Transcript Slide 1

Supporting Teachers in the PGES
Student Growth Goal Component
What Principals Most Need to Know
Presenter
Dr. Lauri Leeper
Today’s SGG Training Schedule
Step 1
8:30-10:00
Break
10:00-10:15
Step 2/Step 3
10:15 – 11:30
Lunch
11:30-12:30
Step 4
12:30-1:45
Break
1:45-2:00
Step 5
2:00-3:30
Warm-Up
Which of these BEST represents your feeling on
using measures of student progress (Student
Growth Goals) as a part of teacher evaluation?
Ferris wheel
Roller coaster
Milk bottle
knock ‘em
down game
Bumper cars
Today’s Objectives
1. Leave in a better position to understand:
 the complexities of getting SGGs right,
 the importance of getting SGGs right, and
 the support that 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? …plus one!
 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
Handout 2
Why Student Growth Goals?
Focus on Student Results
SGG 101 Guide - pages 4-9
Handout 2
Why Student Growth Goals?
Explicitly Connect Teaching and Learning
SGG 101 Guide - pages 4-9
Handout 2
Why Student Growth Goals?
Improve Instructional Practice
SGG 101 Guide - pages 4-9
Handout 2
Why Student Growth Goals?
Serves As a Tool for School Improvement
SGG 101 Guide - pages 4-9
Handout 2
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
2 grade levels

Schools that show multiple years of improvement use
data to make decisions and encourage teachers to use
student learning data to make instructional decisions
Handout 3
What does research say about student
growth goals and student achievement?
Review the studies that support student growth goals.
Which ones resonate with you? Why?
Discuss these with your table mates.
Handout 3-4
The Student Growth Goal Process
SGG 101 Guide - pages 4-9
Handout 4
Is your cholesterol at goal?
 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?
Student Growth Goal Process
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs.
Create
specific
SGG based
on preassessment.
Create and
implement
teaching and
learning
strategies.
Monitor
progress
through
ongoing
formative
assessment.
Determine
whether the
students
attained the
goal.
SGG 101 Guide – page 12
Handout 4
Step 1: Determine Needs
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs.
Create
specific
SGG based
on preassessment.
Create and
implement
teaching and
learning
strategies.
Monitor
progress
through
ongoing
formative
assessment.
Determine
whether the
students
attained the
goal.
Handout 4
STEP 1: Determine Needs
A. Determine your focus.
SGG 101 Guide - page 13
Simulation – 34-35
Handout 4
Determine Your Focus
 Which subject(s) or class(es) will you choose?
 How broad/narrow will your focus be?
 What are the enduring skills in the content area?
KDE has identified Enduring Skills examples for the following
content areas (TPGES Student Growth – published 8/1/2014)
Reading
Speaking and Listening
Science
Reading Foundational Skills
Health
World Languages
CTE
SGG 101 Guide - page 13
Writing
Social Studies
Mathematics
Music
Physical Education
Art
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
STEP 1: Determine Needs
B. Choose the assessment(s) to measure
your focus.
SGG 101 Guide - page 13
Simulation - pages 34-35
Assessments – pages 42-63
Handout 7
How Do We Determine What PreAssessments 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?
Assessment examples on pages 8-10
Handout 7
Teacher Example: Emma Euclid
Sunshine Middle School
Grade 6 Math Teacher
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
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?
Why choose this problem?
 From example practice 5th grade assessment
 Can be solved in a variety of ways
 Can be represented visually
Handout 11-14
Example Baseline Prompts
1. Create a visual representation of this problem.
2. Which operations will you use to solve this problem?
How do you know?
3. Solve the problem. Justify each step (explain why you
do it).
4. How do you know your answer is correct?
5. Can this problem be solved another way? If yes,
explain how.
6. Explain another instance in which you would need to
use the same skills to solve a different type of problem.
Handout 14
Grading and Disaggregating the Data
1. Each student was assigned a random number
to identify their assessment, rather than using
their names.
2. As a team, we graded 10 random assessments
to determine consistency in rubric application.
3. We then randomly distributed the assessments
and each graded approximately 25
assessments.
4. We sorted the assessments into three equal
groups across the grade level: Intensive,
Benchmark, and Advanced.
