AHEAD
of the
CURVE
PPGES Goal Development
Workshop for Principals/Assistants
and Superintendent/Designee
PPGES Goal and Action Plan
State
SGG
Based on one of the four
ASSIST Goals
Local
SGG
Based on school need
WCG
Based on The TELL Kentucky
Survey
PGP
The Professional Learning
Necessary to Accomplish the
SGG and WCG
Principal
Assistant Principal
Independent Professional Growth Independent Professional Growth
Plan and Self Reflection
Plan and Self Reflection
Develops a State and Local
Student Growth Goal and Action
Plan in collaboration with the
superintendent/designee
Inherits the Principal State and
Local Student Growth Goal and
Action Plan
Develops a Working Condition
Goal and Action Plan in
collaboration with the
superintendent/designee
Inherits the Principal Working
Condition Goal and Action Plan
Principal Goal-Setting Process
Step 1:
Determine
needs
4
Step 2:
Step 3:
Step 4:
Step 5:
Create
specific
growth goals
based on
baseline
data
Create and
implement
leadership
and
management
strategies
Monitor
progress
through ongoing data
collection
Determine
goal
attainment
Possible Data Sources
Available On-Line
Other School Specific Data
• Open House: School Report
Card & many additional
sources of relevant data
•
•
•
•
•
• CIITS: School and District
Data-Reports and Indicators
• TELL Kentucky Survey
• VAL-ED (if available)
• Other…
Teacher SGG
Teacher Observations
CSIP
Discipline Referral
School and Community
Plan
• Safety Plan
• Other….
Principal Pre-Planning Template for KVEC
Goal Development Working Session
Principal Self-Reflection on Standards: (Bring completed self-reflection to the training)
What are my greatest strengths and areas of weakness?
Instructional/Academic Data Sources
Analysis:

Open House & School Report Card

CIITS-School and District Reports and Indicators

Teacher Growth Goals

Student Work

Teacher Observations, etc.

Other:
School Environment Implications-Data Sources
Analysis:

