1. OPGES online session. Aug. 31 st, 2015 STUDENT GROWTH GOAL SETTING

2. Objective:  Identify, understand, and apply unique considerations of Other Professionals in the SGG process Poll #1

3. Purpose of Student growth  To focus on an enduring skill that fits the needs of students currently being served by the educator.  Demonstrated by multiple methods of assessing growth.  Focusses on students growing in their skills and abilities, even if not on grade level.

4. Student Growth Goals  1 goal per year is written - This may be for one class, grade or needs group  Uses data beyond K-PREP or MAP tests etc…  Other Professionals may not impact skills measured by these big assessments. Use multiple measures for data that come from your field and show how you impact the students.  Counselors -Demonstrating self-discipline and self-control and demonstrating effective coping skills when faced with a problem.  Measured by a decrease in the number of office referrals for bullying. Non academic goals of OPGES will still impact academic growth. (less office referrals = more time in class)  Speech – Increase communication skills in the ability to comprehend, express, and articulate information.  Measured by meeting goals during therapy sessions. Increase of communication skills impacts all subject areas.

5. Goal Setting: Identifying the Enduring Skill  Based on YOUR field’s standards, what matters most?  In other words, what enduring skills do you most want students to gain from your services?

6. Pre planning questions for OPGES Student Growth Goals  Am I focusing on improving a program?  Programmatic student impact goal  Am I focusing on working with a group of students?  Student Impact goal  What impact do I expect to make in the work I already do?  How does my work impact students?  What goals in our school (CSIP, grade level, program, etc….) does my role support?

7. Goal Setting: Identifying the Enduring Skill  What needs have you identified for the students you impact?  Does a need of a particular group stand out for which you should focus your Student Growth Goal? (SGG)  Preplanning resources. Preplanning resources Poll #2

8. Goal Setting: Identifying the Enduring Skill  Do the enduring skills you identified meet the definition of enduring and tie directly to your standards?

9. Enduring Learning Learning that: Endures beyond a single test date Is of value in other disciplines Is relevant beyond the classroom (applying learning to new and unique situations) Is worthy of embedded, course-long focus May be necessary for the next level of instruction Requires critical thinking (analyzing, creating and evaluating)

10. Lets Talk…  What are your questions and thoughts on planning for a SGG?  What ‘enduring skills’ have you identified?  What standards fit your work?

11. SGG Basics…

12. Specific The goal is focused on a specific area of need:  Based on content area standards and the enduring skills, what are the needs of your current students?  Is there a smaller subgroup that has a specific need?  How many do you expect to grow and how much growth is expected?

13. Measurable: The goal is measurable and uses an appropriate instrument.  Keep in mind how your school collects data and how you collect data in the library, counseling office, speech center, etc…  Which data can you use to measure student growth connected to the enduring skill you identified?  How many different tools will show evidence of growth? (Use multiple measures of assessment.)

14. Appropriate: The goal is standards based and directly related to the subject and students the educator impacts.  Does the identified goal and result apply to the work you do with or for students?  How does YOUR work impact student growth?  Is the goal an identified need of students you impact?

15. Realistic: The goal is achievable, but rigorous and stretches the outer bounds of what is attainable. o Is the growth and proficiency target realistic? o If baseline data shows that only 20% of students are proficient in the identified skill, is it realistic to think that 90% will be proficient when the goal is measured later in the year? o Let baseline and trend data set the rate of growth and proficiency.

16. Time-bound: The goal is bound by a timeline that is definitive and allows for determining goal attainment.  Can the skill and goal be reached in the time frame you have available to impact students?  Depending on school schedule, you may see students once a week, once a month or daily for 6- 9 weeks. Determine what goal can be accomplished in this time frame.

17. SGG Process  1. Identify Enduring Skill (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

18. SGG Basics…  Identify Enduring skill  Growth Component & Proficiency Component ___% of students will reach the level of proficiency as determined by… All of my students will grow at least _____. All students (100% ) of Mrs. Jones class will demonstrate growth in understanding ______ (Skills from standards.)

19. Sample Goal Process 3 components included in a SGG By the end of the 2013-14 school year, all of my 4 th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, xx% of students will score Proficient or above on the rubric by the end of the year.

