1. Student Growth Developing Quality Growth Goals II
Student Growth , Developing Quality Growth Goals II is the second in a 3 part series on Student Growth. The focus of part 2 is the thinking and work involved to create a quality student growth goal.
handouts needed for Part 11:
Student growth Process & SMART handout
Student Growth Think & Plan Tool with Guiding Questions
Teacher Professional Growth & Effectiveness System (TPGES)

2. Domain 1: Planning & Preparation Domain 2: Classroom Environment
The Kentucky Framework for Teaching, adapted from Charlotte Danielson’s Framework for Teaching (FfT) provides the context for a close look at the student growth process because evidence from the process applies in all 4 domains.
The performance levels in the FfT provide common language for teacher effectiveness that supervisors and teachers can use for discussion, evaluation and reflection.
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain4: Professional Responsibilities

3. PGES Sources of Evidence
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
formative
Professional
Growth
Self-Reflection
Student Voice
Student Growth
These provide multiple sources of evidence to inform professional practice
The Teacher Professional Growth and Effectiveness System is designed to provide multiple sources of evidence to inform professional practice. Today’s focus is student growth – specifically, student growth goals for the local contribution.
State Contribution:
Student Growth %
Local Contribution:
Student Growth Goals

4. apply SMART criteria to develop a quality student growth goal.
Targets I can
apply guiding questions leading to the development of a quality student growth goal.
apply SMART criteria to develop a quality student growth goal.
use guiding questions to reflect throughout the growth goal process to inform my professional learning.
The targets for this session are focused to help teachers understand how to apply guiding questions that will lead to development of quality student growth goals. The questions focus teacher reflect ion on what is needed throughout the goal-setting process and foster deep thinking about the impact of those choices on students.
The guiding questions are designed for teachers to use in reflection throughout the student growth goal setting process and to help guide conversations between teachers and principals about the decision-making needed for developing quality student growth goals.

5. Student Growth Process
Determine needs
Step 1:
Create specific learning goals based on pre-assessment
Step 2:
Create and implement teaching and learning strategies
Step 3:
Monitor student progress through ongoing formative assessment
Step 4:
Determine whether students achieved the goals
Step 5:
This student growth process design is based on the work of Dr. James Stronge who worked with Kentucky to develop our student growth goal setting process.
While this session will focus primarily on step 2 of the student growth process, a brief review of what was covered in Student Growth 1, in the series on Developing Quality Student Growth Goals, will establish connections and context for Step 2.
The Student Growth Step 1 focused on all the decisions involved in determining the needs of students BEFORE creating a specific learning goal.

6. Determine needs.
Review from SG 1
Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards.
Determine what mastery of those skills, concepts & processes looks like.
Pinpoint critical areas of need.
1. Before teachers can even begin gathering baseline data on students, they need to identify the essential, or enduring, skills, concepts, and processes for their content area.
For example as a 6th grade science teacher, one of the scientific and engineering practices in the Next Generation Science Standards is analyzing and interpreting data. This practice represents essential learning that will endure beyond a single test date, be of value in other disciplines, and is a necessary skill as students move not only throughout the course, but to the next grade.
2. In addition, teachers need to determine what mastery looks like. Knowing the standards well is critical. (This includes how to find the standards and pull out the essential/enduring skills, concepts, and processes). Teachers can support each other by collaborating with peers/specialists (including networks, KDE consultants who can provide support by connecting educators to resources.)
3. Pinpointing the area of need is the objective. Teachers will think about how to collect and analyze evidence/data to determine patterns, trends, and weaknesses. This might be formative processes, analysis of student work, anecdotal notes, discussion rubrics and the like. Part of gathering that evidence may include conversations with students’ previous year teachers, as well as conversations with teachers in the next grade level to determine what skill gaps the see for students the receive. Typically this might take the first 4-6 weeks of school.
This process will help teachers begin to identify the most critical areas of need. Next, they will decide if the areas of need represent any of the those essential/enduring skills, concepts or processes.
NOTE: (Support for deciding on the most effective assessment methods that match standards-based targets can be found on p. 100 of the CASL book. Additionally, on p of the CASL book there is guidance and examples to support teachers and districts in the process of developing quality rubrics.)
BELOW are ADDITIONAL EXAMPLES IF THERE ARE QUESTIONS – or if needed for additional clarification.
Another example: One aspect of the inquiry arc in the upcoming social studies standards is Evaluating Sources and Using Evidence. That is an enduring skill that can be a part of instruction across the year, will be valuable in other disciplines and is a necessary life skill.
A world language example: in a world language class students needs to acquire interpersonal communication competency. Throughout the year, students will have many opportunities to develop their interpersonal communication competency – as skill they will need to move to French III.
An ELA example: One strand of the ELA standards is focused on speaking and listening skills – skill instruction that can be spiraled throughout the year.

