarching skills of the content.)
Remember, your goals developed need to be SMART. Refer to this document as you evaluate your goals and have discussion about them.

17. Step 3: Creating and Implementing Strategies
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
Once teachers and their principals have worked collaboratively to decide upon the goal, they’ll move to step 3 in the process. Here they will create and implement teaching and learning strategies. Basically, this is what you do instructionally to help students accomplish the goal.

18. Step 4: Monitoring Student Progress and Making Adjustments
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
Notice that steps 3 and 4 are recursive. In step 4 you monitor progress with formative assessment practices throughout the process. This also includes a mid-course assessment that works formatively.

19. Step 5: Determining Goal Attainment
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 5: Did the students achieve the goal? This is where post-assessment data is analyzed to determine if students met the goal.
Let’s recap - look back across the goal setting for student growth process – use the right assessments to determine needs of students, use the student growth goal setting process and SMART criteria to create the right goal, implement instructional strategies to help student reach the goal, monitor through on-going formative assessment processes and finally, determine at the end of the year if students met the goal.

20. Which sources of evidence work best for student growth goal setting?
Interim Assessments
Common Assessments
Rigorous
Projects
District Assessments
Comparable
Products
Standards based
Notice there are several data possibilities. Choices of evidence must provide baseline information for mastery toward skills/concepts within the standards and/or 21st century skills.
You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Evidence collection may also include student projects , performances, products and portfolios.
Many schools use interim assessments. What kinds are used in your school or district? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS)
Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model 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.
Regardless of the sources of evidence you choose for goal-setting, these must be standards-based, be comparable in rigor with what is used in other classrooms acorss the district and be rigorous enough in expectations as proposed by the standards.
Student Performances
Student
Portfolios
LDC/MDC Classroom Assessments
Descriptive Rubrics