Student Growth Goals

Report
Connecting the Process to:
-Current Practice
-CEP
-CIITS/EDS
1
 Questions for administrators and teachers
Hand
Out
2
Independent Work: Respond to the questions that
pertain to your role (Teacher or Admin)
2. Table Talk: Discuss your responses and ideas with
others at your table who have a similar role (Teacher
or Admin)
1.
3
Hand
Out
1
 SMART goal
Specific, Measureable,
Appropriate, Reliable,
Time-Bound
 Proficiency component & Growth component
___% of students will reach
All of my students
the level of proficiency as
will grow at least
determined by…
_____.
 One classroom of students, one content area
3rd Grade math students
1st period 7th grade language arts students
6th period high school concert band students
4
Hand
Out
1
1.
2.
3.
4.
5.
Identify Enduring Learning (by standards) and
appropriate assessment processes/plans
Establish a baseline.
Determine an appropriate SGG (growth and
proficiency)
Monitor progress; Adjust teaching strategies
Use District-Determined rules to rate overall Student
Growth as Low, Expected, High
5
1.
2.
3.
4.
5.
Identify Enduring Learning (by standards) and
8, 5, 1
appropriate assessment processes/plans
Establish a baseline. 2, 3, 4
Determine an appropriate SGG (growth and
proficiency)
6, 7
Monitor progress; Adjust teaching strategies
2, 3, 5
Use District-Determined rules to rate overall Student
Growth as Low, Expected, High
New: Use Districtdetermined decision rules
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1.
2.
3.
4.
5.
Identify Enduring Learning
(byschool
standards)
Before
begins
and appropriate assessment processes/plans
st 4-6 weeks of school
1
Establish a baseline.
Determine an appropriate
SGG
(growth
and
After baseline
has been
established
proficiency)
Baseline
until strategies
April/May
Monitor progress; Adjust
teaching
Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
April/May
7
 SGG Criteria (outlined by KDE and Teacher
Steering Committee)
 SGG Rigor and Comparability
 Low, Expected, or High overall Student Growth
Rating (district decision)
DISTRICT
CEP
8
Hand
Out
1
 The SGG is congruent with KCAS and appropriate
for the grade level and content area for which it
was developed.
 The SGG represents or encompasses an enduring
skill, process, understanding, or concept that
students are expected to master by taking a
particular course (or courses) in school.
 The SGG will allow high- and low-achieving
students to adequately demonstrate their
knowledge.
 The SGG provides access and opportunity for all
students, including students with disabilities,
ELLs, and gifted/talented students.
DISTRICT
CEP 9
Hand
Out
1
Learning that
 ENDURES beyond a single test date,
 is of value in other disciplines,
 is relevant beyond the classroom,
 is worthy of embedded, course-long
focus,
 may be necessary for the next level of
instruction.
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Hand
Out
1
 Anchor Standards-
Literacy/Science/Socia
l Studies/Technical
Subjects
 Anchor Standards
Reading-ELA
 CCSS/KCAS-ELA
 C3 Framework (Plus
literacy standards) Social Studies
 CCSS/KCAS Critical Areas-
Math(where math
practices are vehicles for
reaching intent of
standards)
 KY World Language
Standards
 National Standards-Visual
Arts, PE, Music, Arts &
Humanities.
 NGSS/KCASPractices/ConceptsScience
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Hand
Out
1
Rigor (of the goal)
 Congruency to the
standards
 Proficiency and
growth
components are
defensible based on
base-line data.
Comparability (of the
assessments)
 Agreement on what
‘meeting standards’
looks like when assessed
 Assessments are
comparable in terms of
the criteria used to
determine progress
toward attainment of the
standard
DISTRICT
CEP
13
Using the 8 standards for mathematical practice, all of
my 3rd grade math students will develop their ability to
understand multiplication and division conceptually
over the course of the school year. All students will grow
at least one level on the 3rd grade critical area standards
mastery rubric and 80% of students will reach
proficiency (level 4 on the rubric).
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Hand
Out
2
Your Task:
Analyze the baseline data on the handout and the SGG
you just read to determine if the growth and proficiency
components of the goal are appropriate for the current
data.
15
1.
2.
3.
4.
5.
Identify Enduring Learning (by standards) and
appropriate assessment processes/plans
Establish a baseline.
Determine an appropriate SGG (growth and
proficiency)
Monitor progress; Adjust teaching strategies
Use District-Determined rules to rate overall Student
Growth as Low, Expected, High
16
Hand
Out
3
DISTRICT
CEP
17
Hand
Out
3
HIG
H
DISTRIC
T
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CEP
Hand
Out
3
Your Task: Use the Revised SGG, the sample district
decision rules and district-designed matrix to make a
determination for this teacher’s overall growth rating.
(Reminder: These samples may or may not represent your
district’s decision rules. The sample is designed to allow
for an experience to apply data to a set of rules to
determine an overall rating.)
DISTRICT
CEP
19
Hand
Out
3
 Teacher’s Revised Growth Component of SGG:
 Target: 100% of students grow at least 2 levels
 Actual: 86% of students grew 2 or more levels
 District Rule:
20
Hand
Out
3
 Teacher’s Revised Proficiency Component:
 Target: 70% of students reach level 4 (or 5)
 Actual: 54% of students reached level 4 (or 5)
 District Rule:
21
Hand
Out
3
HIG
H
DISTRICT
CEP
22
 Reflections on what processes already in place
 Program Reviews Assessment Piece
 Kentucky Framework for Teaching
 1A: Demonstrating Knowledge of Content and





Pedagogy;
1C: Selecting Instructional Outcomes;
1F: Designing Student Assessments;
2B: Establishing a Culture for Learning;
3D: Using Assessment in Instruction;
4B: Maintaining Accurate Records
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 If we are not using SGG as
 All teachers will use the
part of our evaluation
system, then we do not
need to do them.
 If you teach reading or
math in grades 4-8, then
you have to write 2 goals.
SGG process in 2014-15.
 Teachers only have to write
one SGG. The Student
Growth Percentile (SGP) is
not a goal, it is a growth
percentile that is calculated
from state data. Districts
decide how they want to
incorporate this data into
an overall Student Growth
Rating.
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Contact Information:
Jenny Ray
[email protected]
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