7. Decide on sources of evidence.
Review from SG 1
Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need?
Next, teachers will decide on sources of evidence. This is critical. After identifying a critical area (or areas) of need, choose the evidence sources for collecting baseline data for the student growth goal.
Teachers should ask themselves: Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level skills, concepts and/or processes needed to master standards for the identified area(s) of need?
Think beyond one paper and pencil test, when collecting evidence about students’ abilities.
Teachers will likely find that multiple sources provide a more accurate and inclusive picture of student needs.
Additionally, having multiple data sources will provide more reliable evidence of growth across the year or course.
Therefore, it is recommended that you have at least three sources of evidence for contributing to baseline data.
Think beyond paper and pencil tests.

8. 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 1, teachers learned where students are in comparison with where they need to be at the end of the year/course in mastering the content area standards.
Now let’s shift our thinking to Step 2.
Note again, that teachers are only ready for step 2 once they have done the ground work of step 1.

9. Components of a Quality Student Growth Goal
Meets SMART criteria
Includes growth statement/target
Includes proficiency statement/target
There are 3 important components to include in a quality student growth goal.
The goal meets the SMART criteria. We will visit each of these criteria closely in the next several slides.
Specific -The goal addresses student needs within the content.
Measurable -An appropriate instrument or measure is selected to assess the goal.
Appropriate - The goal is clearly related to the role and responsibilities of the teacher.
Realistic - The goal is attainable.
Time-bound - The goal is contained to a single school year/course.
The goal includes a growth statement/target that articulates the enduring skill, concept or process, as well as the expected growth for all students.
The goal includes a proficiency statement/target that indicates the percentage of student who will reach proficiency.

10. 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.
Ask participants to look at this handout.
We will use this handout as we progress through the next few slides. The goal must meet the SMART criteria. Take a moment to review what each of the S M A R T criteria means.
Notice how this might be different from the SMART process used in your district for different purposes.
Pause to have a conversation here: How does this compare to what you’ve used before? Is the purpose the same?
After conversation: Goals developed need to meet SMART as defined here. Encourage participants to refer to this document as they evaluate their goals and have discussion about them.
Also, note that this is not simply a SMART goal setting process, it is a SMART goal process applied to goal setting for student growth.

11. Let’s look at an example together…
For the school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall.
First, let’s see how this goal meets the SMART criteria (the first component for a quality goal). Reflection or a discussion about the goal might sound something like this. Notice the response to the question becomes the rationale that justifies that the goal meets the SMART criteria.
S – Is the goal specific? This goal is focused on argumentative writing – a specific area of need within in the content area. This could be a goal for an ELA teacher, a social studies teacher, a science teacher or a technical area teacher because it is based on specific literacy standards.
M – Is the goal measurable? The goal is measurable and the teacher is using an appropriate measure – in this case, the argumentative writing rubric - which is shared by teachers across state who are implementing Literacy Design Collaborative modules in their classrooms.
A – Is the goal appropriate? This goal is appropriate because it is based on specific literacy standards that are a part of the standards in several content areas. Principals can expect that an ELA teacher, a social studies teacher, a science teacher or a technical area teacher may have a literacy-based goal, if this is an area of need that becomes apparent during pre-assessments. It is appropriate in all cases.
R – Is the goal realistic? The goal is doable, but rigorous and stretches the outer bounds of what is attainable. It is realistic to expect that ALL students will improve by at least one performance level, as measured by the argumentative rubric. The rigor comes from alignment to the standards and the stretch aspect is in the expectation that 80% of the students will score a 3 or better overall.
T – Is the goal time-bound? This goal is bound by a defined timeline (the school year) that allows sufficient time for determining goal attainment
Second, let’s look at the other two goal components to see what they look like in this goal:
Includes growth statement/target – The growth statement that includes all students is in purple.
Includes proficiency statement/target – The proficiency statement is in green.

12. Let’s Critique Some Examples
In the next slides look at each of the SMART criteria, then ask teachers to decide which of two examples best meets the criteria.