20. Let’s talk….  What questions do you have on setting growth and proficiency targets?  Thoughts?  Experiences? Q& A #1

21. Student Growth Goal process

22. Questions to guide discussion for approving SGG: QUESTIONSLOOK FORsNext Steps How did you select the enduring learning? Why did you select the enduring learning for the growth goal? HOW: Speech =ELA: Anchor Standards (possible connections between Reading) Library = AASL national library standards, Counselor = ASCA national counseling standards. Instructional coach = ELA, Math, Science or other standards used when supporting the teachers. WHY: Naturally taught and assessed at deeper levels 1. What conversations have you had or will you have with same grade level educators? 2. What conversations have you had with teachers from grade level BEFORE your assessed enduring learning to identify underpinning standards? 3. What conversations have you had with teachers from the next grade level, especially about the student understanding necessary for the next grade's enduring learning? (In the case of OPGES, many of the educators before or after the grade level being looked at will be the person creating the goal. Therefore, conversations should still be had on expectations in skills through multiple grade levels.)

23. Questions to guide discussion for approving SGG: QUESTIONSLOOK FORsNext Steps What are the standards that support the identified enduring learning? * multiple, connected standards chosen to measure naturally over time; Listen for underpinning standards/understanding from previous grade level(s)/course(s) What collaboration occurred to determine the standards identified to support the enduring learning? How did you determine baseline data for your students? *multiple assessments *multiple formats for formative assessment *How did you use student data to determine which standards were met? How have you collaborated with others to analyze student work to determine if standards have been met or to determine supports needed for student success? How did you determine “proficiency?” How did you determine the rubric/pathway (toward proficiency) for student growth? *discussion of what must be known/understood/developed in order to be successful at the next grade level's enduring learning How are teachers working together to determine what proficiency looks like and how is it being communicated to students?

24. Questions to guide discussion for approving SGG: QUESTIONSLOOK FORsNext Steps How did you determine the amount of expected growth included in your growth goal? *consideration of baseline *describe what typical growth is for a school year (or other timeframe) How are teachers working together to analyze baseline data to determine typical or expected growth? What is your assessment plan to collect evidence throughout the year? *formative assessment *multiple/variety of ways to assess *balanced assessment How are teachers collaborating to analyze assessment data throughout the year? How are teachers collaborating throughout the year to create common assessments?

25. Questions to guide discussion for approving SGG: Questions to guide scoring of SGG What data do you have for the results of your student growth goal? How have you collected evidence over the course of the year? What evidences do you have to demonstrate student growth? *Formative data *disaggregated data *triangulated data Besides classroom data, what other forms of data are being used to determine student growth? What changes did you make in your instructional practice from assessment results over the course of the year? *interventions(RTI), *reteaching *differentiation How did teachers adjust instruction throughout the year, based on student data? What circumstances beyond your control impacted growth? *absences (student and/or teacher) *schedule changes *transient students How did you adjust to overcome the obstacles?

26. Sample SGG: Establish Baseline Data Situation  Pre-assessment of 10th graders using a reliable assessment tool shows that many are unfamiliar with how to use the library’s online database of resources to locate materials for information needs or pleasure reading.

27. Sample SGG: Determine needs based on data & standards: Anchor Standard 1 : Inquire, think critically and gain knowledge Library Media Standard 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Enduring Learning Evaluate resources for inquiry 10 th Grade Level Benchmark Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies.

28. Sample Library SGG: By the end of the 2015-16 school year, all of the 10th grade students will show growth in their ability to use technology tools to access information and pursue inquiry. Each student will improve two or more levels on a rubric developed by district librarians for measuring a student’s ability to use the online database of library resources to locate and evaluate materials to meet a need. XX% of the students will score proficient or above on the rubric..

29. Sample Speech Pathologist SGG  For the 2015-16 school year, all of my 4th & 5th grade fluency students will make measureable progress in their ability to have conversations about grade-level topics. Each student will improve by one or more levels on a rubric developed by speech therapists in the district to measure this enduring skill. At least ___% of my 4 th & 5 th grade fluency students will also perform at the meets expectations level on the rubric.

30. Sample Counselor SGG  For the 2014-2015 year, all 5th grade students at Kentucky Elementary will improve in their ability to use self- knowledge and interpersonal skills to help them understand and respect self and others. As a result, classroom behavior incidence/ office referrals will be reduced by 50%. Furthermore, 75% of the 5th grade students will have 3 or less classroom incidences and/ or referrals by the end of the school year.

31. Tracking baseline data StudentBaselineEnd-of-YearMet Prof (Y)Growth Anderson13 2 Apple1+3 2 Coca12 1 Cook1+4 Y3 Crutcher13 2 Cummins14 Y3 Curry24 Y2 Curtis13 2 Fry2+5 Y3 Total 44% proficient 88% met growth target. (to grow 2 or more levels.) Including Data from multiple assessments through the year

32. Connections to CEP

34. 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

35. 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

36. Questions:  Please contact Amy Jacobs with KDE with questions.  Amy.Jacobs@education.ky.gov Amy.Jacobs@education.ky.gov  502-564-1479 ext. 4518  SGG resources and webpage SGG resources Q & A #2