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Student Growth Goals
The Nuts and Bolts for Superintendents
PresenterDr. Lauri Leeper
Warm-Up
Ferris wheel
Roller coaster
Milk bottle knock ‘em down game
Bumper cars
Which of these BEST represents your feeling on using measures of student progress (Student
Growth Goals) as a part of teacher evaluation?
Today’s ObjectivesThe Nuts and Bolts
1. Leave in a better position to understand:
the complexities of getting SGGs right, the importance of getting SGGs right, and the support that principals and teachers need to do it
right.
2. Realize that there are two ways to implement SGGs:
as a state add-on requirement – letter of the law, or properly and fully as a catalyst for deep and rich
teacher and school improvement.
Handout 2
Which of these do effective teachers do?
Assess students to determine their instructional levels and clarify their academic needs
Set instructional goals for students
Design strategies and identify resources to address identified needs
Monitor and assess student progress throughout the school year and adjust instruction accordingly
Work cooperatively with colleagues to share professional expertise
Formalize this process so that the teacher’s effectiveness can be documented and acknowledged
…plus one!
Handout 2
Why Student Growth Goals?
Focus on Student Results
TEACHING PROCESSES STUDENT
RESULTS
Handout 2
Why Student Growth Goals?
Explicitly Connect Teaching and Learning
TEACHING LEARNING
Handout 2
Why Student Growth Goals?
Improve Instructional Practices
Instruction
Curriculum Assessment
Handout 2
Why Student Growth Goals?
Looking at student
data
Formative assessment
Lesson plans
Professional Development
Best practices
Common planning
Differentiation
Handout 2
Why Student Growth Goals?
Student Growth Goals
Looking at
student data
Formative assessment
Lesson plans
Professional Development
Best practice
s
Common planning
Differentiation
Handout 2
FRAMEWORK FOR COHERENCE
Why Student Growth Goals?
School Improvement and Student Success
Handout 2
Focus on Student Results
Explicit Teaching and Learning Connection
Improved Instructional
Practices
Framework for Coherence
What does research say about student growth goals and student achievement?
Review of Research: Two Facts and a Fib
18-41 percentage point gains when teachers set and communicate clear goals for learning
Formative assessment in the classroom can result in increases in student learning up to half a grade level
Schools that show multiple years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decisions
2 grade levels
Handout 3
Review the studies that support student growth goals. Which ones resonate with you? Why?
Discuss these with your table mates.
What does research say about student growth goals and student achievement?
Handout 3-4
The Student Growth Goal Process – Nuts and Bolts
Handout 4
What is the need? What is the goal? What are we going to do to get to the goal? How are we going to know if we are making
progress toward the goal? How will we know if we met the goal?
Is your cholesterol at goal?
Student Growth Goal Process
Step 1:
Determine needs.
Step 2:
Create specific
learning goal based on
pre-assessment.
Step 5:
Determine whether the
students attained the
goal.
Step 3:
Create and implement
teaching and learning
strategies.
Step 4:
Monitor progress through ongoing formative
assessment.
Handout 4
Step 1: Determine Needs
Step 1:
Determine needs.
Step 2:
Create specific
learning goal based on
pre-assessment.
Step 5:
Determine whether the
students attained the
goal.
Step 3:
Create and implement
teaching and learning
strategies.
Step 4:
Monitor progress through ongoing formative
assessment.
Handout 4
A. Determine your focus.
STEP 1: Determine Needs
Handout 4
Determine Your Focus
Which subject(s) or class(es) will you choose?
How broad/narrow will your focus be?
What are the essential skills in the content area?
Handout 4-5
How do we determine focus?
Data from previous years• Rising students’ previous scores• Trend data for grade level/subject area
Curricular needs District vision or mission Other
Handout 5
Sunshine Middle School:6th Grade Math
Four 6th grade math teachers Beginning of each year, they analyze the
combined 5th grade end-of-year assessment results from elementary-feeder schools
Handout 5
Sunshine Middle School - Grade 6
Use the Grade 5 End of Year Assessment Combined Results
What trends and patterns do you notice? What implications does this have for 6th grade
mathematics instruction?
