OPGES-PGES-Overview-implementation-webpage-1.ppt

WITH OPGES
Professional Growth and
Effectiveness System

Welcome!
 Pick up handouts
 Place dots on chart paper to indicate
participation in various aspects of OPGES during
2014-15
 Place dot on “target” chart paper to indicate
awareness level of OPGES

KDE Contacts
Amy Jacobs
OPGES Contact for KDE
Amy.jacobs@education.ky.gov
502-564-1479
Kathy Mansfield
Library Media/Textbooks Consultant
OPGES Advisory Council (Librarians)
Kathy.mansfield@education.ky.gov
Jennifer B. Smith
OPGES Advisory Council (Counselors)
jennifer.smith@education.ky.gov

PGES GOALS
• Every child in every classroom will be taught by a highly
effective educator.
• Every school in every district will be led by a highly effective
principal.

Purpose of OPGES
 PGES is one system. OPGES & TPGES are
distinguished by the frameworks used for each
category.
 The purpose of the OPGES portion of PGES is to
meet the needs of other professionals who impact
student learning but are not in a traditional
classroom setting.

OPGES Timeline
 2015-16: OPGES full implementation, without
consequences
 Districts will choose dual, hybrid, or full adoption.
 May choose which sources of evidence are used for
personnel decisions. (All sources are completed, some are
used for personnel decisions.)
 2016-17: OPGES full implementation for
accountability purposes.
 All sources of evidence will be used for personnel decisions.

Other Professionals Growth and Effectiveness System
(OPGES)
Categories
 Library Media Specialists
 School Guidance Counselors/Social
Workers
 Speech Pathologists
 School Instructional Specialists/ coaches
 Interventionists whose full responsibility is working with students, such as
reading recovery or math intervention, will use the TPGES framework.
 District Psychologists –in District Certified personnel
Professional growth and effectiveness system. (DC PGES)

PGES / OPGES is designed and built by the districts.
 School psychologists:
 Paul Baker – Martin Co.
 Beth Edmonson – Daviess Co.
 Guidance counselors
 Omar Morris- Jefferson Co.
 Melinda McClung – Fayette Co.
 Jennifer Smith – KDE
 Nurses
 Mary Burch – Erlanger
 Karen Erwin – KDE
 Instructional Specialists
 Maggie Nicholson – Shelby Co.
 Jeanna Slusher – Anderson Co
 Other
 David Johnson - SESC
 Stephanie Little – KEDC
 Library Media:
 Paul Lanata – Jefferson Co.
 Becky Nelson – Franklin Co.
 Kathy Mansfield – KDE
 Therapeutic Specialist – PT/ OT/ Speech/ Language
 Tim Ball – Rowan Co.
 Laura Cullens – Jefferson Co.
 Debbie Culler – Jefferson Co.
 Sherry Hoza – Jefferson Co.
 Dana Logsdon – Fayette Co.
 Julie Wells – Jessamine Co.
 Veronica Sullivan – KDE
 Nachelle Nead – Jessamine Co.
 Representatives on
OPGES steering
committee provide
input & suggestions,
and create resources.

Timeline.
 Districts determine ‘due dates’
 District CEP defines times during the year evidence
sources are completed and submitted.

Suggested Timeline.
Early school year:
 Complete self-reflection and PGP
 Begin to collect baseline data for SGG. Identify student needs to create
SGG
October:
 Begin observation cycles.
 SGG may be due, defined in district CEP.
November – March
 Continue pre-conferences, observations, peer observations, post
conferences.
 Continue to self reflect and make adjustments if needed.
 Continue to review SGG progress.
 Complete Student voice survey
April – May:
 Complete summative observations.
 Review SGG to see if goal was met.
 Review PGP

Kentucky Sources of Evidence – required for
OPGES
PGES
framework
Observation & Peer
observation
Professional Growth
Self Reflection
Student Voice
Student Growth
IF Other professional has Direct
instructional interaction
throughout year with students.

A Common Understanding of Effectiveness
Framework for Specialists – uses the same common language and Domains.

