Transcript SGG Professional Learning-Aug 2014

Student Growth Goals
Professional Learning
1
Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG
3. Analyze a SGG for rigor.
4. Determine high, expected, low growth from a sample
situation, using the district rule.
5. Identify enduring learning and possible sources of
evidence for specific content area and grade level(s).
2
Jenny Ray, PGES Consultant (KDE)
Sources of Evidence
Self-Reflection
Professional Growth
Teacher Professional Growth
and Effectiveness System
Observation
PeerObservation
Observation
Peer
Student Voice
All measures are
supported through evidence.
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Student Growth
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Reflecting on Current Practice
• Questions for administrators and teachers
Hand
Out
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
1
SGG Basics…
Specific, Measureable, Appropriate, Reliable,
Time-Bound
• SMART goal
• Proficiency component & Growth component
___% of students will reach the
level of proficiency as
determined by…
All of my students
will grow at least
_____.
• 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
Kentucky Department of Education
Professional Growth and Effectiveness System
SGG Process
1. Identify Enduring Learning (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
Kentucky Department of Education
Professional Growth and Effectiveness System
Connections to Current Practice
1. Identify Enduring Learning (by standards) and appropriate
8, 5, 1
assessment processes/plans
2. Establish a baseline. 2, 3, 4
3. Determine an appropriate SGG (growth and proficiency)
6, 7
4. Monitor progress; Adjust teaching strategies
2, 3, 5
5. Use District-Determined rules to rate overall Student Growth
as Low, Expected, High
New: Use Districtdetermined decision rules
Kentucky Department of Education
Professional Growth and Effectiveness System
Student Growth Goals Timeline
Beforeand
school begins
1. Identify Enduring Learning (by standards)
appropriate assessment processes/plans
2. Establish a baseline. 1st 4-6 weeks of school
3. Determine an appropriate SGG (growth and
proficiency)
After baseline has been established
4. Monitor progress; Adjust teaching strategies
Baseline until April/May
5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
End of the School
Year
Kentucky Department of Education
Professional Growth and Effectiveness System
Connections to
District Certified Evaluation Plans (CEP)
• 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
Kentucky Department of Education
Professional Growth and Effectiveness System
SGG Criteria
DISTRIC
T
CEP
Hand
Out
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Kentucky Department of Education
Professional Growth and Effectiveness System
Defining ENDURING
Hand
Out
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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.
Kentucky Department of Education
Professional Growth and Effectiveness System
What Standards, Structural Documents and Resources
accompany the standards in each content area?
• Anchor StandardsLiteracy/Science/Social
Studies/Technical Subjects
• Anchor Standards ReadingELA
• CCSS/KCAS-ELA
• C3 Framework (Plus literacy
standards) -Social Studies
• CCSS/KCAS Critical
Areas-Math(where
math practices are
Hand
vehicles for reaching Out
1
intent of standards)
• KY World Language
Standards
• National StandardsVisual Arts, PE,
Music, Arts &
Humanities.
• NGSS/KCASPractices/ConceptsScience
Sample Goals to Consider
With a partner, develop some questions you
would ask the teacher, to determine if there is
evidence to support the SGG criteria.
•
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.
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Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal ‘good enough’?
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).
Goals for the day
1. Know the criteria for a student growth goal.
2. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
3. Analyze a SGG for rigor.
4. Determine high, expected, low growth from a sample
situation, using the district rule.
5. Identify enduring learning and possible sources of
evidence for specific content area and grade level(s).
15
Jenny Ray, PGES Consultant (KDE)
At the beginning of the year…
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Jenny Ray, PGES Consultant (KDE)
September:
Determining a Rubric &
Developing a Baseline
17
Jenny Ray, PGES Consultant (KDE)
18
Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
Your Task: Creating Growth
& Proficiency Components
• With a partner, consider the baseline
student data on the rubric to determine
appropriate growth and proficiency
components for a student growth goal
• Example: All students will be expected
to grow ___, and
• ___% will reach proficiency or beyond.
20
Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
3. Analyze a SGG for rigor.
4. Determine high, expected, low growth from a sample
situation, using the district rule.
5. Identify enduring learning and possible sources of
evidence for specific content area and grade level(s).
21
Jenny Ray, PGES Consultant (KDE)
Using a Rigor Rubric
• With your table group,
use the SMART Rigor
Rubric to determine the
appropriateness of the
sample SGG for the
given baseline data.
22
Jenny Ray, PGES Consultant (KDE)
Connections to Your Work…
• 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
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Jenny Ray, PGES Consultant (KDE)
Fast-Forward:
End-of-Year Data
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Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRIC
T
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRICT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRICT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Hand
Out
3
Determining Low, Expected, High Growth
Rating
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
Goals for the day
1. Know the criteria for a student growth goal.
2. Analyze a SGG for rigor.
3. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
4. Determine high, expected, low growth from a sample
situation, using the district rule.
5. Identify enduring learning and possible sources of
evidence for specific content area and grade level(s).
29
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
• 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:
Hand
Out
3
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
• 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:
Hand
Out
3
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
Determining Overall SG Rating
Hand
Out
3
HIGH
DISTRI
CT
CEP
Kentucky Department of Education
Professional Growth and Effectiveness System
Connections to Your Practice
• 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
Kentucky Department of Education
Professional Growth and Effectiveness System
EDS/CIITS Connection
What Questions do you
have?
(So far.)
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Jenny Ray, PGES Consultant (KDE)
Expectations for this afternoon:
1. Know the expectations of standards.
2. Identify the Enduring Learning.
3. Identify what proficiency looks like for the
Enduring Learning.
4. Identify the sources of evidence that will need to be
in place to measure student’s level of proficiency in
the Enduring Skills
36
Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Analyze a SGG for rigor.
3. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
4. Determine high, expected, low growth from a sample
situation, using the district rule.
5. Identify enduring learning and possible sources of
evidence for specific content area and grade level(s).
37
Jenny Ray, PGES Consultant (KDE)
38
Jenny Ray, PGES Consultant (KDE)
Discussion Questions
1.
Considering that art, drama, music, physical education, and practical
living/vocational studies teachers may have multiple grade levels in one
class, how might this process be different for them?
2.
Many elementary principals are considering having teachers write either
a reading or a math goal, possibly keeping grade levels consistent. What
are pros/cons to this?
3.
What processes within a school and/or district would assist the SGG
learning for teachers?
4.
How can this process be streamlined for principals? What needs will they
have? Will it be different for elementary, middle, and high school
principals?
5.
What is the greatest need, regarding TPGES SGGs, for your district right
now and for the upcoming year?
39
Jenny Ray, PGES Consultant (KDE)
Goals for the day
1. Know the criteria for a student growth goal.
2. Analyze a SGG for rigor.
3. Understand how to use baseline data to determine
appropriate growth and proficiency components of a
SGG.
4. Determine high, expected, low growth from a sample
situation, using the district rule.
5. Identify enduring learning and possible sources of
evidence for specific content area and grade level(s).
40
Jenny Ray, PGES Consultant (KDE)
Resources:
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Jenny Ray, PGES Consultant (KDE)
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Jenny Ray, PGES Consultant (KDE)
Evaluation
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Jenny Ray, PGES Consultant (KDE)