Handout 5-7
B. Choose the assessment(s) to measure your focus.
STEP 1: Determine Needs
Handout 7
How Do We Determine What Pre- Assessments to Use?
Emphasis on tests with higher validity and reliability
Must be able to show progress in skills or content
What is already in place?
Handout 7
Assessment examples on pages 8-10
Sunshine Middle School
Grade 6 Math Teacher
Teacher Example: Emma Euclid
Rationale for Student Growth Goal
Reviewed Grade 5 End of Year Assessment Combined Results for feeder schools. Determined:
upcoming students generally do well with computation and estimation,
strand analysis shows difficulty with other subject areas that use problem-solving, and
baseline data analysis indicates students especially struggle with open-ended, or short answer questions.
Problem solving will be our focus for this SGG.
Handout 11
Baseline Data
Administered grade-level appropriate word problem.
Graded student responses using the Mathematics Problem Solving rubric.
Analyzed results.
Handout 11-14
Example Baseline Problem
Why choose this problem?
From example practice 5th grade assessment
Can be solved in a variety of ways
Can be represented visually
Ms. Lewis bought two MP3 albums for $13.35 each and three DVDs for $11.99 each. These prices include tax. She gave the cashier $75.00. How much change should Ms. Lewis have?
Handout 11-14
Baseline Data
Advanced Benchmark Intensive1/25 (4%) 11/25 (44%) 13/25 (52%)
5244
4
Baseline Data
IntensiveBenchmarkAdvanced
Handout 16
Baseline Data: Disaggregated Averages by Component and Level
Component Intensive Students(out of 3 possible)
Benchmark Students(out of 3 possible)
Advanced Students(out of 3 possible)
Everyone(out of 3 possible)
Conceptual Understanding
0.77 1.45 3 1.16
Strategies and Reasoning
0.62 1.64 2 1.12
Computation and Execution
0.92 2.09 3 1.52
Communication 0.46 1.18 3 0.88
Insights 0.38 1.27 3 0.88
Handout 16
Step 1: Determine Needs
To Do: With your table mates, discuss consideration/concerns
and brainstorm specific actions you can take to support principals and administrative leaders in Step 1. (What, Why, Who, When, and How)
Consider both A and B. Be prepared to share out.
Handout 17-18
Teacher Action Steps for Step 1.
A. Determine focusB. Choose assessment(s) to measure focus area.
Step 2: Create the Student Growth Goal
Step 1:
Determine needs
Step 2:
Create specific
learning goal based on
pre-assessment
Step 5:
Determine whether students achieved the SGG
Step 3:
Create and implement
teaching and learning
strategies
Step 4:
Monitor progress through ongoing
formative assessment
Handout 19
KDE Requirements for SGGs
Must have a proficiency/achievement component Must have a growth component Must be SMART
Handout 19
Which picture represents achievement?Which represents progress?
Progress (Growth) vs. Achievement (Proficiency) SGGs
PROGRESS/GROWTH
Students will score X%greater on thepost-test than on thepre-test.
ORStudents will increasetheir performance by Xperformance level onthe rubric.
Handout 19
ACHIEVEMENT/ PROFICIENCY
X% of students willachieve a score of X orhigher.
What Makes SGGs SMART?
SpecificMeasurableAppropriateRealisticTime-bound
Handout 19
SPECIFIC
The goal addresses student needs within the content.
The goal is focused on a specific area of need.
Handout 20
MEASURABLE
An appropriate instrument or measure is selected to assess the goal.
The goal is measurable and uses an appropriate instrument.
Handout 20
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.
Handout 20
REALISTIC
The goal is attainable. The goal is doable, but rigorous and stretches
the outer bounds of what is attainable.
Handout 20
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.