Handout 14
Baseline Data
1. Look at individual student baseline data.
2. Look at class average by instructional
component.
3. What challenges will Emma see this year?
Handout 15-16
Baseline Data
Baseline Data
4
44
Advanced
1/25 (4%)
52
Benchmark
11/25 (44%)
Intensive
Benchmark
Advanced
Intensive
13/25 (52%)
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
Teacher Action Steps for Step 1.
A. Determine focus
B. Choose assessment(s) to measure focus area.
To Do:
 With your table mates, discuss consideration/concerns
and brainstorm specific actions you can take to support
teachers in Step 1. (What, Why, Who, When, and How)
 Consider both A and B.
 Be prepared to share out.
Handout 17-18
Step 2:
Create the Student Growth Goal
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs
Create
specific
SGG based
on preassessment
Create and
implement
teaching and
learning
strategies
Monitor
progress
through
ongoing
formative
assessment
Determine
whether
students
achieved
the SGG
SGG 101 Guide - pages 13-14
Simulation – pages 35-37
Handout 19
What is a Student Growth Goal?
Objective … a statement of an intended outcome
of your work:
Student Learning
Distinct from Strategies
Strategies = Means
Objective = End
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 the
post-test than on the
pre-test.
OR
Students will increase
their performance by X
performance level on
the rubric.
ACHIEVEMENT/
PROFICIENCY
X% of students will
achieve a score of X or
higher.
Handout 19
What Makes SGGs SMART?
Specific
Measurable
Appropriate
Realistic
Time-bound
SGG 101 Guide – pages 19-20
Handout 19
SPECIFIC
 The goal addresses student needs within
the content.
 The goal is focused on a specific area of
need (enduring skill).
Handout 20
MEASURABLE
 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:
SMART SGGs are:
 Specific
 All students will improve by at least
one level.
 Measurable
 Students at Level zero will increase
by two levels.
 Appropriate
 Students scoring at Level 3 will be
rescored on a higher level rubric and
will increase their performance by at
least one level.
 Realistic
 Time-bound
Seventy percent of students will be at
Level 2 by year’s end.
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
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: Appropriate
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: Realistic
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: Time-bound
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
Activity: Evaluating SGGs
In your group, review each SGG for the
SMART criteria. Be ready to report out on how
the SGG measures up in each category.
How SMART is this SGG?
During the current school
year, all fifth grade
students will make
measurable progress in
reading by reading at least
30 “just right” books with
their families and recording
it in their Home Reading
Record and having a
parent/guardian sign each
month.
SMART SGGs are:
 Specific
 Measurable
 Appropriate
 Realistic
 Time-bound
Handout 21
How SMART is this SGG?
During the current
semester, all 9th grade
geography students will
improve their knowledge of
geography by applying
map analysis skills on a
consistent basis.
SMART SGGs are:
 Specific
 Measurable
 Appropriate
 Realistic
 Time-bound
Handout 21
How SMART is this SGG?
During the current school
year, all French I students
will score at least 5
percentage points higher
on their post-assessment
than on their preassessment using the
district-developed
assessment of French I
written and listening skills.
SMART SGGs are:
 Specific
 Measurable
 Appropriate
 Realistic
 Time-bound
Handout 21
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 22
Remember…
It’s about having a SMART objective…not the SMARTest
objective!
Handout 20
Meeting the Needs of All Learners
 Administer a different assessment to those
learners performing above or below the level
being measured by the pre-assessment.
 Use different assessment tools appropriate for
the varying needs in the classroom.
Handout 22
Major Types of SGGs
Choosing the Right SGG Format
SGG 101 Guide – pages 15-16
Major Types of SGGs
 Whole-group
 Tiered
 Individual
Handout 23
Whole-Group SGGs
 Data suggest that students come with
relatively similar readiness levels for the
content being taught.
 For outliers (exceptionally low or exceptionally
high performing students), individual SGGs
may need to be developed.
Handout 23
SGG Template 1: Whole Group
During the current __________ all students will make
measurable progress in ________________ as measured
by _________________. Students will improve their preassessment scores by _________________ on the postassessment.