TELL Kentucky Survey

VAL-Ed Survey-if Applicable

Other Surveys

Referrals

Informal Conversations

Other:
Bring print copies or be able to access electronically.
Bring print copies or be able to access electronically.
Principal Reflection: State and Local SGG
Principal Reflection: WCG
What direction does my early data review lead me with the determination of an
ASSIST Goal (trend data). What does the data tell me about local school academic
need? What is our gap need?
What are the lowest agreement levels with the TELL Kentucky Survey? Do I see a
pattern? What category seems to surface? What questions? How does the TELL Need
align with the Principal Standards? What additional data supports this finding?
Talking Points to Share with my Superintendent about a possible direction for State
and Local Goal:
(List your talking points)
Talking Points to Share with my Superintendent about a possible direction for my
Working Conditions Goal.
(List your taking points)
Principal SGG-2014/15
• Principals develop a Local and State Growth Goal at the
beginning of the year.
• Goals will be revisited and strategies may be revised at midyear and/or end of the year review.
• Principals will receive only local student growth data at the
end of the year (1st year no state goal data).
• Conversations and feedback during the year helps ensure
principals are progressing toward meeting the goal.
• The local SGG process/rubric will be used to determine H, E
or L on local goal and that would give student growth rating
for determining an overall rating.
• The following year, principals have two points:
local and lagged state data.
7
PPGES
Student
Growth Goal
 Both Goals are
inherited by the
Assistant Principal
 At least one goal
must be based on
Gap Population
 The local goal may
be developed to
parallel the State
Contribution
State Goal
Local Goal
The State
Contribution is
derived from
Growth Goals
developed
around one of the
interim targets
housed in
ASSIST.
The Local
Contribution is
based on school
need.
State Contribution (SGG)
Decreasing achievement gaps (E-M-H)
Increase average combined reading and math K-PREP
scores (E-M-H)
Increasing percentage of College and Career Ready
students (M-H)
Increase average freshman graduation
rate(M-H)
9
GOAL
• Achievement Gap
• K-PREP Combined
Reading and Math
• College and Career
Ready
• Freshman
Graduation Rate
The goal
statement, found
in the School
Report Card, is
already set by KBE
with a 2017
trajectory.
COLLABORATION
• Increase or decrease
in goal percentage
for the current
school year
• Develop a process
and/or rubric to
determine goal
attainment
Determined by
the Principal in
collaboration with
the
Superintendent
following District
CEP guidelines.
STRATEGY
•Best Practice
•Professional
Development
•Progress Monitoring
•Consolidated Planning
•Other
The strategies are
specific to what
the PRINCIPAL
will do to meet
the stated goal
and objective.
10
Get Ahead of the Curve
Let’s Do IT! : Develop the Draft State SGG
•
•
•
•
•
•
Go to KDE (education.ky.gov) Web Site
From the homepage Click on the School Report Card Icon
Sort for district and then school
Find Your School Report Card
From the Homepage click on the Delivery Targets Tab to find the
2014/15 goal trajectory.
Explore the data under the Assessment Tab to find specific gap and
group.
Proficiency/Gap
CCR
Graduation Rate
Sample: State ASSIT SGG
•
By September 2015 ABC Middle School will increase the average
Combined reading and math K-prep scores from 50.2% to 53.2% as
measured by state test.
•
By September 2015 ABC Middle School will increase the average
Combined reading and math K-prep scores from 50.2% to 53.2%.
This increase will reflect a 10% increase in proficiency in the
students with disability from 26.7% to 36.7% as measured by state
test.
•
By September 2015 ABC Elementary will increase 8th grade
proficiency in math from 44.3 % to 53.2% as measured by state test.
•
By September 2015 ABC Middle School will increase the percent
proficiency in the students with disability from
26.7 % to 36.7 as measured by state test.
12
Your Turn
Sample State Goal Template
By September 2015 ___________________________School will
Your School Name
increase the number of ______________________________________
Your Target Content and Student Population
scoring proficient/distinguished from_________ to _______________
Actual Score
as determined by state testing.
Specific
Measurable
Appropriate
Realistic but Rigorous
Time Limited
ASSIST Target
Now that I have direction for STATE SGG
Could I use that foundation to
develop my LOCAL SGG?
Do Your SGG Parallel?
•
The State Contribution is derived
from Growth Goals developed
around one of the interim targets
housed in ASSIST.
•
Local Goal – Based on School
Need
It may be developed to parallel the
State Contribution or it may be
developed with a different focus
Based on Gap population unless
State goal is based on Gap
population.
•
•
If my State and Local SGG
do parallel
.
Why do I need to develop two SGG’s?
What might be some common elements of each plan?
How might the plans be different?
16
Local Goal Setting-Navigating The
Curve
1. Determine Need (Based on Multiple Data Sources)
2. Create specific growth goals based on baseline data
3. Create and implement leadership and management
strategies
4. Utilize district decisions to create a rubric to determine
goal attainment
5. Monitor progress through on-going data collection