Handout 20
Example SMART SGG
During the current school year, every student will make measureable progress in mathematical problem solving, as measured by the district rubric. Students will improve their scores as follows:
All students will improve by at least one level.
Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
SMART SGGs are:Specific
Measurable
Appropriate
Realistic
Time-bound
Handout 20
Example SMART SGG: Specific
During the current school year, all students will make
measurable progress in mathematical problem solving as
measured by the district rubric. Students will improve their
scores as follows:
All students will improve by at least one level.Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
Handout 20
Example SMART SGG: Measurable
Handout 20
During the current school year, all students will make
measurable progress in mathematical problem solving as
measured by the district rubric. Students will improve their
scores as follows:
All students will improve by at least one level.Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
Example SMART SGG: Appropriate
Handout 20
During the current school year, all students will make
measurable progress in mathematical problem solving as
measured by the district rubric. Students will improve their
scores as follows:
All students will improve by at least one level.Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
Example SMART SGG: Realistic
Handout 20
During the current school year, all students will make
measurable progress in mathematical problem solving as
measured by the district rubric. Students will improve their
scores as follows:
All students will improve by at least one level.Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
Example SMART SGG: Time-bound
Handout 20
During the current school year, all students will make
measurable progress in mathematical problem solving as
measured by the district rubric. Students will improve their
scores as follows:
All students will improve by at least one level.Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
Step 2: Create SGG
To Do: With your table mates, discuss consideration/concerns
and brainstorm specific actions you can take to support principals and administrative leaders in Step 2. (What, Why, Who, When, and How)
Consider both A and B. Be prepared to share out.
Handout 21-22
Teacher Action Steps for Step 2.
A. Analyze data from assessments.B. Create SGG that is SMART and includes both growth and proficiency.
Step 3: Implement Teaching and Learning Strategies
Step 1:
Determine needs
Step 2:
Create specific
learning goal based on
pre-assessment
Step 5:
Determine whether students achieved the SGG
Step 3:
Create and implement
teaching and learning
strategies
Step 4:
Monitor progress through ongoing
formative assessment
Handout 23
Too Many Ideas?
The problem is “not a resistance to innovation…but the fragmentation, overload, and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations.”
(Fullan & Stiegelbauer, 1991, p. 197)
Is this still a valid statement today? Do you agree or disagree?
How do we know if strategies are effective…and how do we know which are the MOST
effective?
STEP 3: Create and Implement Teaching and Learning Strategies
Handout 23
How Do We Know If Strategies Are Effective?
One group receives the strategy or “treatment” and another group does not
Results of student learning are then compared
Handout 23
Strategies & Average Percentile Gain on Achievement*
Strategies Percentile Gain
Identifying similarities and differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29
Homework and practice 28
Nonlinguistic representations 27
Cooperative learning 27
Setting objectives and providing feedback 23
Generating and testing hypothesis 23
Questions, cues, and advance organizers 22
Building vocabulary 20
Interactive games 20
Student discussion/chunking 17
*Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies Handout 23
*Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.
Strategies & Average Percentile Gain on Achievement*
Strategies Percentile Gain
Feedback 37
Instructional Quality 34
Instructional Quantity 30
Direct Instruction 29
Graded homework 29
Acceleration 27
Remediation/feedback 24
Personalized instruction 21
Challenge of goals 20
Peer Tutoring 19
Mastery Learning 19
Questioning 16
Advance Organizers 14
Simulation and games 13
Computer-assisted instruction 12
Instructional media 12
Handout 24
Tips for Writing Instructional Strategies
STEP 3: Create and Implement Teaching and Learning Strategies
Handout 24
Writing Instructional Strategies
Within the teacher’s ability to control
Research-based/high-yield
Linked specifically to the SGG
Measurable
Strategies should be…
When possible…
Handout 24
For Strategies, Consider…
WHY was this strategy chosen? WHO will be included in the strategy and
WHEN? HOW will the strategy be implemented?
