1. PROPOSED MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS
Observation
Peer Observation
Teacher Professional Growth and Effectiveness System
Professional Growth
Self Reflection
Student growth fits as Domain 5 of the framework (5A)
Notice that there are several measures that inform the effectiveness of a teacher. Student growth is one of many measures that comprise the PGES system.
All measures are supported through artifacts and evidence.
Student Voice
Student Growth

2. Domain 5: Student Growth
Domain 5 is about student growth measures and how student growth informs teacher effectiveness.
Take a moment and read through Domain 5 in your Framework.
Remember that the purpose of this presentation is to create awareness of the Kentucky Teacher Professional Growth and Effectiveness System and not to make you an expert in the system. You will receive a more in-depth training in the complete system after the field test and KBE approval.

3. Student growth measures in Kentucky’s field test
Goal Setting for Student Growth – applies to all teachers
Student Growth Percentiles –
applies to grades 4 – 8 reading & math
Federal money & regulations and the NCLB waiver demand that evaluation must include a student growth component
Many states rely only on state assessment data but only 30% of our teachers are actually directly connected to KPREP assessments
About 70 % of teachers do no have data – they teach in non-assessed grades or content areas.
Student growth goal setting is a student growth measure that applies to 100% of our teachers
Goal setting provides a direct focus on student learning in the classroom.
We want you to have a basic understanding of student growth percentiles, this is where we can measure growth using the KPREP assessments because we have consecutive years worth of data so you can see the growth in individual students. We will share more about his later in this session.

4. Goal Setting for Student Growth: Honoring Progress and Getting Results
KDE has been fortunate to learn about goal setting for student growth from Dr. James Stronge and work with him and his team to develop training and instruments for Kentucky’s PGES system.
© 2012, Stronge & Grant. Used with permission.

5. What are the purposes of Goal Setting?
How do you know how your kids are doing?
Focus on student results
Explicitly connect teaching and learning
Improve instructional practices and teacher performance
Tool for school improvement
Dr. Stronge’s purposes of goal setting:
Goal setting focuses on student results.
It explicitly connects the roles that the teacher plays in student learning.
The process helps to improve instructional practices, thus improving teacher performance.
Goal setting is often used for school improvement and many of you are probably familiar with goal setting in that context.
This process, however, is about using student data and practice to goal set specifically for student growth.

6. STUDENT GROWTH GOAL SETTING TEMPLATE
We have also sent two student growth goal setting templates, one is blank and another is filled out.
The template is designed to walk you through the goal setting process. It is broken down into 3 sections, each one a teacher and administrator collaborate to complete. The first section looks at initial data and sets the goal for the year. The second section is about checking on student progress toward the goal midyear, reflecting on strategies and adjusting as needed. The last section looks at the students results at the end of the year to see if they actually achieved the goal.

7. 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
Look at the first page of the handout.
This student growth process will be used to write, implement and monitor the process.
We will walk through each step in the student growth goal setting process.

8. 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
Before you can actually set a goal you have to look at baseline student data and determine what the needs of your students are and understand the context of the classroom.
We find out what the needs of the students are by examining data.
Having the right assessment is key in identifying what skills students need to develop across the year.
It’s not about a unit assessment, but rather skills and concepts that students continue to develop all year and are important enough for students to monitor across the year.

9. Step 2: Creating Goals Using the SMART 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:
In Step 2, the teacher creates a SMART goal based on the baseline 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.

10. SMART Goal Process S
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 be SMART. Refer to handout and review what each S M A R T means.
Specific - The goal is focused such as by content area and 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 (NOTE- It is very difficult to assess this criteria without knowing the students and having the pre-assessment data available).
Time-bound - The goal is contained to a single school year
!Goals developed need to be SMART. You have a copy this document for your use to evaluate your goals.