PGES Domains
• Planning and Preparation
• Classroom Environment /Environment
• Instruction /Delivery of Service
• Professional Responsibilities

Ratings for PGES & OPGES
Kentucky ratings
Ineffective
Developing
Accomplished
Exemplary

THE FRAMEWORK
Danielson Frameworks for Specialist Positions
Ineffective Developing Accomplished Exemplary

How to find the Framework
 KY Framework for Teaching with Specialist
Frameworks is posted on the OPGES webpage
 Includes crosswalk of TPGES to OPGES
 Includes possible Examples of Practice
 Includes content crosswalks to CHETL, ASHA PACE, ASCA etc….

What does accomplished look like?
Take a moment to look over the individual “specialist”
framework.
What do you notice an accomplished professional
does?
Notice the ‘possible examples of practice’ portion.
Does your work align to these examples?
Discuss at your table.
Questions?

OPGES Evidences
Looking deeper:
Sources of Evidence:
Self – Reflection & Professional
Growth Goals

Self – Reflection Process
 Step 1: Using the PGP Initial Reflection for OPGES,
highlight or circle the descriptors in each of the four
domains that best describe your teaching practice.
 Step 2: Find your highlighted descriptors in the
Kentucky Framework for Teaching – Specialists
Framework.

 Step 3: Determine your performance level in each of
the components.
 Step 4: Organize on the Self-Reflection worksheet, a
district PGP form, or enter this data into EDS*
 Step 5: Use the Self–refection to determine an area
of need on which you can write your Professional
Growth Goal.

Let’s practice.
 Take a moment to review your practice on the PGP
Initial Reflection for OPGES
 Document your finding or ‘rating’ on the Self-
Reflection worksheet.
 Discuss at your table areas of need identified.
Answer these questions as a table:
 What do I want to change about my practice that will
positively impact student learning?
 What is the plan of action?
 How will I know if I accomplished my objective?

Professional Growth Goal evidence
 Professional growth data is not student
growth data
 Should show evidence of change in
teacher practice
 Some examples:
• PL agenda or completion certificate
• observational data
• staff or student surveys
• website hits

Writing a Professional Growth Goal.
 Goal (what it’s not):
 During the 2015-2016 school year, I will improve my
communication to the school community. I will
attend sessions on communication. Growth will be
shown by more people visiting my… (work setting).

Writing a Professional Growth Goal.
 What it could be: Revised goal
 (may apply to other OPGES job roles as well.)
 During the 2015-16 school year, I will improve my
communication of library programs, resources, and services
to the school community by improving the school library
website. I will review school library websites, attend
conference sessions or webinars about effective library
websites, and read/study articles and/or blog posts about
quality school library website design. Growth will be
evidenced by increased traffic to the school library website,
student/parent/staff feedback surveys, before/after
screenshots of web pages, and self-reflection.

Support for PGP sample
 Reasons for change
 While the first goal identified growth in
communication, it was very general. Because it did
not identify sources or methods of communication, it
was also unclear how it could be measured. The Plan
for PL was limited and not specific. Her measure of
growth was vague and limited.
 She decided to specify what measures would provide
evidence of the improvement.

Let’s practice Professional Growth Goals.
 Would this be an effective area for PGG?
 For my PGG, I chose 2E (Organizing Physical Space) since
we are constructing a new media center this year. My
principal wondered if that was a correct PGG since that
didn’t show how I would develop personally. I thought it
was okay since it’s part of my framework.
LMS framework - 2e: Organizing Physical Space
(safety, traffic flow, self-directed use,
consideration of functions, flexibility)

Let’s practice Professional Growth Goals
 Recommendations in writing this PGG.
LMS 2e: Organizing Physical Space (safety, traffic flow, self-directed
use, consideration of functions, flexibility)
Make sure to indicate how you will grow in your understanding of
furniture placement, signage, use of space, etc. by visiting other school
libraries, reading books/articles about use of space (ex. AASL’s
Knowledge Quest, Vol 42, No 4 - March/April 2014; AASL’s Library
Spaces for 21st Century Learners). Evidence of growth may be
before/after photos of the library, feedback surveys/comments from
students and staff, personal self-reflection, data on use of
space/resources before and after, etc.

Your turn
1. As a group, choose a component from your self
reflection review.
2. Pretend you are “ineffective” or “developing” in
an area.
3. Write a Professional Growth Goal for improving
in that area.
 What do I want to change about my practice that will
effectively impact student learning?
 What is my plan of action to address my professional
learning?
 How will I know if I accomplished my objective?