Handout 24
Review Emma’s Strategies
Did she choose effective strategies? Are they high yield strategies Can she improve the effectiveness of the
strategies that she chose? Would you have chosen others? Why?
Handout 25
Emma’s Strategies for Teaching and Learning
Handout 25
Strategy EvidenceTo address the students’ communication skills, students will give feedback on their understanding of mathematical concepts by responding in a math journal at least 3x a week during independent work time. I will read and respond to the journals and use the information to plan small group instruction.
Lesson plans; student math journals
To address insights, each Friday student homework will be to note 3 everyday situations in which they would use math to solve their problem.
Student homework
To address conceptual understanding and strategy & reasoning, as part of their Do Now work each morning, students will generate hypotheses on the most efficient strategy to solve a problem, then test their hypothesis by solving. We will compare strategies as a whole group to determine the most efficient.
Student Do Now work; lesson plans
Step 3: Create and Implement Teaching and Learning Strategies
To Do: With your table mates, brainstorm considerations/ concerns and discuss specific actions you can take to
support principals and administrative leaders in Step 2. (What, When, Why, and How)
Consider both A and B.
Be prepared to share out.
Handout 26-27
Teacher Action Steps for Step 3.
A. Select strategies based on student data.B. Implement strategies as designed.
Step 4: Monitor Progress
Step 1:
Determine needs
Step 2:Create specific learning objective based on
pre-assessment
Step 5:
Determine whether students achieved the SGG
Step 3:
Create and implement
teaching and learning
strategies
Step 4:
Monitor progress through ongoing
formative assessment
Handout 28
Steps in a Mid-Year Review Process
Step 1
Collect and reflect on
informal and formal mid-year data
Step 2
Reflect on progress
toward SGGStep 3
Reflect on effectiveness of strategies
Step 4
Adjust strategies
Handout 28
Emma’s Mid-year Review
Review Emma’s mid-year data. (Discuss with your table mates.)
Are Emma’s students making progress? How are her strategies working? Does she recommend adjusting or discontinuing
instructional strategies?
Handout 28-30
Emma’s Strategies for Teaching and Learning
Strategy 1Communication Skills
Students give feedback in a math journal 3x a week Read/respond and use information to plan small group instruction.
Handout 30
Outcome 1Mid-Year:
Student average has gone from 0.88 to 1.60 – Effective Also having students conduct peer conferences in which they use
the rubric to identify strengths and weaknesses of each others’ journal entries.
Grade one self-chosen problem per week using the rubric.
Emma’s Strategies for Teaching and Learning
Strategy 2Insights
Friday homework – students note 3 everyday situations in which they use math to solve their problem
Handout 30
Outcome 2Mid-Year:
Student average has gone from 0.88 to .92 – Not Effective Many students using same or similar problems Now requiring 1 problem a week with a strategy and answer Problems that score a 2 or 3 using the rubric used on a review,
quiz, or homework
Emma’s Strategies for Teaching and Learning
Strategy 3
Conceptual Understanding and Strategy & Reasoning Do Now work - students generate hypotheses - most efficient
strategy to solve a problem Test hypothesis by solving Compare strategies as a whole group for most efficient.
Handout 30
Outcome 3Mid-Year:
Student average has gone from 1.16 to 1.62 CU –Effective Student average has gone from 1.16 to 1.76 S&R –Effective December, began “quick-checking” student work when finished Pairing high and low to debrief
Step 4: Monitor Progress through On-going Formative Assessment
To Do: With your table mates, brainstorm considerations/ concerns and discuss specific actions you can take to
support principals and administrative leaders in Step 4. (What, When, Why, and How)
Consider both A and B.
Be prepared to share out.
Handout 31-32
Teacher Action Steps for Step 4.
A. Monitor and make decisions regarding strategies (continue, adjust, discontinue) based on student data obtained through formative assessment.
