Developing Student Growth Goals

Jennifer Carroll and Abbie Combs

Kentucky Valley Educational Cooperative

Explain why student growth is included in the Professional Growth and Effectiveness System.

Develop a SGG that meets the guidelines and is designed to positively impact student achievement in my classroom and school.

Evaluate a SGG for technical details, rigor and quality.

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Why Measure Student Growth?

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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. SlotnickFounder & Executive Director

Community Training & Assistance

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WHY??

• Reinforce evidence-based instructional practice

 • Focus on student learning

• Help develop collaborative learning communities

Who has a SGG?• All Classroom Teachers• 2014-2015 Preschool Pilot• 2014-2015 KTIP Pilot

• Volunteer districts

• 2014-2015 OPGES Pilot• School Counselors• Library Media Specialists• School Psychologists• School-based instructional coaches/specialists

All Principals-Assistants share Principal SGGs and WCG

Student Growth Measure

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STUDENT GROWTHState Contribution Student Growth Percentiles – applies to grades 4 – 8 reading & math

Local Contribution Student Growth Goal – applies to all teachers

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State contribution

STATE CONTRIBUTION

= STUDENT GROWTH

PERCENTILES

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When should SGGs be developed?

•District Certified Evaluation Plan (CEP) defines your district’s timelines.

Voices from the Field

1. Read Mark’s story

2. Share what resonated with you at your table about Mark’s story and SGGs.

3. How can you use Mark’s story to talk to colleagues about SGGs?

SGG BasicsSMART Goals

Specific, Measurable, Appropriate, Reliable, Time-Bound

Proficiency Component“____% of students will

read the level of proficiency as determined by….

Growth ComponentAll of my 3rd period students will grow at least….

One classroom/group of students, one content area:3rd grade Math students1st period Algebra students

Enduring Skills

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Establish

Baseline

Target students’

priority needIdentify the sources of evidence that will need to be in place to

measure student’s level of proficiency in the Enduring Skills

Identify what proficiency looks like for the Enduring Skills

Identify the Enduring Skills in the content area standards

Know the expectation of content area standards

Bef

ore

Aug

ust 2

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During first

weeks of school

Local Student Growth Goal guidelines* The goal • is congruent with Kentucky Core Academic Standards

appropriate for the grade level and content area for which it was developed.

• represents or encompasses an enduring skill, process or concept that students are expected to master by taking a particular course (or courses) in school.

• will allow high and low achieving student to adequately demonstrate their knowledge.

• provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

*KDE’s Model Certified Evaluation Plan 15

SMART Goal Process for Student Growth

SSpecific- The goal

addresses student needs

within the content.

The goal is focused on a

specific area of need.

MMeasurable- An

appropriate instrument or measure is selected to

assess the goal.

The goal is measurable and uses an appropriate instrument.

AAppropriate- 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.

TTime-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.

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Step 1: Determining Needs

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

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Identifying Enduring Skills in your Content Area

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Goals of this process

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Guide teachers to collaboratively identify the enduring skills in their content area

Support a meaningful student growth goal-setting process for development of quality student growth goals

This activity will:

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guide you through a process for identifying enduring skills in your content area.

help you differentiate between enduring skills and other skills needed for learning your content.

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SKILL, noun

Competent excellence in performance. Dictionary.com

The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary

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SKILLWHAT IT IS WHAT IT ISN’T

Competency Ability to performExamples: Reading and comprehending complex text

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SKILLWHAT IT IS WHAT IT ISN’T

Competency Ability to perform

A strategy

Examples:

Reading and comprehending complex text

Summarizing text

Non-examples: • Annotating text• Re-reading• Questioning text

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SKILLWHAT IT IS WHAT IT ISN’T

Competency Ability to perform

A strategy Finite content

Examples: Reading and comprehending complex text

Non-examples: • Annotating text• Re-reading• Questioning text• Recognizing text

features that contribute meaning in informational texts

Working in Content Area Groups

• Math• ELA• Science• Social Studies• Arts and Humanities• CTE-Specific Courses

Larger groups can break into grade level groups (E, M, H)

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Find the

“big rocks”

What larger guidance supports the cohesiveness of all the grade level standards?

Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?

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What Standards, Structural Documents and Resources accompany the standards in each content area?

• Anchor Standards-Literacy/Science/Social Studies/Technical Subjects

• Anchor Standards Reading-ELA

• CCSS/KCAS-ELA • C3 Framework (+ literacy standards) -Social Studies

• CCSS/KCAS- Critical Areas combined with math practices

• KY World Language Standards

• National Standards-Visual Arts, PE, etc.