Thoughts on OPGES roles
 The Frameworks for Other Professionals focus on effective
practices for those professionals.
 Discussion and guidance to districts needs to be around
realigning the responsibilities of those professionals to
effective practices, rather than adding to the framework
“stuff” that has been “assigned” to them but is really not
consistent with their professional responsibilities.
 It comes down to the big question – is what we are doing
about kids – or is it about just getting a bunch of school
responsibilities “covered”?

OPGES Evidence
Looking deeper:
Workplace visit/ Observation

OPGES Evidence
OPGES – Workplace visit/ Observations
Evaluator may be observing/ reviewing any
of the 4 domains.
Script only what is seen or presented
during the visit.
Evidence may be submitted after the
observation visit for other domains if
needed.

OPGES Evidence
 Workplace visit/ Observations occurs during normally
scheduled responsibilities.
 If other professionals do not have a ‘regular class schedule’,
they do not need to ‘make up’ a lesson for the sake of
workplace visit/ observation.
 Evaluator may be observing an Other Professional during
‘planning time’ or when no students are present.
 Visit may involve discussion or ‘presentation’ of work done
in the role. Evaluator should allow the Other Professional
to be the ‘expert’ in the field and share the work they do.

Evaluator’s role during the workplace visit
 Have discussion or ask questions about the Other
Professional’s job responsibilities.
 Evaluator scripts during the visit, then aligns the evidence
after the visit is complete.
 Aligned evidence is presented in the pre- observation
conference.
 If an evaluator has questions on a particular domain not
seen, (s)he may ask ‘site visit’ type questions during the
post observation conference.

What if indicators or even components within the Specialist’s
Framework don’t seem to apply?
When determining a rating for the component,
consider:
 Does the preponderance of evidence otherwise
reflect the language for that performance level?
(Accomplished, Developing, etc.)
 Is there evidence that the OP has tried to be effective
in the indicators, but barriers exist that are beyond
the control of the OP?

What if indicators or even components within the Specialist’s
Framework don’t seem to apply?
Also consider if the OP position is being utilized to its
full potential:
 Is this OP provided the structure and resources to
meet the expectations of the Specialist’s Framework
and to make desired impact on student learning
outcomes?
 Is this position being fully utilized to make the
impact that is possible? Do adjustments need to be
made?

Evaluator’s role during the workplace visit
Primary evaluators will be
‘Teachscape’ certified as well as
complete district evaluation training.
Review extra OPGES Guidance on what
OPGES observations look like.
Observer will review the specialist
frameworks and pre-conference with the
“Other Professional” to discover what will be
observed.

Peer Observer’s role during workplace visits/ observation
Peer Observer does not have to be in the
‘Other Professionals’ category.
Peer observation is only feedback. No score given.
Peer observers complete the KET Peer observation
training.
Districts determine who is a peer observer
Peer Observers look for pedagogical practices, not
content specific practices

Peer Observer’s role during workplace visits/ observation
Review extra OPGES Guidance on what OPGES
observations look like.
Review further OPGES Peer observer resources on KDE
webpage.
Peer Observer will review the specialist frameworks
and pre-conference with the “Other Professional” to
discover what will be observed or discuss a specific
‘look for’.
Peer observers may be ‘observing’ only one domain or
component during the visit.
Have discussion during the visit on roles and
responsibilities seen.

Workplace visit/observation
 How many workplace visits/observations
will be required for each Other
Professional?
 Follow district timeline for observations.
 Non tenured will complete 1 peer observation & 3
supervisor observations during summative year.
(yearly)
 Tenured will complete 1 peer observation & 3 supervisor
observations over the course of the summative cycle.
(Usually 3 years)
 Note: counselors MAY be on a 3 year cycle if district chooses.

Lessons learned:
 Observation in PGES/OPGES should not take the
place of former processes of walkthroughs.
Incorporate prior walkthrough tool into the
PGES/OPGES mini observations.
 Use email or phone to conduct pre- conferences.
 Complete pre-observation evidence and questions on
a template.
 View a mini observation as an opportunity to ‘look
for’ a specific area, not all components.