13. SPECIFIC
Does the goal identify a specific area of need within the content?
Is the identified area of need significant enough for year-long/course-long instructional focus?
Specific means that the goal addresses a significant need within the content. This should be easy if teachers have done the foundational work reflected in the guiding questions for step 1, determining needs.

14. SPECIFIC
Does the content selected represent essential/enduring skills, concepts or processes?
Will they endure beyond a single test date and be of value in other disciplines?
Are they necessary for the next level of instruction?
Specific also means that whatever content the teacher chooses as the basis for the goal, it represents essential or enduring skills/learning, concepts or processes.
Another way to look at this is to ask :
Is the content y selected for the goal i significant enough to endure beyond a single test date?
Is it of value in other disciplines?
Is it necessary for the next level of instruction?
Is it worthy of course-long focus?
All these are critical parts of the question when developing a student growth goal and discussing it with the principal.

15. Science – What’s Specific?
This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the district’s science rubric in the areas of engaging in argument from evidence and obtaining, evaluating & communicating information. 80% of students will perform at level 3 on the 4-point science rubric.
This school year, my 6th grade science students will demonstrate measurable growth in their knowledge of earth science content. Most students will significantly improve their score on the district’s earth science learning check.
Take a look at these two science examples, paying particular attention to what is highlighted. Which example best meets SPECIFIC criteria?
Pause and allow participants to decide independently or with an elbow partner.
The sample on the left best meets SPECIFIC. Remember that for SPECIFIC, we are judging if the content is focused around an area of need. While we truly do not have the background that teachers would share in conversations with their principals, we assume that the teacher, through formative processes, has identified these two scientific practices, engaging in argument from evidence and obtaining, evaluating & communicating information that represent the greatest area of need for her students. We also assume that the teacher feels that focus on these areas will result in gains in other of the scientific practices as instruction overlaps. We can see that the content selected in the goal on the left is organized to build skills that will support instruction across the school year within the course and will be of value in other disciplines. The goal on the right is too broad and doesn’t pinpoint areas of need.
The sample on the right is limited in that it focuses broadly on content knowledge only and single test scores rather than a skill or concept that endures beyond that knowledge of content. While understanding the content is important, how students skillfully apply that knowledge beyond that content is where we want to lead students and teachers in their goal-setting.

16. Science – What’s Specific?
This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the district’s science rubric in the areas of engaging in argument from evidence and obtaining, evaluating & communicating information. 80% of students will perform at level 3 on the 4-point science rubric.
Growth
Notice that the GROWTH goal is in purple print at the top of the sample and the PROFICIENCY goal is in green at the bottom. By including a proficiency target in addition to a growth target, the rigor of the goal increases raising the bar of expectation.
Proficiency

17. MEASURABLE
Does the goal identify the sources of evidence/measures that will be used to show student growth?
Are the sources of evidence/measures appropriate for demonstrating growth for the identified area of need?
Measurable means that the teacher has chosen an appropriate instrument(s) or measure(s) to assess where students are in order to establish the baseline for goal-setting. These sources should be clearly identified within the goal.
It is also important to make sure that the measures identified in the goal can be used to demonstrate growth in the area or areas of identified need. Again, this should be easy to do if sufficient time is spent carefully considering and deciding upon sources of evidence in step 1.

18. MEASURABLE
Which criteria were used for determining what amount of growth is rigorous for the students?
Why was this criteria selected?
Does the goal show how all students will demonstrate growth?
As a teacher writes the goal, he/she will also need to decide the criteria for determining targeted growth for all students.
How will a teacher make that decision?
Pause for discussion.
Some responses may include –
Some measures tell us how much a student should grow in a typical school year;
Teachers can work with their content area colleagues to agree what typical growth should be;
Teachers can look to their colleagues’ goal-setting practices.

