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 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.

• 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

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 pre-

assessment

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

Specific- The goal addresses student

needs within the content.

The goal is focused on a

specific area of need.

M

Measurable- An appropriate instrument or measure is selected

to assess the goal.

The goal is measurable and

uses an appropriate instrument.

A

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.

R

Realistic- The goal is attainable.

The goal is doable, but

rigorous and stretches the outer bounds of what is

attainable.

T

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.

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.