 Should the Other Professionals ever be
considered under TPGES?
 If someone was hired as an Other Professional role, (i.e. librarian,
etc…) they must be evaluated under OPGES, regardless of what they are
“assigned” to do in the school (extra classes).
 If, however, they are employed as a .5 or greater non OPGES (non-
librarian position), (for which they hold certification) and .5 or
less Other Professional, then the district and Other Professional should
determine if TPGES or OPGES framework fits the role for which they
were employed to do the majority of the time (not assigned to do as
an Other Professional).
 If they are employed only as a part-time OPGES position (no other
position in the school/district), they are under OPGES with the
appropriate OPGES framework.

OPGES Evidence
Looking deeper:
Student Voice

OPGES Student Voice
Student Voice in OPGES:
 Student Voice results are used to provide
formative feedback and evidence of effectiveness to
other professionals and school administrators.
 It is one source of evidence used to determine an
educator's Overall Professional Practice Rating.
They are also to be used in a professional
conversation between educator and evaluator for
professional learning needs.

OPGES Student Voice Survey
 Student voice surveys are administered for Other
Professionals who have direct instructional
interaction with students throughout the year.
 This could be a short 6-9 week term, or weekly/ monthly visits
over the year.

OPGES Student Voice Survey
 4 unique sets of questions for Other Professional
categories.
 Other Professionals Student Voice Survey will not be
administered in Infinite Campus but rather through
alternate methods chosen by districts.
 Scantron, paper /pencil, Survey Monkey, Google docs.
 OPGES student voice survey will be administered in
the fall & spring windows. (Refer to CEP for details on when
your district will complete student voice.)

Lessons learned
Student voice is only required for Other Professionals
who have ‘direct instructional interaction.’
 However:
 If you work with small groups = advisory group, tutoring
group, mentoring group, have them complete the SV
Survey.
 If you work with teachers in co-teaching or modeling
class lessons every quarter or month etc…, have them
complete SV Survey.
 If you have student office aids/ workers, have them
complete Student Voice Survey.

OPGES Evidence
Looking deeper:
Student Growth Goals

One Teacher’s Story
PDF of Marks’s story.
Marks story
Further teacher case stories. Student Growth.

One Teacher’s Story, Student Growth
As you read, think about . . .
 How did Mark progress his thinking about student
growth goal-setting?
 How did Mark engage students?
 How does this relate to my role as an Other
Professional?
When finished, take a moment to reflect on these
questions. Be ready to talk with a partner.

Rubric Defined
“Think of a fully developed rubric as a description of levels of
understanding, proficiency, or quality along a continuum or
scale.”
--Jay McTighe
Purpose of Rubrics
“ When the intended learning outcomes are best indicated by
performances—things students would do, make, say, or write—
then rubrics are the best way to assess them.”
--Susan Brookhart
“About the only kinds of schoolwork that do not function well
with rubrics are questions with right or wrong answers.”
--Susan Brookhart

What rubrics should do (CASL, pg.200)
 Define quality for
ourselves
 Describe quality for
students
 Make judgments more
objective, consistent,
accurate
 Guide instructions
 Provide a common
language
 Promote descriptive
feedback to students
 Promote student self-
assessment and goal-
setting
 Make expectations for
students explicit
 Eliminate bias
 Focus teaching
 Track student learning

For more Rubric training
 Contact Carol Franks – PGES Effectiveness Coach
Carol.franks@education.ky.gov
 Contact your PGES consultants at the Co-ops.
 Check the KDE webpage for rubric training webcasts.
Will be recorded late summer and archived.

OPGES Evidence– Student Growth Goals
OPGES – growth goals.
 May be connected to school goals, similar to principal
and assistant principal student growth goals.
 Programmatic goal
 Impact goal
 OPGES student growth goals have emphasis on local
growth goals, not state goals.

Pre planning questions for OPGES Student Growth Goals
Am I focusing on improving a program?
 Programmatic student impact goal.
Am I focusing on working with a group of
students?
 Student Impact goal.
What impact do I expect to make in the work I
already do?
How does my work impact students?
What goals in our school (CSIP, grade level,
program, etc….) does my role support?