Example Baseline Data
Spanish I Assessment: Number of Students Scoring at
Each Range
10
10
8
6
6
4
2
2
0
5-10%
11-20%
21-24%
Handout 23
Example SGG
During the current school year, all students will make
measurable progress in Spanish I Interpretive
Listening and Reading as measured by the districtdeveloped performance assessment. All students will
improve their pre-assessment score by 65 percentage
points on the end of year performance assessment.
Further, 85 percent of students will score 70 percent
or higher on the end of year assessment.
Handout 23
Example Spreadsheet with
Baseline Data
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Baseline Score
Growth Goal
Needed Final Score
5
5
5
5
6
6
6
6
10
10
12
12
14
14
18
20
22
24
65
65
65
65
65
65
65
65
65
65
65
65
65
65
65
65
65
65
70
70
70
70
71
71
71
71
75
75
77
77
79
79
83
85
87
89
Handout 23
Tiered SGGs
 Data suggest that students come with relatively
diverse readiness levels for the content being
taught.
 For outliers (exceptionally low or exceptionally high
performing students), individual SGGs may need to
be developed.
Handout 24
SGG Template 2: Tiered
During the current ________, all students will make
measurable progress in _________ as measured by
_________________.
 Tier 1: Students scoring ______ on the pre-assessment
will improve their pre-assessment scores by ______ on
the post-assessment.
 Tier 2: Students scoring ______ on the pre-assessment
will improve their pre-assessment scores by ________
on the post-assessment.
 Etc.
Further, ________ will achieve _____________.
Handout 28
US History Performance Assessment
 Primary sources comparative analysis
 District-developed rubric for high school students
Handout 24
Example Baseline Data
US History Assessment: Primary Sources Comparative
Analysis
Number of Students Scoring at Each Level-Rubric-Based
10
8
6
6
5
5
Proficient
Exceeding
4
4
2
0
Novice
Developing
Handout 24
Example SGG: Rubric-based
During the current school year, all students will make measurable progress
in Primary Sources Comparative Analysis as measured by the districtdeveloped primary sources comparative analysis rubric for high school.
Students will improve their scores as follows:
 Students scoring at the Novice and Developing levels on the preassessment will improve to the Proficient level on the post-assessment.
 Students scoring at the Proficient level on the pre-assessment will
improve to the Exceeding level on the post-assessment.
 Students scoring on the Exceeding level on the pre-assessment will
have their pre-assessments re-scored using the College & Professional
level rubric, and will improve their scores by one level on the postassessment.
Further, 80 percent of students will score 80percent or higher on the end
of year assessment.
Handout 24
Example Spreadsheet with Baseline Data:
Rubric-based
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Baseline Score
Novice
Novice
Novice
Novice
Novice
Novice
Developing
Developing
Developing
Developing
Proficient
Proficient
Proficient
Proficient
Proficient
Exceeding/ College: Novice
Exceeding/ College: Developing
Exceeding/ College: Developing
Exceeding/ College: Developing
Exceeding/ College: Proficient
Needed Final Score
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Exceeding
Exceeding
Exceeding
Exceeding
Exceeding
College: Dev.
College: Pro
College: Pro
College: Pro
College: Exc.
Handout 25
Individualized SGGs
 Used for smaller groups of students with a variety
of readiness levels and background knowledge
 Acceptable amounts of progress are often
dependent on students’ historical academic
performances
Handout 26
SGG Setting Considerations for Students
with Disabilities
 Does the student’s disability affect the student’s
ability to reach the SGG?
 What has been the academic history of the
student up to this point?
 What types of instructional interventions have
been provided to the student in the past?
Handout 26
Grade 3 Teacher
 Co-teaching classroom; both the general
education and the teacher of special
education are in the room for the full
language arts period each day.
 Grade 3: Baseline Reading Data
 Online reading assessment used
 Beginning of the year reading levels
•
2.7 and below = Below grade level
•
2.8-3.2 = On grade level
•
3.2 and above = Above grade level
Handout 26
Teacher and Teacher of Special Education:
Student Baseline Data
Student Baseline Score
Student 1
1.3
Student 2
1.5
Student 3
1.5
Student 4
1.5
Student 5
1.6
Student 6
1.7
Student 7
2.2
Student 8
2.3
Student 9
2.6
Student 10
2.6
Student 11
2.8
Student 12
2.8
Student 13
2.8
Student 14
3.0
Student 15
3.2
Student 16
3.4
Student 17
3.6
Student 18
3.7
Student 19
3.7
Student 20
4.0
Students with Individualized
Education Programs
These teachers use a
collaborative model to deliver
reading instruction.