11. Let’s Practice On your own, Decide if the goal provided is SMART.
Refer to the SMART Criteria.
Next,
Share your thinking and rationale.
Others at your table may have the same goal.
If it is not SMART, discuss possible adjustments to meet SMART criteria.
Activity:
Put goal cards on tables – one for each participant.
Either give each participant a card or have them divide (face down). On their own, participants decide if the goal meets the SMART criteria. Give them about 3 minutes.
After about 3 minutes –
Then share at the table telling why it meets or does not meet each of the SMART criteria – others can agree or disagree.
If you believe it is not SMART, discuss how it could be revised to meet the SMART criteria.
Provide rationale handout sheet instead of reviewing whole group.

12. How SMART is this Goal? P.E. Teacher’s Goal
During the school year, each of my sixth-grade students will improve on the Presidential Fitness subtests (curl-ups, shuttle run, endurance run/walk, pull-ups, V-sit reach) by an overall average of 20%.
Very quickly - This goal is SMART.
Developed on the needs of your students and the data on them.
S – The goal is specific. Students are asked to improve on specific areas within the Presidential Fitness subtests.
M – The goal is measurable. Student progress is measured against their initial performance. Each student is asked to improve the initial overall score by an average of 20% .
A – The goal is appropriate. The goal is based on PE standards and falls within the scope of the teacher’s responsibilities.
R – The goal is realistic. It is doable. All students can meet this goal. The goal is rigorous. It stretches each student’s capabilities of improving their own fitness levels.
T – The goal is time bound. The goal spans a school year.
The goal meets the SMART criteria.

13. Science Teacher’s Goal
How SMART is this Goal?
Science Teacher’s Goal
For the current school year, all of my students will make measurable progress in each of the four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis). All students will achieve at the 3 level of performance on a 4-point rubric in each area.
Quickly – This goal meets most SMART criteria but not realistic. It may not be doable. Depending on the pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance.
Data is needed to judge goal
S – The goal is specific. Students are asked to demonstrate progress on specific areas related to scientific investigation.
M – The goal is measurable. Each student is expected to achieve at a 3 level of performance against the rubric.
A – The goal is appropriate. The goal is based on science standards and falls within the scope of the teacher’s responsibilities.
R – The goal is NOT realistic. It may not be doable. Depending on pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance.
T – The goal is time bound. The goal spans a school year.
The goal DOES NOT meet the SMART criteria.

14. will score 3 on the 5-point rubric.
How SMART is this Goal?
Art Teacher’s Goal
All students will demonstrate measurable progress in each of the rubric areas
(Elements & Principles, Creativity & Originality, Craftsmanship/Skill). At least 50% of students
will score 3 on the 5-point rubric.
This goal does not meet SMART criteria. Notice the rationale read that it is measurable, but is weak.
S – The goal is specific. Students are asked to perform specific content areas on a rubric.
M – The goal is measurable, but is WEAK. Although student progress is measured by performance against a rubric, only 50% of students are asked to score 3 on a 5 point scale. Measureable growth for all students is not clear.
A – The goal is appropriate. The goal is based on Art standards and falls within the scope of the teacher’s responsibilities.
R – The goal is NOT realistic. It may not be doable for some students depending on pre-assessment. The goal may not be rigorous. It may not stretch each student’s capabilities since there is no expectation against individual pre-assessment. Additionally, 50% is a low expectation for class growth.
T – The goal is NOT time bound. The goal does not stipulate a timeline for the goal.
Let’s look at one of the goals you have been discussing. It clearly does not meet the SMART criteria. Notice that although it is measureable, it is weak and this shows up in another area of SMART (rigorous).
Ask participants to share how they might revise the goal to meet SMART. (This provides participants practice critiquing goals and a little with revising them to meet SMART.)
Ideas for revision Identify how students will grow individually along the continuum of the rubric (all students will move up one level in two areas of the rubric) to address growth for all students whether they performed low or high on the rubric scale; increase the expectation of % of students scoring 3 or more.