Common misconceptions Facts
 I only see my students
a few times each month
or my student groups
are constantly
changing. How can I
make a goal for each
kid?
 Student growth goals are not
built around individual
students. They are built on
group needs determined at the
beginning of the school year.
 SGG are not IEP.
 IEP can be used to inform needs and
growth.
 Goals built on what impact an
individual professional has on
students/ content area.
OPGES Common Misconceptions

SGG vs. IEP
 Overlap in content or evaluation MAY be
appropriate.
 The goals must remain independent of each other.
 Regulatory difference: IEP goals shall not be used as
SGGs.

Individualized Education Plan (IEP) Goals vs.
Student SGG vs. IEPh Goals SGG)
 They are not interchangeable and both have a unique role.
 The SGGs are long term academic goals targeting groups of students
based upon student academic needs and baseline data. They measure
levels of mastery of grade level skills and standards.
 IEP goals are specifically designed to address needs for individuals and
measure their mastery of academic and functional skills.

Common misconceptions Facts
 I don’t have a regular
group of students, my
work is more teacher
support and training.
 Student growth goals for
principals are similar to
professionals in this situation.
They are building student
growth goals to support unique
groups or needs within the
school.
 Student Growth Goals can be
similar to a teacher the Other
Professional works with.
OPGES Common Misconceptions

OPGES – Writing Student Growth Goals
Think:
1. What matters most for my content area?
2. How do I know? – what standards,
expectations, etc. guide my work?
3. What makes it meaningful?
 Before writing goals – gather your content
standards/ expectations. Know what is important.
Plan it out. Development of the goal is key.

Goal Setting: Identifying the Enduring Skill
 Based on YOUR field’s standards, what
matters most?
 In other words, what enduring skills do you most
want students to gain from your services?

 What needs have you identified for the
students you impact?
 Does a need of a particular group stand out for
which you should focus your Student Growth
Goal. (SGG)

 Do the enduring skills you identified meet
the definition of enduring and tie directly to
your standards?

Enduring Learning
Learning that:
•Endures beyond a single test date
•Is of value in other disciplines
•Is relevant beyond the classroom (applying learning
to new and unique situations)
•Is worthy of embedded, course-long focus
•May be necessary for the next level of instruction
•Requires critical thinking (analyzing, creating and
evaluating)

WHAT IT IS WHAT IT ISN’T
 Worthy of extended focus
 Fundamental to learning
in other disciplines
 Aptitude that has value
and utility beyond one
narrow context
 Foundational for the
application of content
 Applicable beyond school
 Can be measured over
time
 A sub skill
 Explicit content
knowledge
 An activity
 A skill with limited
application
 A strategy for learning
ENDURING LEARNING

OPGES-PGES-Overview-implementation-webpage-1.ppt

1. At your table chart, one standard that meets the
definition of “enduring skill” (cite the standard #)
2. Share why you chose that phrase or standard.
3. Does it meet all definitions for ‘enduring’?
Practice and discuss. . .

Specific
The goal is focused on a specific area of need:
 Based on content area standards and the enduring skills, what
are the needs of your current students?
 Is there a smaller subgroup that has a specific need?
 How many do you expect to grow and how much growth is
expected?

Measurable:
The goal is measurable and uses an
appropriate instrument.
 How does your school collect data?
 How do you collect data in the library, counseling
office, speech center, etc.?
 Which data can you use to measure student growth
connected to the enduring skill you identified?
 How many different tools will show evidence of
growth. (Use multiple measures of assessment.)

Measurable: Getting Baseline Data
Once you know your students
Decide on sources of evidence that can
provide pre- and post-data on student
progress toward the identified skills &
concepts for your content area.
72

Appropriate:
The goal is standards based and directly
related to the subject and students the
educator impacts.
 Does the identified goal and result apply to the work
you do with or for students?
 How does YOUR work impact student growth?
 Is the goal an identified need of students you
impact?

Realistic:
The goal is achievable, but rigorous and
stretches the outer bounds of what is
attainable.
o Is the growth and proficiency target realistic?
o If baseline data shows that only 20% of students are proficient
in the identified skill, is it realistic to think that 90% will be
proficient when the goal is measured later in the year?
Let baseline and trend data set the rate of growth and
proficiency

Time-bound:
The goal is bound by a timeline that is
definitive and allows for determining goal
attainment.
 Can the skill and goal be reached in the time frame
you have available to impact students?
 Depending on school schedule, you may see students once a
week, once a month or daily for 6-9 weeks. Determine what
goal can be accomplished in this time frame.