B. Participate in mid-year conference (if required).
Step 5: Determine SGG Achievement
Step 1:
Determine needs
Step 2:Create specific learning objective based on
pre-assessment
Step 5:
Determine whether students achieved the SGG
Step 3:
Create and implement
teaching and learning
strategies
Step 4:
Monitor progress through ongoing
formative assessment
Handout 33
Implementing Decision Rules for SGG Attainment
KDE Requirements for Student Growth Goals
Must have one SGG in an academic year Can have no more than two SGGs in an academic
year SGGs are rated as High, Expected, or Low Summative student growth rating includes three years
(when available)
Handout 34
Implementing Decision Rules for SGG Attainment
Local Decision:
Incorporating other measures for student growth consideration
Handout 34
Emma’s SGG
During the current school year, every student will make measureable progress in mathematical problem solving, as measured by the district rubric. Students will improve their scores as follows:
All students will improve by at least one level.Students at Level zero will increase by two levels.
Students scoring at Level 3 will be rescored on a higher level rubric and will increase their performance by at least one level.
Seventy percent of students will be at Level 2 by year’s end.
Handout 33
Decision Rules
Student Progress
High Expected Low
Student Growth Goal
Growth Component 90 percent of students meet or exceed the SGG growth component
Growth Component
70%-89% of students meet or exceed the SGG growth component
Growth Component
Less than 70% of students meet the SGG growth component
Proficiency Component
Exceeds beyond 10 percent
Proficiency Component
Expected Growth: +/- 10 percent
Proficiency Component
Did not meet and fell lower than 10 percent
FOR TRAINING PURPOSES ONLYHandout 34
Emma’s SGG Results
Growth Component - 76% meet SGG
Proficiency Component - 68% are proficient at Level 2
Are Emma’s results: High Expected Low
Handout 34
Emma’s SGG Rating
Growth Component 76% is within the Expected range of 70%-89%
Proficiency Component – 70% 68% is within the Expected range (63%-77%) = +/-10%
Emma receives an Expected rating on Student Progress
Handout 34
Considerations for Decision Rules
1. How are the proficiency and growth portions of the SGG synthesized for an overall rating on an SGG?
2. How are multiple SGGs synthesized into one overall summative rating?
Let’s Practice and Question
Handout 34
Ratings on Standard 7
Simulation 1 – Twelfth-Grade English Teacher
Simulation 2 – Seventh-Grade Social Studies Teacher
Simulation 3 – Elementary School Physical Education Teacher
Simulations
Handout 35
Decision Rules
Student Progress
High Expected Low
Student Growth Goal
Growth Component 90 percent of students meet or exceed the SGG growth component
Growth Component
70%-89% of students meet or exceed the SGG growth component
Growth Component
Less than 70% of students meet the SGG growth component
Proficiency Component
Exceeds beyond 10 percent
Proficiency Component
Expected Growth: +/- 10 percent
Proficiency Component
Did not meet and fell lower than 10 percent
FOR TRAINING PURPOSES ONLYHandout 36
Overall SGG Rating
H E H H
E E E E
L L L E
L E H
Overall SGG Rating(Decision Weighting Heaviest on
Growth)
GR
OW
TH
PROFICIENCY
Overall SGG Rating(Decision Weighting Heaviest on
Proficiency)
H E E H
E L E H
L L E E
L E H
Example 1:Growth Component = HighProficiency Component = Expected
Example 1:Growth Component = HighProficiency Component = Expected
Handout 36
GR
OW
TH
PROFICIENCY
Overall SGG Rating = High Overall SGG Rating = Expected
Overall SGG Rating
H E H H
E E E E
L L L E
L E H
Overall SGG Rating(Decision Weighting Heaviest on
Growth)
GR
OW
TH
PROFICIENCY
Overall SGG Rating(Decision Weighting Heaviest on
Proficiency)
H E E H
E L E H
L L E E
L E H
Example 2:Growth Component = ExpectedProficiency Component = Low
Example 2:Growth Component = ExpectedProficiency Component = Low
Handout 37
GR
OW
TH
PROFICIENCY
Overall SGG Rating = Expected Overall SGG Rating = Low
Overall SGG Rating
H E H H
E E E E