15. Step 3: Creating and Implementing Strategies
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:
Step 3 Create and implement teaching and learning strategies. These strategies will be what is targeted throughout the year to help teachers meet their goal. It is important for teachers to keep records of how these strategies are used and how successful they are throughout the year.

16. Step 4: Monitoring Student Progress and Making Adjustments
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:
Step 4 – Monitor progress at mid year and end of the year

17. Monitoring Student Progress
Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.
Make adjustments to strategies as needed.
Goals are not adjusted.
Throughout the year the teacher monitors how students or the program is doing in relation to the goal.
At mid-year, the teacher might meet with colleagues and administrators to discuss goal progress and the effectiveness of strategies.
The teacher can use both formal and informal data to report at mid-year.
The teacher may decide, based on the evidence, that the strategies are not working and thus changes the strategies.
THE STRATEGIES CAN BE ADJUSTED BUT NEVER THE GOAL.

18. Step 5: Determining Goal Attainment
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:
Step 5: Did the students achieve the goal?

19. How do you show growth? Anna Tate 8th Grade Language Arts Teacher
Goal Statement:
For the 2011 – 12 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.
Baseline, Mid-Year, End of Year Data
78%
Take a look at Anna’s end of the year data. She provided the data in graph form which gives a great visual of her progress. Again, note that the 30%, 50%, and 78% includes students who scored at 3 & 4 levels on the rubric.
What does the data tell you about the end of year results. Record your notes in the End-of-Year Data.
Conversation – Do you think she achieved her goal? Time for responses. May include: No she did not meet her goal, but her students really made progress; no 1s at the end of year; moved from several students at 1 to no students at 1.
Did her students make progress?
Although Anna did not meet her goal, we can see her students did make measureable growth. Later as we look at the framework for student growth we will see how this plays out for Anna’s effectiveness.
30%
50%

20. The Post Conference End of Year Data Reflection on Results
Connection to Framework for Teaching
Professional Growth Plan Implications
Connection to Teacher framework
Notice the post-conference section on the template. Discuss this section. We just looked at the end of year results and you reflected on the data.
Results from student goal setting can be one data source to inform the teachers’ professional growth planning.
Notice here is a place to rate the teacher’s effectiveness for the student growth domain of the framework.
Let’s take a look at the framework for student Growth.
Teachers – if you were in Anna’s shoes – what would you have learned from this process. What would you do to improve and advance.
Administrators – where do you think this teacher falls along the continuum.
Discuss at your table, where do you think this teacher falls along the continuum. Be ready to support your answer.
Share out – Can switch to next slide during discussion.

21. How do you measure student growth?
(transition slide)
We’ve spent some time learning about SMART goals and how to create them.
Now, let’s apply it to your situations in your school.

22. Data Source Possibilities
Interim Assessments
Common Assessments
Projects
District Assessments
Products
Notice there are several data possibilities. Assessments must provide baseline information for mastery of standards and/or 21st century skills. This is your pre-assessment step.
You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Assessments 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.
Student Performances
Student
Portfolios
Classroom Assessments

23. Data Source Possibilities
Interim Assessments
Common Assessments
Aligned to Standards
Projects
District Assessments
Products
Descriptive Rubrics
Whatever assessment you use, note that assessments need to be standards-based
Descriptive rubrics would need to accompany assessment data and also need to be aligned with standards
Assessments should also be comparable across classrooms as this supports validity.
Student Performances
Student
Portfolios
Classroom Assessments

24. Assessments must . . . Be rigorous –
High expectations for progress toward college and career readiness
Provide data toward mastery of standard(s)
From . . .
Measuring Teachers’ Contributions to Student Learning Growth for Nontested Grades and Subjects
March 2011
Laura Goe, Ph.D., ETS - Lynn Holdheide, Vanderbilt University - The National Comprehensive Center For Teacher Quality
Federal priorities (Secretary’s Priorities for Discretionary Grant Programs, 2010) specify that acceptable measures for determining teachers’ contributions to student learning must meet the following requirements:
Rigorous Rigorous measures may exhibit high expectations for student progress toward college- and career-readiness. In other words, an assessment that measures student progress in social studies would be designed to measure students’ mastery of grade-level standards for that subject. Thus, a student who does well on such an assessment should be on track to successful, on-time promotion to the next grade and ultimately to graduation.

