1. Student Learning Goals (SLGs): Introduction and Overview
Last Revised: 10/11/16

2. ! What’s The Big IDEA? Senate Bill 290 has specific
goal-setting requirements for all licensed and administrative staff in the State of Oregon.
In , licensed staff and administrators must write two (2) Student Learning Goals (SLGs). !

3. What is a Student Learning Goal (SLG)?
“SLG goals are detailed, measurable goals for student learning and growth developed collaboratively by educators and their evaluators. They are based on student learning needs identified by a review of students’ baseline skills.”
-From the Oregon Department of Education “Guidance for Setting Student Learning and Growth (SLG) Goals”, June 2014

4. Who Completes SLGs? Licensed staff who are:
0.5 total FTE or greater
Instruct students
Counselors / Child Development Specialists
Speech Pathologists
Principals / APs / ADs
Level Directors

5. What is Growth? Growth is…
“…a change in student achievement for an individual student between two or more points in time.”
US Department of Education (2009)

6. What is Growth? Another Perspective1
Student 2
Points in Time
Growth Outcome
Elements of Growth

7. Which students do I find growth for?
Licensed Staff, Counselors, Speech Pathologists, and Others:
All students in a particular class/course (between 2 goals)
Examples:
A 4th Grade Class
3rd Grade Music / PE Students
All periods of first semester Algebra I
Counselors, Speech Pathologists, and Special Education professionals may also identify groups of students by common skill or need.
Principals, Assistant Principals, Athletic Directors, Level Directors:
All students in a particular grade level, course, or population (based upon school needs and between 2 goals)
Examples:
All 4th Grade Students
3rd Grade Music / PE Students
All periods of first semester Algebra I
All ELL students

8. How Do I Include Growth for All Students in Only Two Goals?
ODE has shared the use of “tiered”, or layered, goals to establish unique growth targets for students relevant to their baseline
Tiered goals could also utilize other data, such as attendance, to establish groupings.

9. What Does a Tiered Goal Look Like?

10. SLG Key Elements Specific
Measures knowledge/skill important to the class/course
Sets growth expectations for all students relative to each student’s baseline
Challenging, but attainable

11. The 2016-17 SLG Form – What Does Each Section Mean?
Content Standards/Skills
A clear statement which identifies the relevant content or skills students will grow in mastery of over the course of this goal.
Example:
8.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Suggest new investigations based on analysis of results.
Assessments /
Data Source
The assessment or instrument which will be used to measure student learning and growth. Oregon currently divides assessments into one of two categories (see below). In addition to identifying the category, the specific measure (e.g., DRA, AP Test – US History) must be explicitly identified.
Assessment Categories
Category 1 – SMARTER Balanced and Extended Assessment *Not required in 2016/17*
Category 2 – All other measures of student learning and growth.
Please Note: Per ODE, a Category 2 measure must be consistently administered and scored either district-wide or school-wide. Using this guidance, a PLC-developed measure, such as a common pre-and-post assessment, would be valid for use in a SLG. A measure developed and used in only one classroom would not be considered valid for use.

12. The 2016-17 SLG Form – What Does Each Section Mean?
Context/Students
Identification of the number of students measured by the SLG, and a description of the relevant demographics, characteristics, and learning needs of the student population. Relevant characteristics are unique to each SLG, and may include (but are not limited to):
Gender / Race / Ethnicity
TAG Status
ELL Status
IEP/504 Status
Context should be used, when appropriate, to inform decisions regarding growth targets and appropriate strategies/supports.
Baseline Data
Information regarding students’ current performance, which will be used as the “starting point” from which growth will be measured. Baseline data should generally be derived from the same measure/assessment (or type of measure/assessment) that will be used at the conclusion of the goal.
It may be helpful to summarize trends or patterns in the baseline data. Sources of baseline data will vary by school, grade, and/or subject.
Data can be presented in a variety of ways, including as a list, table, or as an attached file.

13. The 2016-17 SLG Form – What Does Each Section Mean?
Student Growth Goal (Targets) / Goal Statement
A clear statement of desired student growth outcomes for 100% of the student population measured by the SLG. The goal statement should specifically identify the length of the goal, both the baseline and end-of-goal data sources, and differentiated growth expectations. Growth expectations should be rigorous, yet realistic.
An example goal statement structure is:
By [[DATE]], 100% of [[SCHOOL NAME]]’s [[STUDENT POPULATION]] students will demonstrate growth in their [[ASSESSMENT AND RESULT BEING MEASURED]] as compared to their [[SPECIFIC BASELINE DATA]]. Growth will be differentiated as follows:
Rationale
A detailed description of the reasons for selecting this specific goal and growth targets. A complete rationale should explain why the goal is important to students, and why the growth targets are appropriate.
Baseline Data Point
Growth Outcome 1 2 3

14. The 2016-17 SLG Form – What Does Each Section Mean?
Strategies
Identification of the ways in which the educator (or administrator, for principals/assistant principals) will support students in attaining the goal statement and growth outcomes identified.
Strategies can be adjusted throughout the year, and should provide concrete steps by which the goal’s author will attempt to accomplish the goal.
Professional Learning and Support
Opportunity for the goal’s author to identify areas where additional learning, resources, or support are needed to assist students in successfully completing the goal and attaining the growth outcomes identified. This section is most powerful if then used to inform the educator’s Professional Growth Goal and to focus upon impactful or high-leverage professional learning opportunities.