Handout 26
Teacher and Teacher of Special Education:
SGG
From September 2014 to June 2015, all students
will make measurable progress in reading
comprehension as measured by the online
assessment.
 Students scoring below grade level will improve
their scores by 1.5 grade levels.
 Students scoring at or above grade level will
improve their scores by 1.0 grade levels.
Handout 27
Student 5
Receives services for a learning disability in language arts (writing and
reading) and speech
Academic History: Reading Comprehension
Grade
Baseline Score
End-of-Year Score
K
PK.3
K.1
1
K.1
K.8
2
K.7
1.6
3
1.6
Discussion Questions:
 Based on this data, does SGG written by the teachers seem
appropriate for this student?
 What other factors need to be considered in determining an
acceptable SGG?
Handout 27
Student 10
Receives services for a learning disability in mathematics
Academic History: Reading Comprehension
Grade
Baseline Score
End-of-Year Score
K
PK.2
K.4
1
K.3
1.6
2
1.3
2.7
3
2.6
Discussion Questions:
 Based on this data, is the SGG written by the teachers
appropriate for this student?
 What other factors should be considered in determining an
acceptable SGG?
Handout 27
Creating SGGs
Practice
SGG 101 Guide - page 13-14
Pre-assessment Data Charts –
Proficient = 40
Data Set 1
Pre-assessment Data
50 possible points
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
4
4
4
4
4
4
4
5
5
5
5
6
6
6
6
6
6
6
7
7
7
20
22
Pre-assessment Data
50 possible points
Data Set 2
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
10
10
10
10
10
10
12
12
12
12
12
12
20
20
20
20
22
22
22
22
22
41
42
Handout 28
Templates for SGGs
Whole Group
During the current_______, all
students will make measurable
progress in __________ as
measured by __________.
Students will improve their preassessment scores by _____ on
the post-assessment.
Further, _______ will score
___________.
Tiered
During the current ______, all
students will make measurable
progress in ___________ as
measured by __________.
 Tier 1: Students scoring ____ on
the pre-assessment will improve
their scores by ____.
 Tier 2: Students scoring ____ on
the pre-assessment will improve
their scores by ____.
 Etc.
Further, _______ will score
___________.
Handout 29
Directions
1. Trade SGGs with the other table to which you are
assigned.
2. Evaluate the SGG for the SMART criteria.
3. Provide feedback.
4. When it’s time to trade back SGGs, send one
person back with the other table’s SGG to explain
the feedback.
5. Afterward, rewrite your SGG based on the
comments.
Step 2: Create SGG
Teacher Action Steps for Step 2.
A. Analyze data from assessments.
B. Create SGG that is SMART and includes both growth and
proficiency.
To Do:
 With your table mates, discuss consideration/concerns
and brainstorm specific actions you can take to support
teachers in Step 2. (What, Why, Who, When, and How)
 Consider both A and B.
 Be prepared to share out.
Handout 28-29
Step 3: Implement Teaching and
Learning Strategies
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs
Create
specific
SGG based
on preassessment
Create and
implement
teaching and
learning
strategies
Monitor
progress
through
ongoing
formative
assessment
Determine
whether
students
achieved
the SGG
SGG 101 Guide - page 17
Simulation – pages 39-40
Handout 23
STEP 3: Create and Implement
Teaching and Learning Strategies
How do we know if strategies are
effective…and how do we know which are
the MOST effective?
Handout 32
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 32
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 32
Strategies & Average Percentile Gain
on Achievement*
Strategies
Feedback
Instructional Quality
Instructional Quantity
Direct Instruction
Graded homework
Acceleration
Remediation/feedback
Personalized instruction
Challenge of goals
Peer Tutoring
Mastery Learning
Questioning
Advance Organizers
Simulation and games
Computer-assisted instruction
Instructional media
Percentile Gain
37
34
30
29
29
27
24
21
20
19
19
16
14
13
12
12
*Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses
relating to achievement.