19. French 2 – What’s Measurable?
Students in my French 2 classes will make improvement gains in their linguistic competencies. Using a variety of measures, most of the students in my French 2 classes will reach the Intermediate-High competency level by the end of the year.
During this school year all of the students in my French II classes will improve their linguistic competency by performing at least one level above their baseline for interpretive listening, interpersonal speaking, interpretive reading and interpersonal writing using the WL standards as the rubric. At least 70% of my students will meet or exceed the Intermediate-Low competency level for at least two modes of communication, as measured by the KY World Language Standards rubric.
Let’s look at an example from a French 2 teacher. This time we are focusing on what is measurable?
Pause for participants to decide independently or with an elbow partner.
On the left side of the screen –
In the first line of this example, the teacher needs has not explicitly included language to make it clear that she expects all of her students to show growth.
The second phrase (in red) indicates the teacher will use a “variety of measures”. While it is important to use several kinds of sources of evidence/measures to establish a baseline, there is not sufficient detail in this goal statement to determine if the sources of evidence that the teacher will use are appropriate for demonstrating growth in students’ linguistic competencies.
The second phrase (in red) does not identify the source of the Intermediate-High competency criteria. As a result, it is also difficult to determine the rigor of the criteria the teacher selected to measure growth.
On the right side of the screen –
By adding ALL in the first line of this example, the teacher explicitly includes language making it clear that her student growth goal includes 100% of her students.
The second phrase (in red) articulates the enduring skill and the measure the teacher will use for sources of evidence of student growth. Those sources of evidence are appropriate because they are tied directly to the target enduring skill.
The third phrase (in red) identifies the KY World Language Standards as the source of the Intermediate-High competency criteria, validating the level of rigor of the measure the teacher selected.

20. French 2 – What’s Measurable?
During this school year all of the students in my French II classes will improve their linguistic competency by performing at least one level above their baseline for interpretive listening, interpersonal speaking, interpretive reading and interpersonal writing using the WL standards as the rubric. At least 70% of my students will meet or exceed the Intermediate-Low competency level for at least two modes of communication, as measured by the KY World Language Standards rubric.
Growth
Notice once again that the GROWTH goal is in purple print at the top of the sample and the PROFICIENCY goal is in green at the bottom.
Proficiency

21. APPROPRIATE
Is the goal standards-based and directly related to the subject and students taught?
A goal is appropriate when it is clearly related to the roles and responsibilities of the teacher. Is the goal within the teacher’s realm of responsibility? Of course, all teachers have content area standards for which they are responsible and that is what students should master. Goals should be directly related to the subject and the students the teacher teaches.

22. Health & PE – What’s Appropriate?
For the 9 weeks 8th grade course, all students will improve their knowledge of fitness. Students will develop a portfolio that demonstrates application of fitness test results to develop a fitness plan, a fitness goal, and a menu for healthy eating. 70 % of my students will demonstrate growth by 2 or more levels, or to exemplary, on rubrics designed by the Health & PE in collaboration with regional peers for each product.
For the 9 weeks course, all students will improve their knowledge of fitness. Students will improve their personal rating on School Physical Fitness Test by 20% in all tested areas. 70% of students will score at the “Fit” level as measured by the School Physical Fitness Test.
This time, we’ll look at a Health & PE goal and whether the goal meets SMART criteria for APPROPRIATE.
The goal on the left is the better goal for meeting Appropriate. Although both, at first glance, seem standards-based, the goal on the left is designed to help students know how and why to live a healthy lifestyle as suggested in the standards and academic expectations.
The goal on the right, although it may help students learn how to test their fitness, doesn’t provide students how to use the results to improve their fitness as suggested in the standards or to develop a healthy lifestyle. Furthermore, improved fitness itself is less the teacher’s responsibility in the short time period with students. The outcome is dependent on students being able to demonstrate that they understand how and why to make the healthy lifestyle choices that may last a lifetime.
Although we certainly hope that students' fitness would improve during the time period, the varied results are not indicative of the teacher's effectiveness. Improved fitness is a more of a byproduct from the knowledge and the application of skills the students demonstrate.
For reference as needed for clarification:
Big Idea: Lifetime Physical Wellness (Physical Education)
“Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.”
Academic Expectations
2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.
Middle School - Grade 8 - Enduring Knowledge– Understandings
Students will understand that
fitness principles and techniques are used to improve/maintain physical health.
4 (NASPE)
examine and analyze the personal benefits derived from regular participation in leisure/recreational or competitive physical activities
 (5/6 NASPE)
conduct a self-assessment which includes the elements and of the FITT Principle (Frequency,
Intensity, Type, Time) and design a fitness plan based on assessment results
Middle School – Grade 8 - Skills and Concepts
Students will design and implement a personal lifetime leisure/recreational plan that includes challenging and enjoyable physical activities
3/5/6 (NASPE)