6. Determine goal attainment
17
Get Ahead of the Curve
Review the local data that you
have collected
 Many school specific data
sources are housed in CIITS
School and District Data. School
Level Reports of local
assessments can be generated
here.
 Don’t Overlook School evidence
and documentation (exampleTeacher SGG, Student Work,
etc.)
 Explore your school academic
needs
 What is a possible base line
data source
Let’s Do IT! Develop the
Draft Local SGG
Sample: Local Growth Goal
By May 2015 ABC Middle School will increase the
percentage of 8th grade math students meeting the
benchmark on the MAP Testing from 55% Percent to
65%.
Specific
Measurable
Appropriate
Realistic but Rigorous
Time Limited
Your Turn
Sample Local Goal Template
By May 2015 ___________________________School will
Your School Name
increase the number of ______________________________________
Your Target Content and Student Population
scoring proficient/distinguished from_________ to _______________
Local measure voc.
Actual Score
as determined by _________________.
Local Assessment Measure
Specific
Measurable
Appropriate
Realistic but Rigorous
Time Limited
Local Measure Target
Examples: State Goal & Rubric
Assist goal: By September 2015 ABC Elementary will
increase the average combined reading and math K-prep
scores from 60% to 68%
21
Low
Expected
High
Below 68%
68%
Above 68%
Low
Expected
High
62% and Below
63%-71%
72% and Above
Rating State & Local Goals
For each Student Growth Goal the districts develops and
details the process for determining high, expected, and low
growth. This process/rubric is outlined in the District Certified
Evaluation Plan (CEP).
Let’s review our District CEP to develop a common
understanding of the district decisions rules and/or rubrics to
measure high, expected and low growth on each specific goal.
22
What Now?
 State and Local Goal Statements are written.
 A process/rubric for determining goal attainment has
been reviewed.
If time allows we will return to the development of the
action plan after we have all goals developed.
MOVING ON TO WCG
23
WCG: Organizing for Success
•TELL Data Survey Results
•Crosswalk Tell and Standards
•KVEC TELL Kentucky Working Condition Survey Tool or
some method to organize the survey.
•Other relevant data sources
24
How will the WCG look in 2014-15?
•Last year’s PPGES pilot principals are
entering the second year of a two-year
WCG planning process.
•All other principals will develop a one-year
WCG plan based on the 2013 TELL
SURVEY.
25
WCG Basics
•The WCG development is a collaborative process between
principal and superintendent/designee.
•Principals are responsible for setting a two-year Working
Conditions Growth Goal based on the most recent TELL
Kentucky Survey.
•The principal WCG is inherited by the assistant principal.
*It is desirable that the assistant principal is an active participant
in all goal development.
26
Principal Goal-Setting Process
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Determine
needs
Create
specific
growth
goals
based on
baseline
data
Create and
implement
leadership
and
managem
ent
strategies
Monitor
progress
through
on-going
data
collection
Determine
goal
attainment
27
Two-year goal, continuing process
•Identify an area of growth
•Collaborate to create a goal,
strategies and understand the rubric for goal
attainment.
•Check progress at the end of the first year
•Modify strategies/actions if needed and
continue with goal implementation
•Determine level of goal attainment
28
WCG Step by Step
•Review TELL Data
•Organize TELL Survey Question to determine an area of
focus
•Select Survey Focus Question and Support Survey Questions
•Connect to the Principal Performance Standards
•Develop a WCG statement
•Develop a rubric to evaluate the WCG
•Develop the WCG Plan/Strategies
•Ongoing reflection on progress
29
Determining need:
identify an area of growth
Focus
Survey
Question
Supporting
Survey
Question
Supporting
Survey
Question
Supporting
Survey
Question
30
Target Question(s)
from TELL Kentucky Results:
•Q4.1 a. Parents/guardians are influential decision makers
in this school.
52.2% agreement
•Q4.1 f. Parents/guardians support teachers, contributing
to their success with students.
40% agreement
•Q4.1 g. Community members support teachers
contributing to their success with students.
42.7% agreement
•Q4. 1h. The community we serve is supportive of this
school. 50.4% agreement
31
Target
Principal Performance Standard
•Performance Standard 5.7 provides a variety of
opportunities for parent and family involvement in school
activity.
NOTE: This principal chose to expand the standard focus
to involvement of parent/family in the academic success
of the student.
32
Let’s Do it!
Refer to your pre-planning data analysis or
1. Go to http://www.tellkentucky.org/
2. Click on survey results.
Explore the reports available
3. View the short TELL KY video (optional)
4. As a group discuss the possible methods of
organizing survey results to determine:
• Area of need
• Greatest focus for impact on student achievement
• Focus on areas where the principals has the great
control
33
Activity: Connecting WCG
To Student Achievement
Purpose: To identify and agree upon a focus area
for the WCG that has the potential to strongly
impact student achievement.
Materials/resources:
•You will need most recent TELL Survey Data (link or hard copy)
•Some method of organizing your school TELL Kentucky Data.
