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Student Growth Goals
The Nuts and Bolts for
Superintendents
Presenter
Dr. Lauri Leeper
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
The 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? …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
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
Professional
Development
Differentiation
Lesson
plans
Best
practices
Common
planning
Handout 2
Why Student Growth Goals?
FRAMEWORK FOR COHERENCE
Looking
at
student
data
Best
practices
Professional
Development
Formative
assessment
Differentiation
Student
Growth
Goals
Lesson
plans
Common
planning
Handout 2
Why Student Growth Goals?
Focus on
Student
Results
Explicit Teaching
and Learning
Connection
Improved
Instructional
Practices
Framework for
Coherence
School Improvement and Student Success
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 –
Nuts and Bolts
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
learning goal
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
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs.
Create
specific
learning goal
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.
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
STEP 1: Determine Needs
B. Choose the assessment(s) to measure
your focus.
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
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
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
Step 2:
Create the Student Growth Goal
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs
Create
specific
learning goal
based on
preassessment
Create and
implement
teaching and
learning
strategies
Monitor
progress
through
ongoing
formative
assessment
Determine
whether
students
achieved
the SGG
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 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
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:
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
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
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
Step 3: Implement Teaching and
Learning Strategies
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs
Create
specific
learning goal
based on
preassessment
Create and
implement
teaching and
learning
strategies
Monitor
progress
through
ongoing
formative
assessment
Determine
whether
students
achieved
the SGG
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?
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 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
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 24
STEP 3: Create and Implement
Teaching and Learning Strategies
Tips for Writing Instructional Strategies
Handout 24
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 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
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 25
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 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
Step 4: Monitor Progress
Step 1:
Determine
needs
Step
2:Create
specific
learning
objective
based on
preassessment
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 28
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 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 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 30
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 30
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 30
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
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
Step 5: Determine SGG Achievement
Step 1:
Determine
needs
Step
2:Create
specific
learning
objective
based on
preassessment
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 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
Student
Growth
Goal
High
Expected
Low
Growth Component
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
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 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
Simulations
Simulation 1 – Twelfth-Grade English Teacher
Simulation 2 – Seventh-Grade Social Studies
Teacher
Simulation 3 – Elementary School Physical
Education Teacher
Handout 35
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 36
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 36
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 37
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 37
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 37
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
Simulation 2 – Seventh-Grade Social Studies
Teacher
Simulation 3 – Elementary School Physical
Education Teacher
Handout 38-40
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 41
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 41
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 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
Recommendations and
Implementation Ideas
Lessons Learned from the Field
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 44
40
Recommendation 3
There are many challenges when implementing
SGGs for the first time. How might your district
embrace naysayers?
Handout 44
40
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 44
40
Recommendation 5
One challenge when implementing SGGs is to
analyze data purposefully. How might district
leaders go about helping in this area?
Handout 44
40
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 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?