Learning that:
 Endures beyond a single test date
 Is of value in other disciplines
 Is relevant beyond the classroom (applying learning to new and unique situations)
 Is worthy of embedded, course-long focus
 May be necessary for the next level of instruction
 Requires critical thinking (analyzing, creating and evaluating)

Student Growth Goals
 1 goal per year is written
 This may be for one class, grade or needs group
 Uses data beyond K-PREP or MAP tests etc…
 Other Professionals may not impact skills measured by these big
assessments. Use multiple measures for data that come from your
field and show how you impact the students.
 Counselors -Demonstrating self-discipline and self-control and demonstrating
effective coping skills when faced with a problem.
 Measured by a decrease in the number of office referrals for bullying. Non
academic goals of OPGES will still impact academic growth. (less office referrals
= more time in class)
 Speech – Increase communication skills in the ability to comprehend, express, and
articulate information.
 Measured by meeting goals during therapy sessions. Increase of
communication skills impacts all subject areas.

SGG Process
 1. Identify Enduring Learning (by standards) and
appropriate assessment processes/plans
 2. Establish a baseline.
 3. Determine an appropriate SGG (growth and
proficiency)
 4. Monitor progress; Adjust teaching strategies
 5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High

SGG Basics…
 Identify Enduring skill
 Proficiency Component & Growth Component
___% of students will
reach the level of
proficiency as
determined by…
All of my students will
grow at least
_____.
All students (100% ) of Mrs. Jones class will
demonstrate growth in understanding ______
(Skills from standards.)

Sample Goal Process
3 components included in a SGG
By the end of the 2013-14 school year, all of my 4th
grade students (100%) will show growth in
summarizing key ideas and details in what they read.
Each student will improve by 2 or more levels on the
rubric developed by my PLC team for summarization. In
addition, xx% of students will score Proficient or above
on the rubric by the end of the year.

Questions to guide discussion for approving SGG:
QUESTIONS LOOK FORs Next Steps
How did you select the enduring learning?
Why did you select the enduring learning for
the growth goal?
HOW: Speech =ELA: Anchor Standards
(possible connections between
Reading) Library = AASL national library
standards, Counselor = ASCA national
counseling standards. Instructional coach =
ELA, Math, Science or other standards used
when supporting the teachers.
WHY: Naturally taught
and assessed at deeper levels
1. What conversations have you
had or will you have with same
grade level educators? 2. What
conversations have you had with
teachers from grade level BEFORE
your assessed enduring learning to
identify underpinning standards?
3. What conversations have you
had with teachers from the next
grade level, especially about the
student understanding necessary
for the next grade's enduring
learning?
(In the case of OPGES, many of the
educators before or after the grade level
being looked at will be the person creating
the goal. Therefore, conversations should
still be had on expectations in skills through
multiple grade levels.)

What are the standards that support the
identified enduring learning?
*multiple, connected standards
chosen to measure naturally over
time; Listen for underpinning
standards/understanding from
previous grade level(s)/course(s)
What collaboration occurred to
determine the standards identified
to support the enduring learning?
How did you determine baseline data for
your students?
*multiple assessments *multiple
formats for formative assessment
*How did you use student data to
determine which standards were
met?
How have you collaborated with
others to analyze student work to
determine if standards have been
met or to determine supports
needed for student success?
How did you determine “proficiency?” How
did you determine the rubric/pathway
(toward proficiency) for student growth?
*discussion of what must be
known/understood/developed in
order to be successful at the next
grade level's enduring learning
How are teachers working
together to determine what
proficiency looks like and how is it
being communicated to students?

How did you determine the amount of
expected growth included in your growth
goal?
*consideration of baseline
*describe what typical growth is for
a school year (or other timeframe)
How are teachers working
together to analyze baseline data
to determine typical or expected
growth?
What is your assessment plan to collect
evidence throughout the year?
*formative assessment
*multiple/variety of ways to assess
*balanced assessment
How are teachers collaborating to
analyze assessment data
throughout the year? How are
teachers collaborating throughout
the year to create common assessments?