Handout 33
STEP 3: Create and Implement
Teaching and Learning Strategies
Tips for Writing Instructional Strategies
Handout 33
Writing Instructional Strategies
Strategies should
be…
 Within the teacher’s
ability to control
 Researchbased/high-yield
When possible…
 Linked specifically to
the SGG
 Measurable
Handout 33
For Strategies, Consider…
 WHY was this strategy chosen?
 WHO will be included in the strategy and
WHEN?
 HOW will the strategy be implemented?
Handout 33
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 34
Emma’s Strategies
for Teaching and Learning
Strategy
Evidence
To 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
Handout 34
Writing Instructional Strategies
Practice
Handout 34
Directions
1. Use the SGG that you wrote for Step 2.
2. Work together in your group to write two
instructional strategies that could support this
SGG.
Handout 34
Step 3: Create and Implement Teaching and
Learning Strategies
Teacher Action Steps for Step 3.
A. Select strategies based on student data.
B. Implement strategies as designed.
To Do:
 With your table mates, brainstorm considerations/
concerns and discuss specific actions you can take to
support teachers in Step 2. (What, When, Why, and How)
 Consider both A and B.
 Be prepared to share out.
Handout 35-36
Step 4: Monitor Progress
Step 1:
Determine
needs
Step
2:Create
specific
SGGs based
on preassessment
SGG 101 Guide - page 18
Simulation – pages 39-40
Step 3:
Step 4:
Step 5:
Create and
implement
teaching and
learning
strategies
Monitor
progress
through
ongoing
formative
assessment
Determine
whether
students
achieved
the SGG
Handout 37
Steps in a
Mid-Year Review Process
Step 1
Collect and
reflect on
informal and
formal midyear data
Step 2
Reflect on
progress
toward SGG
Step 3
Reflect on
effectiveness
of strategies
Step 4
Adjust
strategies
Handout 37
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 37-39
Emma’s Strategies
for Teaching and Learning
Strategy 1
Communication Skills
 Students give feedback in a math journal 3x a week
 Read/respond and use information to plan small group instruction.
Outcome 1
Mid-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.
Handout 39
Emma’s Strategies
for Teaching and Learning
Strategy 2
Insights
Friday homework – students note 3 everyday situations in which they
use math to solve their problem




Outcome 2
Mid-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
Handout 39
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.




Outcome 3
Mid-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
Handout 39
Step 4: Monitor Progress through On-going
Formative Assessment
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).
To Do:
 With your table mates, brainstorm considerations/
concerns and discuss specific actions you can take to
teachers in Step 4. (What, When, Why, and How)
 Consider both A and B.
 Be prepared to share out.
Handout 40 - 41
Step 5: Determine SGG Achievement
Step 1:
Determine
needs
Step
2:Create
specific
learning
objective
based on
preassessment
SGG 101 Guide - pages 18-19
Simulation – pages 40-41
Step 3:
Step 4:
Step 5:
Create and
implement
teaching and
learning
strategies
Monitor
progress
through
ongoing
formative
assessment
Determine
whether
students
achieved
the SGG
Handout 42
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 42
Implementing Decision Rules for SGG
Attainment
Local Decision:
 Incorporating other measures for student growth
consideration
Handout 42
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 42
Decision Rules
Student
Progress
Student
Growth
Goal
High
Expected
Low
Growth Component
Growth Component
Growth Component
90% of students
meet or exceed the
SGG growth
component
Proficiency
Component
70%-89% of
students meet or
exceed the SGG
growth component
Less than 70% of
students meet the
SGG growth
component
Proficiency
Component
Exceeds beyond 10 Expected Growth:
percent
+/- 10 percent
Proficiency
Component
Did not meet and fell
lower than 10 percent