15. Where does SLG Data Come From?
Oregon’s State Assessments
Smarter Balanced
Extended Assessments
Category 1
Commercially or Locally Developed Measures; Other State Measures
DRA
OAKS Science
PLC-Developed Pre- and Post-Assessments for Units of Study
District-Developed Assessments
Other (With Principal Approval)
ELPA is not recommended for , as baseline results from are not currently available.
Category 2
Category 1 is not required to be used as a data source for ! (see next slide)

16. A Note About SLG Data for 2016-17
At ODE’s request, all educators, regardless of grade level or subject, are encouraged to write two (2) Student Learning Goals (SLGs) utilizing Category 2 as a data source. Category 1 (Smarter Balanced) is a permissible data source, but is not required. It may be challenging to write meaningful goals which inform instruction when using a summative measure.

17. The SLG Approval Checklist
Baseline Data
Yes No
Is baseline data used to make data-driven decisions for the SLG goal, including student information from past assessments and/or pre-assessment results?
Student Growth Goal (Targets)
Is the SLG goal written as a “growth” goals v. “achievement” goal? (i.e. growth goals measure student learning between two or more points in time and achievement goals measure student learning at only one point in time.)
Does the SLG goal describe a “target” or expected growth for all students, tiered or differentiated as needed based on baseline data?
Rigor of Goals
Does the goal address specific knowledge and skills aligned to the course curriculum and based on content standards?
Is the SLG goal measurable and challenging, yet attainable?

18. Large Group Activity:
Approve this SLG?

19. Approve This SLG?
By June 2017, 100% of XYZ Elementary’s 3rd grade students will demonstrate growth in their DRA reading levels by attaining a DRA level of 38, which is considered to be “on grade level” for the end of 3rd grade.

20. Approve This SLG?
By June 2017, 100% of XYZ Elementary’s 3rd grade students will demonstrate growth in their DRA reading levels as compared to their Spring 2015 DRA results. Growth will be differentiated as follows:
DRA Level – Spring 2015
DRA Level by June 2016
1 – 2 20
3 - 4 24
6 – 10 28
12 – 14 30
16 – 18 34
20 – 24 38
28 – 34 40
38 – 40 50

21. Individual Activity:
Does My SLG Meet?

22. Instructions: Does My 2015-16 SLG Meet?
Using the SLG Approval Checklist, review one of your SLGs and determine if your goal meets all criteria.
If it does, congratulations! Consider how your goal might be utilized in
Is it still relevant and needed?
How might you update it for use this year?
If your goal does not meet all criteria, that’s ok!
How might you modify your goal to meet in one or more of the areas of the checklist?

23. Table Activity:
Draft a SLG

24. Instructions: Draft a 2016-17 SLG
As a table, use the chart paper provided to draft a potential goal for use in
Be sure to:
Choose a goal assessment and topic which will benefit your students and school.
Use the SLG Approval Checklist to make sure that your potential goal meets requirements.
Consider what you learned when you reviewed your own goal.
When finished, attach your chart paper to an open section of wall and stand with it as a group.

25. Instructions Pt. 2 – Draft a 2016-17 SLG
Gallery Walk:
As a group, take your SLG Approval Checklists and visit two other goals posted around the room.
Review the SLGs you visit using the Checklist. Do they meet the criteria? Why or why not?
Mark “Approved” or “Revision Needed” on the poster.
If revision is needed, indicate which checklist item(s) were not met.
Once you have visited and reviewed two SLGs, return to your SLG as a group.

26. SLG Scoring Table
Level 4
(Highest)
This category applies when approximately 90% of students met their target(s) and approximately 25% of students exceeded their target(s). This category should only be selected when a substantial number of students surpassed the overall level of attainment established by the target(s). Goals are very rigorous yet attainable, and differentiated (as appropriate) for all students.
Level 3
This category applies when approximately 90% of students met their target(s). Results within a few points, a few percentage points, or a few students on either side of the target(s) should be considered “met”. The bar for this category should be high and it should only be selected when it is clear that all or almost all students met the overall level of attainment established by the target(s). Goals are rigorous yet attainable and differentiated (as appropriate) for all students.
Level 2
This category applies when 70-89% of students met their target(s), but those that missed the target missed by more than a few points, a few percentage points or a few students. Goals are attainable but might not be rigorous or differentiated (as appropriate) for all students.
Level 1
(Lowest)
This category applies when less than 70% of students meet their target(s). If a substantial proportion of students did not meet their target(s), the SLG was not met. Goals are attainable, but not rigorous.
This category also applies when results are missing or incomplete.

27. What are SLG Scoring Results Used For?
State Reporting of Aggregate Data
Completed by Central Office
Individual Results Shared via Report with Building Administrators (in Fall 2017)
Used for Initial Conference dialog, and to determine if additional conversation or support needed for goal development.
SLG results are not used for determining continued employment, contract status, Programs of Assistance for Improvement, or pay.

28. SLGs – Closing Thoughts
SLGs are a new way of looking at data, and may challenge us in a variety of ways.
We have an opportunity to use this state requirement to our advantage by making intentional plans to support our students.
When writing goals, we don’t always know what will be predictive of student growth (and that’s okay). Part of the SLG process is exploring what works, and what doesn’t.
The single greatest value in the SLG cycle is reflection. If results are not what we expect, what can we learn from that?

29. Questions or Feedback? Contact Us! Staff Quality and Staff Improvement
Human Resources | Salem-Keizer Public Schools
Lancaster Professional Center Ph