•Relevant data support sources
•
•
•
•
VAL-ED survey results (if available)
other school surveys
anecdotal records
etc.
34
Sample: WCG Statement
By May 2015, I will provide a variety of
opportunities for parents/guardians to
participate in activities that contribute to the
academic success of their child. A focus will
be placed on how the parent can support
teachers in academic areas. My success will
be measured by an increase in agreement
rate on TELL Survey Question 4.1 f. from the
current 40% to 70%.
35
Your Turn
Sample WCG
By May 2015 I will ______________________________________________
(What changes will you implement based on TELL and support data?)
My Success will be measured by an increase in agreement rate on __________TELL Question (s)
List Q #
From _____________ to ______________.
Current Rate
Goal Rate
*This is a two year goal. How will you know if you are making progress toward meeting the target.
Specific
Measurable
Appropriate
Realistic but Rigorous
Time Limited
Sample WCG rubric
The rubric is established when setting the WCG Goal in
collaboration with the superintendent. An accomplished
result is the expected outcome from the goal. To achieve
exemplary the goal must be exceeded. District decision
rule for accomplished is a range from -5 points to goal.
Ineffective
Developing
Accomplished
Exemplary
40% and
below
41%-64%
65%-70%
71% and
above
37
Time out!
Use your District Certified Evaluation
Plan (CEP) to review district process
and apply decision rules to goal rubric
development.
38
On to the PGP
Why did we leave the
development of the PGP to
last?
Professional Growth Planning
and Self-Reflection
All principals and assistant principals will participate in
Self-Reflection and Professional Growth Planning each
year.
PGP Goals
SELFREFLECTION
PERCEPTION
SURVEYS
SGG and
WCG
SITE VISIT
CONFERENCES
40
Self-Reflection and Self-Assessment
Six Principal Standards
1.
2.
3.
4.
5.
6.
Instructional Leadership
School Climate
Human Resource Management
Organizational Management
Communication and Community Relations
Professionalism
41
Self-Reflection and Self-Assessment
Documents
Ineffective
Developing
Accomplished
Exemplary
is the expected level
of performance.
In addition to meeting
the requirements for
Accomplished
The principal
fosters the
success of all
students by
facilitating the
development,
communication
The principal
actively and
consistently
employs
innovative
and effective
leadership
42
Reflecting on Student Growth Goal
How can the SGG provide
focus and direction for the
PGP?
43
Reflecting on the
Working Conditions Goal
44
Reflecting on
Site Visit Conferencing
45
Using Multiple Sources of Evidence
Self-Reflection
•What do I want to change about my practices that
will effectively impact student learning?
•How can I develop a plan of action to address my
professional learning?
•How will I know if I accomplished my objective?
The principal/assistant principal should connect the PGP
Goal to the appropriate performance standard.
46
Sample PGP Goal
During the 2014-15 school year I will increase
parental involvement in school sponsored
academic focused events in an effort to
communicate and obtain greater parent
support for supporting their child’s reading and
math achievement. Measures of my success
can be determined by parent event’s agendas
and sign in, school to home communication
documentation, and teacher midpoint survey
on TELL survey Q4.1 F.
47
Your Turn
Sample PGP
During the 2014-15 School year I will __________________________
(What professional growth will you target based multiple sources of data and aligned to principal standards.
In May 2015 my success will be measured by
_____________________________________________________________
This will likely be documentation or growth on the principal standards rubric and not an actual assessment measure
Specific
Measurable
Appropriate
Realistic but Rigorous
Time Limited
On to the Action Plan
Principal and superintendent/designee
collaborate to clarify SGG, WCG, and PGP
Focus. They also connect the focus area to
one or more of the Principal Professional
Standards
Develop Goal
Statements
Review the
district CEP for
goal achievement
rubric/process.
Develop an
action plan
49
Planning Tool:
Developing an Action Plan
What
do IIwant
to change
How can
develop
a plan of
about
my
practices
that
action
to address
mywill
How
will
I know
if I accomplished
effectively
impact
student
professional
learning?
my objective?
learning?
What resources will I need?
50
Goal Action Plan: Reflection
Student Growth
What do I want to change about my instructional leadership that will
effectively impact student learning?
Working Conditions
What do I want to change about my leadership or role that will
effectively impact working conditions in my school and their impact on
student learning?
PGP
What professional learning and personal growth is
necessary for me to achieve the SGG and the WCG?
51
When SGG, WCG, and PGP=
Principal Standard
Strategies/Actions for SGG, WCG and PGP
What will I need to learn and do in order to impact the SGG and
the Working Conditions Goal
How will I apply what I have learned?
How will I accomplish my goal?
Resources/Support
o What resources will I need to complete my plan?
o What support will I need?
Targeted Completion Date
oWhen will I complete each identified activity
Questions?
More
Information?
Jennifer Carroll
[email protected]
Abbie Combs
[email protected]