23. Health & PE – What’s Appropriate?
For the 9 weeks 8th grade course, all students will improve their knowledge of fitness. Students will develop a portfolio that demonstrates application of fitness test results to develop a fitness plan, a fitness goal, and a menu for healthy eating. All of my students will demonstrate growth by 2 or more levels, or to distinguished, on the rubric designed by the Health & PE in collaboration with regional peers for each product. 75% of students will perform at proficient or distinguished on the rubric.
Growth
Notice that the GROWTH goal is in bold print at the top of the sample and the PROFICIENCY goal is in bold at the bottom.
Proficiency

24. REALISTIC
Is the goal doable, but rigorous enough to stretch the outer bounds of what is attainable?
Is there a good match between the goal and the level of rigor expected in the standards addressed?
A realistic goal is one that is rigorous. In other words, it is challenging, but doable. Think of the goal as being rigorous enough to stretch the outer bounds of what is attainable.

25. Social Studies – What’s Realistic?
During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by at least one performance level in one area of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above.
During this school year, 100% of my students will increase his/her ability to identify credible sources. Each student will increase his/her ability to analyze the accuracy of information and distinguish fact/opinion/reasoned judgment by at least one performance level in all areas of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above.
Now, let’s try a Social Studies example and look at realistic. Select which goal sample best meets REALISTIC?
Is the goal doable, but rigorous? When we think about rigorous we want to connect back to the expected level of rigor in the standards. Does the goal meet that level of rigor?
The goal on the left is so broad that it is hard to say if is rigorous as students move up the performance levels on the rubric. The language in red (analyzing primary and secondary sources) encompasses MANY skills. In this case, the teacher needs to narrow that focus based on the evidence of need and target an essential/enduring skill.
The goal on the right is one example of a focus skill. It specifies what the learning is and we see clear connections to the rigor of the standards. Of course, the rubric itself would also provide this connection to the standards and expectation for mastery.
When thinking about doable, a teacher also needs to consider the targets. When determining those targets, look back at measurable and think about how teachers can work with principals and content specialists to consider their students abilities in determining what is a realistic expectation for growth. Again, consider what is doable, but still stretches the boundaries of attainable.
(For further clarification if needed about the connection to standards:
Cite specific textual evidence to support analysis of primary and secondary sources. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Distinguish among fact, opinion, and reasoned judgment in a text.)

26. Social Studies – What’s Realistic?
During this school year, 100% of my students will increase his/her ability to identify credible sources. Each student will increase his/her ability to analyze the accuracy of information and distinguish fact/opinion/reasoned judgment by at least one performance level in all areas of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above.
Can you identify the growth target and the proficiency target?
This time, ask participants to try it. Ask: Can you identify the growth target and the proficiency target?

27. Social Studies – What’s Realistic?
During this school year, 100% of my students will increase his/her ability to identify credible sources. Each student will increase his/her ability to analyze the accuracy of information and distinguish fact/opinion/reasoned judgment by at least one performance level in all areas of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above.
Growth
Proficiency
The GROWTH goal is in bold print at the top of the sample and the PROFICIENCY goal is in bold at the bottom.

28. Time-bound- The goal is contained to a single school year/course.
Is the goal designed to stretch across the school-year or course?
Is there sufficient time within the interval of instruction to determine goal attainment?
Time-bound- The goal is contained to a single school year/course.
And finally, the T in SMART means time bound. The goal is designed to stretch across the school year or course. Keep in mind that the interval of instruction must to be sufficient so it’s possible to determine if the goal was met. In all cases, the time interval MUST be the length of the course.
The goal is bound by a timeline that is definitive and allows for determining goal attainment.

29. Time-Bound Can be…. For the 2013-2014 school year……
During the 9-week course……
During the first trimester…..
During the 32 instructional periods this class meets for the school year….
Time-bound is dependent on the schedule of the school and/or teacher’s schedule.
As teachers set their goals, keep in mind the actual amount of time they are with the students. The goal should fit the instructional time for the for students to reach the goal?

30. Elementary
During the school year, all students will improve application of phonics, word recognition and fluency to grade-level texts. Each student will meet their DIBELS benchmark, Reading Inventory goals, and improve by one or more levels on the teacher-generated rubric for reading comprehension. 85% of students will be reading on grade level by year end as measured by their reading comprehension rubric.
We often get the question from elementary teachers, “How do I choose an area of focus since I teach all subjects? Do I develop goals for all areas?” In the elementary classroom it is the same as in any other course. After spending time formatively assessing students early in the school year, teachers will identify the greatest areas of need. Elementary teachers who teach all subjects should consider goal setting that will most address the deficit or gaps identified for their students and that will make the greatest impact on other areas of need.
For instance, in the goal sample here, the teacher, finding that her students reading ability was below grade level overall, decided that focusing on improving reading comprehension would yield greater results as ability to read well clearly impacts all other academic areas. By focusing her instructional strategies on this goal, she can impact other areas of instruction.