Questions to guide scoring of SGG
What data do you have for the results of
your student growth goal? How have you
collected evidence over the course of the
year? What evidences do you have to
demonstrate student growth?
*Formative data
*disaggregated data
*triangulated data
Besides classroom data, what
other forms of data are being used
to determine student growth?
What changes did you make in your
instructional practice from assessment
results over the course of the year?
*interventions(RTI),
*reteaching
*differentiation
How did teachers adjust
instruction throughout the year,
based on student data?
What circumstances beyond your control
impacted growth?
*absences (student and/or
teacher)
*schedule changes
*transient students
How did you adjust to overcome
the obstacles?

Sample SGG: Establish Baseline Data
Situation
 Pre-assessment of 10th graders using a reliable
assessment tool shows that many are unfamiliar with
how to use the library’s online database of resources
to locate materials for information needs or pleasure
reading.

Sample SGG:
Determine needs based on data & standards:
Anchor Standard 1: Inquire, think critically and gain knowledge
Library Media Standard
1.1.8: Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
Enduring Learning
Evaluate resources for inquiry
10th Grade Level Benchmark
Use a range of electronic resources efficiently, effectively, and
safely by applying a variety of search and evaluation
strategies.

Sample Library SGG:
 By the end of the 2015-16 school year, all of the
10th grade students will show growth in their ability
to use technology tools to access information and
pursue inquiry. Each student will improve two or
more levels on a rubric developed by district
librarians for measuring a student’s ability to use
the online database of library resources to locate
and evaluate materials to meet a need. XX% of the
students will score proficient or above on the
rubric.
.

Sample SGG: Establish Baseline Data
Situation
 Pre-assessment of 5th graders using circulation
statistics from the previous year and reader
interest/patterns surveys shows that the majority of
students are choosing to read a narrow choice of
genres (1-2 genres).

Sample SGG:
Determine needs based on data and standards
Anchor Standard 4: Pursue personal and aesthetic growth
Library Media Standard
4.1.4: Seek information for personal learning in a variety of
formats and genres.
Enduring Learning
Read and reflect on a wide variety of genres
5th Grade Level Benchmark
Select books from favorite authors and genres; try new genres when
suggested.

Sample Library
 SGG: By the end of the 2014-15 school year, all of
the 5th grade students in Mrs. ___’s class will
show growth in reading a variety of genres. Each
student will demonstrate growth by reading at
least 2 additional genres as shown by a rubric
incorporating beginning of year/end of year
circulation reports, reading patterns inventories
and student response/reflection. At least XX% of
the students will meet proficiency as indicated
using the rubric.

Sample Counselor SGG:
Career
 During this school year, 100% of 6th graders will show growth in their
Understanding that postsecondary education and life-long learning are
necessary for long-term career success.
 Growth will be demonstrated by completing all required elements of
the ILP. Using a standards-based 4 point rubric created by Career
Cruising, students’ current level of understanding will be determined
with a constructed response performance task on how career affects
learning goals. 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 appropriate career
choices. Each student will improve (grow) by moving at least one level
on the rubric. Furthermore, XX% of students will score Meets
Expectations (Proficient) on the rubric.

Sample Counselor
Personal/Social
 For the 2014-2015 year, all 5th grade students at Kentucky Elementary
will improve in their ability to use self- knowledge and interpersonal
skills to help them understand and respect self and others. As a result,
classroom behavior incidence/ office referrals will be reduced by 50%.
Furthermore, 75% of the 5th grade students will have 3 or less
classroom incidences and/ or referrals by the end of the school year.

Your turn:
Why might this be a difficult question?
“Where can I find the standard for knowing about
the Dewey Decimal System?”
Library Media standards do not mention the Dewey
Decimal System.

A better question:
Why do my students need to understand the
organization of the library and the Dewey
Decimal System?
1.1.4: Find, evaluate, and select appropriate sources
to answer questions.
4.1.4: Seek information for personal learning in a
variety of formats and genres.

SGG: what it’s not.
“We’ve thought about with some of the tech
skills, maybe teaching Prezi. How would
you pre-/post test?"
 What is the enduring skill/concept you want students to
achieve? Look at the standards for guidance.
 Use of one particular tool (Prezi) is limited

SGG: developed from standards
Some Other Professional standards state:
• LMS 3.1.4: Use technology and other information tools
to organize and display knowledge and understanding in
ways that others can view, use, and assess
• Counselor Category 2: Behavior Standards: Students will
demonstrate the following standards through classroom
lessons, activities and/or individual/small-group
counseling: Learning Strategies: Apply Media and
technology skills.

