A transition from compliance to effective implementation of SGGs 1 SMART Proficiency component amp Growth component One classroom of students one content area Specific Measureable Appropriate ID: 468111
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Slide1
A Kentucky Story
A transition from compliance to effective implementation of SGGs
1Slide2
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:
2Slide3
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 understandingJenny Ray, PGES Consultant (KDE)3Slide4
Kentucky Department of Education
Professional 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.)
4Slide5
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal
‘
good enough’?
All of my 3
rd 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.)
5Slide6
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal
‘
good enough’?
All of my 3
rd 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.)
6Slide7
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal
‘
good enough’?
All of my 3
rd 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)
7Slide8
Questions to Consider…
Jenny Ray, PGES Consultant (KDE)
8Slide9
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. Jenny Ray, PGES Consultant (KDE)9Slide10
One Sample Process…
3rd Grade Teachers’ SGG Story
10Slide11
Jenny Ray, PGES Consultant (KDE)
11
How is the enduring learning defined?Slide12
Jenny Ray, PGES Consultant (KDE)
12
Critical Areas = Enduring LearningSlide13
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
3
rd
and 4
th
grade teachers
in a PLC setting.Slide14
At the beginning of the year, building on what teachers were
already using to track progress…
Jenny Ray, PGES Consultant (KDE)
14Slide15
At the beginning of the year, building on what teachers were
already using to track progress…
Jenny Ray, PGES Consultant (KDE)
15Six weeks of data gathered naturally over time, in multiple ways, to determine baseline. Slide16
Pathway Development
A Pathway from where students are to where they need to be.
Jenny Ray, PGES Consultant (KDE)
16Slide17
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4: Proficiency Beyond ProficiencySlide18
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4: Proficiency Beyond ProficiencySlide19
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4: Proficiency Beyond Proficiency
IMPORTANT NOTES:If students end in Level 1, they are further behind next yearIf 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.Slide20
Rubric/Pathway Development
and Baseline Data AnalysisJenny Ray, PGES Consultant (KDE)
20Slide21
Jenny Ray, PGES Consultant (KDE)
21
Enduring Understanding
Pathway to ProficiencyPROFICIENCYBASELINESlide22
Jenny Ray, PGES Consultant (KDE)
22
PROFICIENCY
What percentage of students might be expected to reach proficiency, given this baseline data?How might “expected GROWTH” be defined?Slide23
Kentucky Department of Education
Professional 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.)
23Slide24
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
All of
my 3
rd
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.)
24
Principal: “What is your assessment plan for this enduring learning throughout the year?”Slide25
From Compliance to
Effective Implementation
Determine the
standards that will inform progress toward the enduring learning.Determine proficiency for the enduring learning.Determine the progression of standards, or the progression to proficiency (e.g. systematic removal of supports). Develop and use a system of continuous assessment to track growth toward proficiency all year long.25Working in focused, intentional collaboration teamsSlide26
Questions to Consider
Baseline information (red/yellow/green)Pathway ProgressionBaseline Data Summary (names of Ss)
Training Resources :
Jenny Ray, PGES Consultant (KDE)26