31. Between Student Growth Goal Setting and
Clear Connections
Between Student Growth Goal Setting and
Program Review
Areas
In these next goal samples, we want to make clear connections between student growth goal setting and the program review areas. It is important for teachers and leaders to keep the strong connection between Program Reviews and student growth in mind.
As teachers in the program review areas set student growth goals, they should be thinking about how they can their goals support their school’s program. The student growth evidence they contribute will also be evidence of a quality program.

32. Health & PE
For the 9 weeks 8th grade course, all students will improve their knowledge of fitness. Students will develop a portfolio that demonstrates application of fitness test results to develop a fitness plan, a fitness goal, and a menu for healthy eating. 70 % of my students will demonstrate growth by 2 or more levels, or to exemplary, on rubrics designed by the Health & PE in collaboration with regional peers for each product.
Take a look again at this Health & PE goal. One way a program review area may use Program Review data is to pinpoint an area of need. Weaknesses in a specific Program Review area may be one source of evidence a Health & PE teacher, for example, may use to determine needed growth.
As we advance to the next slide, let’s look at how this goal explicitly connects to the Practical Living Career Studies Program Review.

33. Connection PL/CS Program Review
“. . . provides opportunities for all students to become health literate support health-enhancing behaviors . . .” “ provides opportunities for all students to become physically literate to adopt a physically active lifestyle . . .”
Let’s make a connection here between the health and PE goal and the Practical Living Career Studies Program Review.
Note that the evidence this teacher collects to determine student growth can also provide evidence for the PL/CS Program Review: Standard 1 – Curriculum and Instruction, Demonstrator 1 – Health Education, characteristic b. - by demonstrating how a teacher “provides opportunities for all students to become health literate.”
The evidence also connects to Standard 1, Demonstrator 2 – Physical Education, characteristic b. - “provides opportunities for all students to become physically literate.”
As teachers in the program review areas set student growth goals, they should be thinking about how they can their goals support their school’s program. The student growth evidence they contribute will also be evidence of a quality program.

34. Art
This year, all 8th grade art students will improve their skills using the 7 basic art elements by at least one level per element on the district art standards-based rubric. Evidence of student growth will be collected from student products in a variety of mediums during the school year. 70% of the students will demonstrate proficiency on 5 of the 7 elements as measured by the district rubric.
This sample goal, for art – another Program review area - meets the 5 SMART criteria we have been discussing.
Notice that the focus of the goal aligns with Demonstrator 3, Instructional Strategies, in the Arts & Humanities Program Review, specifically, “Teachers provide provides of artistic performances and products to enhance students’ understanding. . . And develop their performance/production skills.” There are other connections you could make here, but the point is that evidence the teacher provides for student growth can also be used as program review evidence.

35. Literacy Design Collaborative (LDC)
For the school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC argumentative writing rubric. Furthermore, 80% of students will score a “3” or better overall.
Here’s another program review area - Writing - with an example from an Literacy Design Collaborative (LDC) teacher. Though you may think of English or language arts when you see a literacy example, keep in mind that there are also literacy standards for Social Studies, Science and Technical subjects. Also notice that this teacher focuses on argumentative writing. If you are familiar with the LDC work, you know that there are 7 scoring elements in the LDC rubric (focus, controlling idea, reading/research, development, organization, conventions and content understanding). This teacher expects her students to improve in at least three of the 7 areas. She also wants 80% of her student to score a 3 in the 4 point rubric. Note also that teachers could certainly use multiple sources of evidence to demonstrate where students fall on the rubric for baseline data, for end of year/course results, as well as throughout the year/course.
Teachers across all content areas are expected to embed literacy in their classrooms and ensuring that intentional practice is one of the purposes of the writing program review. We can make specific connections to the writing program review. “Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade level standards” is just one example. The LDC model further provides consistent connections, including collaboration, discussion, real world experiences.