• NGSS/KCAS- Practices/Concepts-Science

• Big ideas and understandings from National Standards

Not Inclusive

!

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Highlight or underline the skills or competencies you notice in your standards document.

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Chart the skills you’ve underlined or highlighted.

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What About ENDURING?

In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area.

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Defining ENDURING

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

• in most cases is necessary for the next level of instruction.

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ENDURING LEARNINGWriting Example

EXAMPLES NON-EXAMPLESWrite arguments to support claims with clear reasons and relevant evidence.

-Establish the significance of claims- Create logical organization of claims, reasons and evidence-Use words, phrases and clauses to create cohesion

Sub Skills

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ENDURING LEARNINGReading Example

EXAMPLES NON-EXAMPLESSummarize key supporting details and ideas

-Identifying main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skimming or scanning a text.

Sub Skills

Strategy

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ENDURING LEARNINGScience Example

EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.

Create a model of an erupting volcano using vinegar and baking soda.

Activity

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ENDURING LEARNINGMATH Example

EXAMPLES NON-EXAMPLESStudents use the 8 Standards for Mathematical Practice to develop their understandings of the meanings of multiplication and division.

Correctly answer 85 out of 100 multiplication problems in timed setting.

Activity

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ENDURING LEARNINGSocial Studies Example

EXAMPLES NON-EXAMPLESProduce an argument to support claims with appropriate use of relevant historical evidence.

Describe point of view for primary and secondary sources.

Use Chicago Style correctly when citing evidence.

Improve student perception of history.

Sub Skill

Strategy

Disposition

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Return to your Chart

Highlight what on your list meets this definition of enduring.

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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Return to your Chart

Do you still consider what you highlighted to be enduring?

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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Enduring Learning

What it is What it isn’t

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ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T

Worthy of extended focus

Fundamental to learning in other disciplines

Aptitude that has value and utility beyond one narrow context

Foundational for the application of content

Applicable beyond school

Can be measured over time

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ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T

A sub skill Explicit content

knowledge An activity A skill with limited

application A strategy for

learning

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Enduring Skills to Grade Level Standards

Review grade level cluster headings. Identify the grade-level standards that

align with the enduring skills you identified.

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What does proficiency look like?

For the enduring skill, after identifying the standards that align, DISCUSS:

What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards?

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Demonstrating Proficiency

Is there a rubric that describes proficiency?

Are there assessments available that allow students to demonstrate proficiency?

Do assessment items need revision to improve congruency?

Do appropriate and congruent assessment items need to be developed?

Return to your original tables

Why is it important for SGGs to be written around ENDURING skills?

Why is it important for teachers to be able to identify ENDURING skills?

Beginning Lists of Enduring Skills

• www.education.ky.gov

• Click on PGES icon• Click on TPGES link on left

• Click on Student Growth

Using the Think and Plan Tool to Write SGGs

Step 1: Determining Needs

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

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Step 1: Determine Needs

1. Identify the context of the identified class, including student population (what class period, group, etc.)

2. Identify the course-long interval

3. Identify the enduring skills• Enduring skills my students lack? Biggest area of

need?• What are the areas of need for my students?

Identified Need-Example• Looking at this year’s interim benchmark assessment (ThinkLink) the

students in my class scored low in identifying the main idea of a passage.

• When we have read short texts and I have asked students to summarize, the majority of students just want to retell the entire story or restate the facts of the article without summarizing/paraphrasing the main ideas.

• Last year’s KPREP scores for this group of students indicates a need in identifying the main idea in literary and informational text.

This is NOT baseline data…it is looking at formative and summative data to identify the NEED.

Link to Enduring Skill: Summarizing key ideas and details in a text

Link to KCAS: R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Step 1:Determining Need (continued)

Once you know your students

Identify sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.

• Rubrics, classroom assessments, interim benchmark assessments, performance tasks, portfolio, district common assessment, etc.

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Data contributing to baseline

• Written summaries scored using summarization rubric

• Discussions in which students summarize short texts they have read in class

• Journal entries• M/C items where students identify main ideas and supporting details

• Interim benchmark assessment data

Sources of Evidence• Do the sources of evidence provide the data needed to

demonstrate proficiency for the enduring skill?

• Have you identified an assessment that can be used to provide baseline data, comparable mid term data, and end of year/course data?

