a kentucky story a transition from compliance to effective implementation of sggs 1
TRANSCRIPT
A Kentucky Story
A transition from compliance to effective implementation of SGGs
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• SMART • Proficiency component & Growth
component
• One classroom of students, one content area
Specific, Measureable, Appropriate, Realistic, Time-Bound
How will proficiency be defined for the enduring
learning?
What defines ‘expected’ growth?
…4th grade Math students……2nd period Art II students…
The Basics of a Goal:
Jenny Ray, PGES Consultant (KDE)3
Lessons Learned…
• In Kentucky, we began with the “what”•Written examples of goals• Examples of enduring learning for content areas
• We learned that this implementation method fell short in changing practice or getting beyond a ‘compliance’ level of understanding
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Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
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 pathway and 80% of students will reach proficiency (level 4 on the rubric).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)
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Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
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 pathway and 80% of students will reach proficiency (level 4 on the rubric).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)
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Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
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 pathway and 80% of students will reach proficiency (level 4 on the rubric).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)
Jenny Ray, PGES Consultant (KDE)7
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
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 pathway and 80% of students will reach proficiency (level 4 on the rubric).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)
Jenny Ray, PGES Consultant (KDE)8
Questions to Consider…
Jenny Ray, PGES Consultant (KDE)9
Lessons Learned…
• It is not only about the ‘what’…it is about the ‘how’
• We learned that the process does not end with having a goal ‘approved.’
• There is more to showing growth than comparing one pre-test with one post-test.
• Formatively assessing standards as day-to-day best practice became the vehicle for tracking progress toward meeting the goal and for reflecting on teaching effectiveness.
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One Sample Process…
3rd Grade Teachers’ SGG Story
Jenny Ray, PGES Consultant (KDE)11
How is the enduring learning defined?
Jenny Ray, PGES Consultant (KDE)12
Critical Areas
= Enduring Learning
Jenny Ray, PGES Consultant (KDE)13
Which standards match the critical
area/enduring learning?
(Teachers began bundling standards in
grade level PLC.)
Determined through careful study of the critical area by 3rd and 4th
grade teachers in a PLC setting.
Jenny Ray, PGES Consultant (KDE)14
At the beginning of the year, building on what teachers were
already using to track progress…
Jenny Ray, PGES Consultant (KDE)15
At the beginning of the year, building on what teachers were
already using to track progress…
Six weeks of data
gathered naturally over
time, in multiple ways, to
determine baseline.
Jenny Ray, PGES Consultant (KDE)16
Pathway Development
A Pathway from where students are to where they need to be.
LEV
EL
1
LEV
EL
2
LEV
EL
3
LEV
EL
4:
Pro
fici
ency
Beyond
Pro
fici
ency
LEV
EL
1
LEV
EL
2
LEV
EL
3
LEV
EL
4:
Pro
fici
ency
Beyond
Pro
fici
ency
LEV
EL
1
LEV
EL
2
LEV
EL
3
LEV
EL
4:
Pro
fici
ency
Beyond
Pro
fici
ency
IMPORTANT NOTES:• If students end in Level 1, they are further behind
next year• If students end in Level 2, they will need additional
supports at the beginning of next year.• If students end in Level 3, they will be ready to learn
4th grade concepts in multiplication/division, and may experience more difficulty than those who reached proficiency.
Jenny Ray, PGES Consultant (KDE)20
Rubric/Pathway Development and Baseline Data Analysis
Jenny Ray, PGES Consultant (KDE)21
Enduring Understanding
Pathway to Proficiency
PROFICIENCYBASELINE
Jenny Ray, PGES Consultant (KDE)22
PROFICIENCY
1.What percentage of students might be expected to reach proficiency, given this baseline data?
2.How might “expected GROWTH” be defined?
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Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
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 pathway and 80% of students will reach proficiency (level 4 on the pathway).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)
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Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process:
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 TWO levels on the 3rd grade critical area standards mastery pathway and 60% of students will reach proficiency (level 4 on the pathway).(Note: The 8 math practices, each where appropriate, will be intentionally embedded to reach the rigor of the standards.)
Principal: “What is your assessment plan for this enduring learning
throughout the year?”
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From Compliance to Effective Implementation
1. Determine the standards that will inform progress toward the enduring learning.
2. Determine proficiency for the enduring learning.
3. Determine the progression of standards, or the progression to proficiency (e.g. systematic removal of supports).
4. Develop and use a system of continuous assessment to track growth toward proficiency all year long.
Working in focused, intentional collaboration teams
Jenny Ray, PGES Consultant (KDE)26
• Questions to Consider
• Baseline information (red/yellow/green)
• Pathway Progression
• Baseline Data Summary (names of Ss)
Training Resources :