STUDENT GROWTH GOALS
CONNECTING THE DOTS
DO YOU…
• Teach standards?
• Assess standards?
• Change practice based on results on assessments?
• Identify professional learning needs to impact practice?
STEP 1: IDENTIFYING ENDURING SKILLS
Defining Enduring Skills
Learning that:
• ENDURES beyond a unit or a single test date,
• is of value in other disciplines,
• is relevant beyond the classroom,
• is worthy of embedded, course-long focus,
• may be necessary for the next level of instruction
ENDURING SKILLS (GUIDED BY NATIONAL
STANDARDS)
HEALTH EXAMPLES
•
Analyze the influence of family, peers,
culture, media, technology, and other
factors on health behavior.
•
Access valid information, products, and
services.
•
Use decision-making skills to enhance
health
PE EXAMPLES
•
Demonstrates competency in a variety
of motor kills and movement patterns
•
Applies knowledge of concepts,
principles, strategies, and tactics
related to movement and performance.
•
Exhibits responsible personal and social
behavior that respect self and others.
PROGRAM REVIEW CONNECTIONS
HEALTH EDUCATION
•
Health education curriculum regularly
provides opportunities for all students
to become health literate by practicing
the skills embedded in the National
Health Education Standards (NHES)
which establish, promote and support
health-enhancing behaviors for students
in all grade levels.
PHYSICAL EDUCATION
• Physical education curriculum regularly
provides opportunities for all students to
become physically literate individuals
who have the psychomotor, cognitive,
and affective skills to adopt a physically
active lifestyle as defined by the National
Association for Sport and Physical
Education (NASPE) National Physical
Education Standards
STEP 2: ASSESSING ENDURING SKILLS
• Use grade level outcomes to help you establish what proficiency should look
like.
• Establish a baseline for your class
• Easiest with a rubric or a matrix.
• Identify sources of evidence you will use.
• It is recommended that at lease three sources of evidence are recommended for
contributing to baseline data.
PROGRAM REVIEW CONNECTIONS
• PLCS teachers develop scoring guides, models
and rubrics, and apply these to assess student
performance.
TARGET-METHOD MATCH
STEP 3: WRITING STUDENT GROWTH GOAL
Step 1:
Determine
needs
Step 2:
Create
specific
learning
goals based
on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
STEP 1: DETERMINE NEEDS
•
Based on my content standards, what are the enduring skills concepts and processes
students should master by the end of the school year/course?
•
Do the identified skills, concepts and processes represent essential learning that
ENDURES?
•
What does it look like for students to be performing at proficiency levels? How do I
know? (Grade Level Outcomes)
•
Are there any enduring skills my students lack overall? What are the biggest areas
of need?
•
What are my student’s abilities? How have I collected and analyzed evidence/data
to determine patterns, trends, strengths and weaknesses for all students?
•
Are the areas of need identified appropriate for a year-long/course-long student
growth goal?
DETERMINING NEEDS (CONT.)
• Deciding on sources of evidence
• Do the sources of evidence provide the data needed to demonstrate proficiency for the
identified area(s) of need?
• Can the sources of evidence be used to provide baseline data, comparable mid-term
data, and end of year/course data?
• Do the sources of evidence require students to meet or exceed the true intent of the
standards being assessed?
STEP 2: CREATE SPECIFIC LEARNING GOALS BASED ON
PRE-ASSESSMENT
• What is the expected growth for ALL students?
• What is the proficiency target?
• What percentage of students will meet or exceed that
target?
• Use the SMART criteria to create the student growth goal
SMART GOAL PROCESS FOR STUDENT GROWTH
S
M
A
R
T
Specific- The goal
addresses student
needs within the content.
Measurable- An
appropriate instrument
or measure is selected
to assess the goal.
Appropriate- The goal
is clearly related to the
role and responsibilities
of the teacher.
Realistic- The goal is
attainable.
Time-bound- The goal is
contained to a single
school year/course.
The goal is
focused on a
specific area of
need.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is standardsbased and directly
related to the subject
and students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the outer
bounds of what is
attainable.
The goal is bound
by a timeline that
is definitive and
allows for
determining goal
attainment.
PHYSICAL EDUCATION GOAL
For the 9 weeks course, all
students will improve their
knowledge of fitness.
Students will improve their
personal rating on School
Physical Fitness Test by 20%
in all tested areas. 70% of
students will score at the “Fit”
level as measured by the
School Physical Fitness Test.
SMART CRITERIA
Specific?
Measurable?
Appropriate?
Realistic?
Time-bound?
For the 9 weeks 8th grade
course, all students will improve
their knowledge of fitness.
Students will develop a portfolio
that demonstrates application of
fitness test results to develop a
fitness plan, a fitness goal, and
a menu for healthy eating. All
of my students will demonstrate
growth by 2 or more levels, or to
distinguished, on the rubric
designed by the Health & PE in
collaboration with regional
peers for each product. 75% of
students will perform at
proficient or distinguished on the
rubric.
HEALTH EDUCATION GOAL
For the 9 week course,
students will improve their
ability to explain the
influence of family on health
behavior. 70% of students
will score at least an 80% on
the post test to demonstrate
learning.
SMART CRITERIA
Specific?
Measurable?
Appropriate?
Realistic?
Time-bound?
During the 8th grade 9 weeks course, all students
will grow in their ability to analyze the influence
of family, peers, culture, media, technology, and
other factors on health behavior. Using a
standards-based 4 point rubric created by the
District Health/PE Vertical Team, students’ current
level of understanding will be determined with a
constructed response performance task on how
these factors affect behavior. Applying the same
rubric to the post assessment, students will be
given a performance task in which they will be
asked to identify and explain how these factors
influence health behaviors. Each student will
improve by moving one level on the
rubric. Furthermore, 80% of students will score
Meets Expectations (Proficient) on the rubric.
STEP 3: CREATE AND IMPLEMENT TEACHING AND
LEARNING STRATEGIES
• Ask yourself:
• How do I identify the instructional strategies that will most effectively
support students in attaining the student growth goal?
• What resources and supports do I need to implement these strategies
with my students?
•
•
•
•
Research–based Strategies:
Professional Publications & Webinars
Collaboration with Others
Online Resources & Communications
STEP 4: MONITOR STUDENT PROGRESS THROUGH
FORMATIVE ASSESSMENT
How and when will I monitor progress towards the SGG throughout the
year/course?
What formative assessment processes will I use for progress
monitoring?
PROGRAM REVIEW CONNECTIONS
• PLCS teachers use data from formative and
summative assessments, student ILPs, and other
sources to guide instruction, develop intervention
plans, and improve instructional practices.
STEP 5: DETERMINE WHETHER THE STUDENT
ACHIEVED THE GOAL
• Look back at your original goal and assess whether each student
made the goal set.
• If they did, document and move onto the next enduring skill.
• If they did not, what can be retaught to help students achieve
the goal?
PROGRAM REVIEW CONNECTIONS
•
The professional growth plan (PGP) supports appropriate instruction for PL/CS
and links to the Comprehensive School Improvement Plan (CSIP).
•
PL/CS professional learning opportunities incorporate the Standards for Professional
Learning, focus on research/evidence based practices and are planned based on
school and student data and teacher Professional Growth Plans (PGPs).
•
Job embedded PL/CS focused professional learning opportunities are available
to teachers, and they are encouraged to engage in those opportunities.