• How will you determine baseline and measures of SGG based on data?

Sample Rubric

Rigor and Comparability:Critical Questions:Do the sources of evidence require students to meet or exceed the true intent of the standards being assessed?

Is there a good target/assessment match?

Step 2: Creating Goals Using the SMART 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

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Step 2: Create a Specific Learning Goal

Growth Target

Growth you expect all students to make

All 7th period students will…..

Proficiency Target

Proficiency rate you expect

____% of 7th period students will reach proficiency as determined by….

By the end of the 2014-15 school year, all of my 4th 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, 90% of students will score Proficient or above on the rubric by the end of the year.

“My attempt….”

Look for SMART criteria

By the end of the 2013-14 school year, all of my 4th 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, 90% of students will score Proficient or above on the rubric by the end of the year.

“My attempt….”

Proficiency

Growth

By the end of the 2013-14 school year, all of my 4th 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, 90% of students will score Proficient or above on the rubric by the end of the year.

“My attempt….”

Enduring Skill

By the end of the 2014-15 school year, all of my 4th 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, 90% of students will score Proficient or above on the rubric by the end of the year.

“My attempt….”

Look at Other Sample SGGs

• Identify the Growth Target

• Identify the Proficiency Target

• Identify the Enduring Skill

• Identify the Assessment

.Explain the rationale for the goal. Include reference to baseline data and explanation of how targets meet the

expectation for rigor.

Step 3: Creating and Implementing Strategies

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

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Create and Implement Teaching and Learning Strategies

Step 3: Create and Implement Teaching and Learning Strategies

•Professional learning

• Instructional Strategies

“Hope is not a strategy”

Step 4: Monitoring Student Progress and Making Adjustments

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

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Steps 4 and 5

Monitoring Progress and Making Revisions

Once your goal is approved by your principal, it cannot be changed.

The action plan/plan for implementation CAN be changed.

Step 5: Determining Goal Attainment

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

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Interim Assessments

LDC/MDC Classroom

Assessments

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Which sources of evidence work best for student growth goal setting?

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Comparabl

e

Descriptive

Rubrics

Standards

based

Rigorous

SMART Goal Process for Student Growth

SSpecific- The goal

addresses student needs

within the content.

The goal is focused on a

specific area of need.

MMeasurable- An

appropriate instrument or measure is selected to

assess the goal.

The goal is measurable and uses an appropriate instrument.

AAppropriate- 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.

TTime-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.

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You are meeting expectations of the certified evaluation plan if:

• The SGG is congruent with KCAS for the grade level and content.

• The SGG represents an enduring skill, process, understanding, or concept that students are expected to master.

• Comparable criteria is used across similar classrooms to determine progress toward mastery

By the end of the 2013-14 school year, all of my 4th 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, 90% of students will score Proficient or above on the rubric by the end of the year.

Goal

Sample Rubric

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Establish

Baseline

Target students’

priority needIdentify the sources of evidence that will need to be in place to

measure student’s level of proficiency in the Enduring Skills

Identify what proficiency looks like for the Enduring Skills

Identify the Enduring Skills in the content area standards

Know the expectation of content area standards

Bef

ore

Aug

ust 2

014

During first

weeks of school

Reviewing SGGs• Using the Handout marked For Annotation, work as a

table to identify ways the goal could be improved. Annotate the goals with suggestions for improvement.

• Consider:• Timeline• Enduring Skill/Congruency to standards• Growth Target• Proficiency Target• Assessment• Rigor

By the end of the year, 60% of my students will reach proficiency in

reading.

For the 2013-2014 school year, all students will make measurable progress in their ability to obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment (KCAS, 5-ESS3-1). All students will improve one level from the pre to the post assessment and 75% of students will meet expectations for the standard.

During the 2013-2014 school year, all students will show improvement, with 80% of my students scoring 80% or higher on weekly selection test assessments. This school year, all of my students will demonstrate measurable growth in reading comprehension. Students will perform on rubric level three or higher.

For the 2013-2014 school year, 33 of 39 students in the Class of 2015 will achieve College Readiness on an appropriate college entrance exam such as ACT, KYOTE, or Compass. Students will achieve this by participating in summer reading, by out of class reading assignments, and by learning to speed read. This will impact student learning by improving reading vocabulary, comprehension, speed and fluency. My measures of success will be the ACT scores for reading indicating improvement in College Readiness.

Evaluation—your opinion matters.

• https://www.surveymonkey.com/s/PGES