36. Shared Evidence
For teachers in Program Review areas: Evidence of student growth is also Program Review evidence. For teachers outside Program Review areas: Evidence of student growth may not always be Program Review evidence.
Teachers in the program review areas, as they set student growth goals, should keep in mind how they can also support their school’s program.
For teachers in Program Review areas: Evidence of student growth is also PR evidence.
For teachers who do not teach in specific Program Review areas, growth evidence MAY provide evidence of quality Arts and Humanities, Writing, or Practical Living and Career Studies program.
However, it is likely that the evidence for those teachers, the Program Review evidence and their growth evidence will not apply in both cases. For example, even though a social studies teacher provides some evidence for the Arts and Humanities Program Review, that may not be the area of growth the social studies teacher is targeting in his student growth goal . As a result, his student growth evidence and his Program Review evidence would NOT be the same.

37. Special Education Collaborative Guidance
Collaborate with the classroom teacher to create the goal.
Differentiate the goal based on the student’s demonstrated needs from the baseline measure.
Differentiated goal should be both rigorous and attainable for this group of students.
Recognize that IEP goals are not the same as Student Growth Goals. They have separate roles and are not interchangeable .
Collaborative teachers should work with classroom teachers to develop and differentiate the goal/tiered goals.

38. A Resource Tool to Help You…
THINK AND PLAN TOOL with Guiding Questions
We use tools every day to help us accomplish a task with more accuracy and efficiency. We’ve merged the Guiding Questions and the Think and Plan tool into a supplementary resource tool to guide teachers’ thinking and planning as they develop student growth goals for their own classroom. In addition to the SMART criteria, and the growth and proficiency components of quality goals, the STUDENT GROWTH Think and Plan Tool with Guiding Questions is an important resource teachers and principals can use in the goal setting process.
In addition, content area scenarios are another resource posted on the Student Growth web page. They illustrate the conversations and the thinking process teachers and leaders may have as they work through the goal setting process to end with a quality student growth goal.

39. Think & Plan Tool with Guiding Questions
Identify the interval of instructional time.
Identify the essential/enduring skills, concepts, and processes for your content area.
Decide on sources of evidence for your baseline data.
Specify the expected gain or growth.
Explain your rationale for the goal.
Decide on the instructional strategies for goal attainment.
As reflected in its title, the fields in this tool will be helpful in guiding teacher planning for student growth that lead to the student outcomes desired. A guiding question accompanies each bullet on the tool. This tool also aligns with EDS and what a teacher is required to enter in the system.
These elements are paired with the guiding questions that match each element.

40. Connection to Professional Learning
The goal-setting process doesn’t just impact what a teacher asks students to do. It also impacts a teacher’s own professional learning. Is professional learning needed by the teacher in order to help students attain the goal? Don’t forget that there are many resources to help you, including those in PD360 located in CIITS, there may be book studies on the topic or workshops. But be sure to tap into the knowledge of colleagues in the districts. They can be excellent resources for teachers as they grow professionally so that their students may grow.

41. Student Growth Process
Determine needs
Step 1:
Create specific learning goals based on pre-assessment
Step 2:
Create and implement teaching and learning strategies
Step 3:
Monitor student progress through ongoing formative assessment
Step 4:
Determine whether students achieved the goals
Step 5:
This session focused on steps 1 and 2. The steps that follow describe how to build strategies to help students attain the goal or goals you set, to monitor progress toward the goal and finally, to determine whether the goal was met.
Student Growth III will focus on steps 3 and 4 and 5.
Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal. How to involve students will also be a topic included in these future sessions.

42. I can apply SMART criteria to develop a quality student growth goal.
Targets
I can apply guiding questions leading to the development of a quality student growth goal.
I can apply SMART criteria to develop a quality student growth goal.
I can use guiding questions to reflect throughout the growth goal process to inform my professional learning.
Let’s take another look at the targets for this session. The guiding questions that were the basis of this session will allow you to reflect on what is needed throughout the goal-setting process and cause you to think deeply about the choices you make and their impact on students.
The guiding questions are designed for teachers to use in reflection throughout the student growth goal setting process , to help guide conversations between teachers and principals about the decision-making needed for developing quality student growth goals, and to help guide professional learning decisions.

43. Next steps . . . 1. Use the guiding questions to -
begin thinking about your content and sources of evidence you might use to identify areas of need
engage in student growth conversations with peers
guide collaborative conversations about student growth with your principal
Use the Guiding Questions as you move through the SG process. Those questions are designed to support collaborative conversations and decisions as you discuss, craft , and refine growth goals.

44. QUESTIONS
Address questions collected