Additional Guidance
 A performance-based assessment might be
appropriate here. Use a rubric with students
at the beginning of the year, and use that
same rubric at the end of the year after they
have learned about various presentation
tools and strategies.

Your turn
 Using the enduring skills template begin to identify
enduring skills for your field of study.
 What skills would be valuable to create a student
growth goal around (SGG)?
 As a group, create a sample SGG with growth target
and proficiency target.
 Share with the large group.

Developing a Pathway to Proficiency
 1. Determine the content standards that will inform progress toward the
enduring learning.
 2. Determine the progression of standards.
 3. Determine proficiency for the enduring learning.
 4. Choose assessment tasks from standards-based websites

What processes/procedures are already in
place…
 - Screener data for your content/grade level
 – Assessments aligned to standards
 – Rubric development
 – Collaborative teams—grade level and vertical

Tracking baseline data
Student Baseline End-of-Year Met Prof (Y) Growth
Anderson 1 3 2
Apple 1+ 3 2
Coca 1 2 1
Cook 1+ 4 Y 3
Crutcher 1 3 2
Cummins 1 4 Y 3
Curry 2 4 Y 2
Curtis 1 3 2
Fry 2+ 5 Y 3
Total 44% proficient
88% met growth target. (to
grow 2 or more levels.)
Including Data from multiple assessments through the year

Practice the process
Determining Low, Expected, High Growth Rating
 Your Task: Use the Revised SGG, the sample district decision rules
and district-designed matrix
to make a determination for this teacher’s overall growth rating.
(Reminder: These samples may or may not represent your district’s
decision rules. The sample is designed to allow for an experience to
apply data to a set of rules to determine an overall rating.)

Practice the process
 Teacher’s Revised Growth Component of SGG:
 – Target: 100% of students grow at least 2 levels
 – Actual: 86% of students grew 2 or more levels
 – District Rule: (SAMPLE)

 Teacher’s Revised Proficiency Component:
 – Target: 70% of students reach level 4 (or 5)
 – Actual: 54% of students reached level 4 (or 5)
 – District Rule:

 Determining Overall SG Rating

 CIITS
EDUCATOR DEVELOPMENT SUITE (EDS)
UPDATE: for 2015-2016 year EDS will be optional,
except for entering summative ratings.
It is a district decision if EDS is used to collect some
or all evidences.

Your homepage for PGES information
www.education.ky.gov
Click the PGES logo to learn about everything PGES.
Left corner drop down menu directs to the OPGES page.

Training Modules
 KASA and KDE have worked together to create
training modules for principals to use during PD
with staff during each stage of the year.
 Modules for:
 Observation
 Self-reflection
 Professional growth
 Student growth
 Student voice
Download the modules at:
http://education.ky.gov/teachers/PGES/Pages/PGES.aspx
(Download modules from the blue resource box on right side of
the page.)

Effectiveness coaches by co-op region.
Effectiveness coaches Region Contact
Rebecca Woosley CKEC rebecca.woosley@education.ky.gov
Monica Osborne GRREC monica.osborne@education.ky.gov
Wayne Stevens KEDC wayne.stevens@education.ky.gov
Stacy Noah KVEC stacy.noah @education.ky.gov
Kelly Stidham NKCES kelly.stidham@education.ky.gov
Carol Franks OVEC Carol.franks@education.ky.gov
Mike York SESC mike.york@education.ky.gov
Audrey Harper WKEC audrey.harper@education.ky.gov

Training opportunities
 PGES Training
 Other professionals should attend any district level training
offered.
 Check with regional Co-ops and PGES consultants in your
region for individual school/ district trainings.
 Semimonthly interactive LYNC trainings for OPGES topics will
be hosted through the year.

Questions???
Please visit the Q & A page with answers to commonly asked
questions regarding OPGES.
http://education.ky.gov/teachers/PGES/otherpages/Documents/OPGES%20FAQs.pdf
Or contact Amy Jacobs with any PGES/ OPGES question.
amy.jacobs@education.ky.gov

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