FOR TRAINING PURPOSES ONLY
Handout 43
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 43
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 43
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 43
Ratings on Standard 7
Simulations
Simulation 1 – Twelfth-Grade English Teacher
Simulation 2 – Seventh-Grade Social Studies
Teacher
Simulation 3 – Elementary School Physical
Education Teacher
Handout 44
Decision Rules
Student
Progress
Student
Growth
Goal
High
Expected
Growth Component
Growth Component
90 percent of
students meet or
exceed the SGG
growth component
Proficiency
Component
70%-89% of
students meet or
exceed the SGG
growth component
Low
Growth Component
Less than 70% of
students meet the
SGG growth
component
Proficiency
Component
Exceeds beyond 10 Expected Growth:
percent
+/- 10 percent
Proficiency
Component
Did not meet and fell
lower than 10 percent
FOR TRAINING PURPOSES ONLY
Handout 45
Overall SGG Rating
H
E
H
H
E
E
E
E
L
L
L
E
L
E
H
PROFICIENCY
Example 1:
Growth Component = High
Proficiency Component = Expected
Overall SGG Rating = High
Overall SGG Rating
(Decision Weighting Heaviest on
Proficiency)
GROWTH
GROWTH
Overall SGG Rating
(Decision Weighting Heaviest on
Growth)
H
E
E
H
E
L
E
H
L
L
E
E
L
E
H
PROFICIENCY
Example 1:
Growth Component = High
Proficiency Component = Expected
Overall SGG Rating = Expected
Handout 45
Overall SGG Rating
H
E
H
H
E
E
E
E
L
L
L
E
L
E
H
PROFICIENCY
Example 2:
Growth Component = Expected
Proficiency Component = Low
Overall SGG Rating = Expected
Overall SGG Rating
(Decision Weighting Heaviest on
Proficiency)
GROWTH
GROWTH
Overall SGG Rating
(Decision Weighting Heaviest on
Growth)
H
E
E
H
E
L
E
H
L
L
E
E
L
E
H
PROFICIENCY
Example 2:
Growth Component = Expected
Proficiency Component = Low
Overall SGG Rating = Low
Handout 46
Overall SGG Rating
H
E
H
H
E
E
E
E
L
L
L
E
L
E
H
PROFICIENCY
Overall SGG Rating
(Decision Weighting Heaviest on
Proficiency)
GROWTH
GROWTH
Overall SGG Rating
(Decision Weighting Heaviest on
Growth)
H
E
E
H
E
L
E
H
L
L
E
E
L
E
H
PROFICIENCY
Example 3:
Growth Component = Expected
Proficiency Component = High
Example 3:
Growth Component = Expected
Proficiency Component = High
Overall SGG Rating = Expected
Overall SGG Rating = High
Handout 46
Overall SGG Rating
H
E
H
H
E
E
E
E
L
L
L
E
L
E
H
PROFICIENCY
Example 4:
Growth Component = Low
Proficiency Component = Expected
Overall SGG Rating = Low
Overall SGG Rating
(Decision Weighting Heaviest on
Proficiency)
GROWTH
GROWTH
Overall SGG Rating
(Decision Weighting Heaviest on
Growth)
H
E
E
H
E
L
E
H
L
L
E
E
L
E
H
PROFICIENCY
Example 4:
Growth Component = Low
Proficiency Component = Expected
Overall SGG Rating = Expected
Handout 46
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
Simulations
Simulation 1 – Twelfth-Grade English Teacher
(page 47)
Simulation 2 – Seventh-Grade Social Studies
Teacher (page 48)
Simulation 3 – Elementary School Physical
Education Teacher (page 49)
Handout 47-49
Considerations for Decision Rules
Other Measures of Student Progress
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?
Handout 50
Other Measure for Student Progress
Other Measures
Student
Progress
High
Other indicators of
student achievement/
progress indicate
exemplary student
performance.
Expected
Other indicators of
student achievement/
progress indicate ontarget student
performance.
Low
Other indicators of
student achievement/
progress indicate
inconsistent student
performance.
Handout 50
Step 5: Determine Whether Students
Achieved SGG
Action Steps for Step 5.
A. Apply district decision rules to SGG.
B. Analyze success of SGG and next steps for the future.
To Do:
 With your table mates, brainstorm considerations/
concerns and discuss specific actions you can take
to support teachers in Step 5. (What, When, Why,
and How)
 Consider both A and B.
 Be prepared to share out.
Handout 51-52
At the End
A 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 school.
 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 53
Questions?