25. Assessments must . . . Provide data between two points in time.
Provide baseline data.
Provide post data by end of goal-setting period.
Be comparable across classrooms within the district.
Between two points in time Between two points in time may mean assessments that occur as close as possible to the beginning and end of a course so that the maximum growth toward subject/grade standards can be shown.
Comparable across classrooms Comparable across classrooms has two possible interpretations, both of which are useful to consider:
¡¡The measures used to show students’ growth for a particular subject are the same or very similar across classrooms within a district or state.
¡¡The measures used in non-tested subjects and grades are as rigorous as those in tested subjects and grades. In other words, measures used to document student learning growth in art, music, and social studies must be as rigorous as those for student learning growth in reading/language arts and mathematics.

26. Student Growth Percentiles
This next part of today’s work will focus on the student growth measure and how student growth informs teacher effectiveness.
Although we mentioned earlier that student growth percentiles apply to teachers in grades 4-8 reading and math, this may change in the future. Stay tuned as we share a very basic understanding of student growth percentiles.
Let’s take a very basic look at student growth percentile’s.

27. Student growth measures in Kentucky’s field test
Goal Setting for Student Growth – applies to all teachers
Student Growth Percentiles –
applies to grades 4-8 reading & math
Remember we told you earlier that there are 2 kinds of student growth measures being field tested in Kentucky.
Goal setting for student growth applies to all teachers as it is expected that all teachers will goal set for student growth.
The other measure, student growth percentiles currently applies to about 30% of our teachers.
We want you to have a basic understanding of student growth percentiles so you see it in context of the bigger picture.
Spring 2012 was the first attempt to generate student growth percentile data.
The primary purpose was to check the state and district data systems as to capability for accurately generating this type of data and for accounting student performance to appropriate teacher of record.
(Currently teacher of record is being field-tested in several representative districts across the state. There are several questions to be answered and policy is still to be created. The Teacher Steering Committee will be involved in making recommendations for this decision.)

28. Student Growth Percentiles
SGPs focus on the relative standing of a student from year to year compared to the student’s academic peers.
Academic peers are students who perform very similarly on the test to the student. The student is only compared to students who start at the same place.
In year two, the question is: Did the student outpace his peer group?
To understand student growth percentile model, you must understand 3 concepts:
Academic Peer is the first
Student Growth Percentile is the second
Median Student Growth Percentile is the third
We are going to use a simulation of the sort of data that was generated this past spring and the kind that will be generated during this field test year to illustrate this concept and the other two that you must understand.
For Example: How well did Alex improve from grade 3 to 4 compared to his academic peers? See next slide
KDE:OAA:3/2/2012:kd:rls

29. Example of SGP Growth- Alex 45th SGP 2011 2012 2013
80 to 99
Distinguished
60 to 79
 418
40 to 59
Proficient
20 to 39
1 to 19
Apprentice
SGPs between 40 to 59 are typical
The graph above will help you to get a better understanding of how student growth percentiles work. Alex would only be compared to the students with a similar score on the third grade K-PREP assessment and how those same students scored on the 4th grade K-PREP assessment. In other words, his academic peers. NOTE that academic peers reset with each assessment.
Novice
2011
2012
2013
Scores shown for illustration purposes only.
SGP
KDE:OAA:3/2/2012:kd:rls

30. Questions?
Thoughts?
Any questions? Thank you for your time. Again, the purpose of the soft roll-out for priority schools is to create awareness of the new Professional Growth and Effectiveness System. It is not meant to make you an expert. You will receive future trainings to help you become proficient in the new system after the field test is completed and the necessary changes from the field’s recommendations, with steering committee/KBE approval, have been made.