L L L E
L E H
Overall SGG Rating(Decision Weighting Heaviest on
Growth)
GR
OW
TH
PROFICIENCY
Overall SGG Rating(Decision Weighting Heaviest on
Proficiency)
H E E H
E L E H
L L E E
L E H
Example 3:Growth Component = ExpectedProficiency Component = High
Example 3:Growth Component = ExpectedProficiency Component = High
Handout 37
PROFICIENCY
GR
OW
TH
Overall SGG Rating = Expected Overall SGG Rating = High
Overall SGG Rating
H E H H
E E E E
L L L E
L E H
Overall SGG Rating(Decision Weighting Heaviest on
Growth)
GR
OW
TH
PROFICIENCY
Overall SGG Rating(Decision Weighting Heaviest on
Proficiency)
H E E H
E L E H
L L E E
L E H
Example 4:Growth Component = LowProficiency Component = Expected
Example 4:Growth Component = LowProficiency Component = Expected
Handout 37
PROFICIENCY
GR
OW
TH
Overall SGG Rating = Low Overall SGG Rating = Expected
Comparison of Growth and Proficiency Matrices Outcomes
Growth Proficiency
High/Low Expected Expected
High/Expected High Expected
High/High High High
Expected/Low Expected Low
Expected/Expected Expected Expected
Expected/High Expected High
Low/Low Low Low
Low/Expected Low Expected
Low/High Expected Expected
Ratings on Standard 7
Simulation 1 – Twelfth-Grade English Teacher
Simulation 2 – Seventh-Grade Social Studies Teacher
Simulation 3 – Elementary School Physical Education Teacher
Simulations
Handout 38-40
Considerations for Decision Rules
1. How are the proficiency and growth portions of the SGG synthesized for an overall rating on an SGG?
2. How are multiple SGGs synthesized into one overall summative rating?
3. If using other measures, how are these synthesized into an overall summative rating?
Other Measures of Student Progress
Handout 41
Other Measure for Student Progress
Student Progress
High Expected Low
Other Measures
Other indicators of student achievement/progress indicate exemplary student performance.
Other indicators of student achievement/progress indicate on-target student performance.
Other indicators of student achievement/ progress indicate inconsistent student performance.
Handout 41
Step 5: Determine Whether Students Achieved SGG
To Do: With your table mates, brainstorm considerations/ concerns and discuss specific actions you can take
to support principals and administrative leaders in Step 5. (What, When, Why, and How)
Consider both A and B.
Be prepared to share out.
Handout 42-43
Action Steps for Step 5.
A. Apply district decision rules to SGG.B. Analyze success of SGG and next steps for the future.
Lessons Learned from the Field
Recommendations and Implementation Ideas
Handout 44
Recommendation 1
Districts that have been successful in implementing SGGs have involved teachers in leadership positions and have invited participation in the adoption and implementation of the SGG process from the beginning. How might your district go about doing this?
Handout 44
Recommendation 2
Collaboration is key to successfully implementing the SGG process. How might you encourage this?
Handout 40Handout 44
Recommendation 3
There are many challenges when implementing SGGs for the first time. How might your district embrace naysayers?
Handout 40Handout 44
Recommendation 4
Districts that have successfully adopted SGGs house SGG training materials, libraries of SGGs, and other pertinent information on an information website so that those not able to attend trainings have the information available to them. What other ideas do you have to keep SGG information readily accessible in your district?
Handout 40Handout 44
Recommendation 5
One challenge when implementing SGGs is to analyze data purposefully. How might district leaders go about helping in this area?
Handout 40Handout 44
At the EndA New Beginning - First Steps
1. Review your Action Steps and think about the Recommendations and Implementation Ideas.
2. Create a list of follow-on actions to take back to your district. What are first steps? How about timelines? How about responsibilities?
“He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into flying.”
- Friedrich Nietzsche
Handout 45
Questions?