Download presentation
Presentation is loading. Please wait.
1
Student Learning and Growth Goals Foundations
Welcome and Introductions Updated August 2016 1 1
2
Outcomes Understand purpose and requirements of Student Learning and Growth (SLG) goals Review achievement vs. growth Practice with sample goals
3
Purpose of SLG Goals SB 290 and OAR 581-022-1723
Accountability not the only reason Reflective practice is essential for growth as an educator Data collected and analyzed supports informed classroom and building decisions SLG goals offers us an opportunity to examine our practice, engage in collaborative conversations about that practice, receive recognition for our strengths, and provide support where we need it. In addition, it helps us think intentionally about what our students need and how we are going to support them in getting there.”
4
Required Evaluation and Support System Components
(1) (2) (3) (4) (5) Standards of Professional Practice Differentiated Performance Levels: 4 Levels Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Student Learning and Growth Goals are one of three categories of evidence
5
What are SLG Goals? Detailed, measurable goals for student learning and growth Aligned to standards and clearly describe specific learning targets students are expected to meet Based on student learning needs identified by a review of baseline data Goals are rigorous, yet attainable At its most basic, target setting for SLGs occurs when educators describe where students are, in regards to the prioritized content knowledge or skills, at the beginning of the interval of instruction (Point A) and then name a goal for where students will be in regards to that knowledge and skills at the end of the interval of instruction (Point B).
6
Achievement Goals vs. Growth Goals
Student Learning Growth Goal Does not consider baseline data Student goals are a “one-size-fits-all” and do not include ALL students Students are expected to cross the same finish line regardless of where they start. Start with baseline data Includes ALL students regardless of ability level On the left hand side of this table are the primary characteristics of an achievement goal. For each of these categories, what do you think corresponding description of an SLG would be?” Take responses from participants and click mouse to make the descriptions appear one at a time. Students can show various levels of growth –students may have individualized finish lines.
7
Student Learning Growth Goal
Achievement Goal Student Learning Growth Goal 80% of 3rd Grade students will be proficient on the district’s Common Formative Assessment for multiplication and division. 100% of the 3rd Grade students will improve and make the following growth on the district’s Common Formative Assessment for multiplication and division: Pre score of 0%- 25% will improve to 60% or higher Pre score of 33% will improve to 66% or higher Pre score of 42% will improve to 73% or higher Pre score of 58% will improve to 82% or higher Ask participants why this is an achievement goal. Ask for suggestions on how to make it a growth goal.
8
Activity: Goal Sorting
Sort the slips into two groups by Achievement Goals and Student Learning and Growth Goals Discuss reasoning of their group selection HAND OUT Sorting SLIPS Explain: “Now you are going to practice! Every table will have a set of 6 slips. Please take a few minutes with the others at your table to sort them into two categories by depending on whether you think they are achievement goals or SLGs.” Make participants aware that there is a hard copy of the table from the previous slide on their table that they can reference as they sort the goals. There are a total of 6 goals. NOTE TO PRESENTER: 1 and 5 are achievement goals, the rest are growth goals. Ask participants to report out and describe how the two achievement goals might be turned into growth goals.
9
SLG Requirements for 2016-17 8 components
REQUIRED 8 components Minimum of two Category 2 SLG goals each year Quality Checklist used for setting goals and Statewide Rubric used for scoring The use of statewide assessments and Student Growth Percentiles (SGPs) as measures of SLG goals are optional Oregon Matrix used for summative evaluation RECOMMENDED Content is focused, not everything you teach Context can help ascertain instructional needs Tier goals/targets where appropriate Include the support YOU need Category 2 means school-wide or district wide assessments (if you are the only teacher in a grade in your school or district your assessment is the school wide or districtwide assessment) SBAC optional because the waiver is gone, SGPs no longer required for the same reason Matrix, checklist and scoring rubric still required until the OAR is changed.
10
Required Components of SLG Goals
Content (Standards) Assessment Context Baseline Data Student Growth Goals (Targets) Rationale Strategies Professional Learning & Support HAND OUT SLG 2 PAGER These are the 8 required components that must be included in an SLG goal. ODE has developed a goal setting template (pp. 23 and 26 in the SLG Guidance) which charter schools may choose to use., or they may develop their own template. However, all 8 components must be included. Examples of each of these components can be found on pages 5-7 of the SLG Guidance. We’ve provided you with a 2 page summary of SLG goals along with the definitions. Content Standards/Skills - A clear statement of the relevant content and skills students should know or be able to do at the end of the course/class. Context/Students - Description of the demographics and learning needs of all students in the class or course. Assessments - Describes how student learning and growth will be measured. Baseline Data - Provides information about the students’ current performance at the start of course/class. Determine students’ strengths and areas of weaknesses that inform the goal. Student Learning and Growth Goal (Targets) - Describes rigorous yet realistic growth goals or targets for student achievement that are developmentally appropriate. Rationale - Provides a detailed description of the reasons for selecting this specific area for a goal. Strategies - Describes the instructional strategies the educator will use relevant to learning specific content and skills to accomplish the goal. These strategies can be adjusted throughout the year . Professional Learning and Support – Opportunity for the educator to identify areas of additional learning and support needed to meet student learning and growth goals.
11
Tiered Goals Students enter the classroom with a range of knowledge and skills Tiered goals help ensure that each student is appropriately challenged Tiers typically set for groups of students with similar performance Tiered goals allow for more realistic expectations for goal attainment In order to measure growth for ALL students, it is recommended that goals be tiered. Simply put, different groups of students, are expected to make different amounts of progress or reach different levels of proficiency by the end of the interval of instruction based on baseline data. All students in a course (including multiple sections, if applicable) should be included in an educator’s SLG and all students are expected to meet their targets, but those targets should be tiered to be appropriate for each student. In some courses, most students enter with very little background knowledge about the subject area, as in an introductory course to a world language, for example. In this case, the teacher would likely have similar expectations for what students will know and be able to do upon completion of the course. In other cases, particularly in courses that focus on more linear content that spans many grade levels, such as reading comprehension, students’ background knowledge and skills will have significant bearing on their expected performance by the end of the course.
12
Quality Review Checklist
Takes place during the goal setting phase of the professional growth cycle For an SLG goal to be approved, all criteria must be met Version with guiding questions available in SLG section of toolkit Goals are set in the fall through a collaborative process between educator and evaluator. As part of the goal setting process, teachers and administrators should use the goal setting checklist when sharing their goals with their evaluator. The checklist includes questions in three categories to help the educator and evaluator collaboratively determine the quality of the goal: Baseline Data, Targets, and Rigor. If the answers to all the questions in the checklist are “YES”, then the goal can be approved.
13
Scoring SLG Goals All teachers and administrators set and score 2 goals each year Goals are scored using state SLG Scoring Rubric It is important to remember that though some teachers and administrators are on a two year evaluation cycle, they are still setting and scoring SLG goals each year. Once educators enter their summative or “on” year they select two of the four scored goals for inclusion in their summative score. Goals are scored at the end of each year. Goals that use school-wide or district-wide assessments must be scored using the SLG Scoring Rubric found in the SLG guidance document.
14
Role of SLG Goals in Evaluation
Districts required to use the Oregon Matrix in determining summative scores Y axis represents combined performance on Professional Practice (PP) and Professional Responsibility (PR) X axis represents combined performance on 2 SLG goals Informs plan for professional growth Matrix 101 PowerPoint on website As we discussed earlier, SLGs represent one piece of the collection of evidence that is examined as part of the evaluation process. The scores from the two SLGs selected provide the X axis score on the matrix. The matrix is purposefully weighted so that professional practice and responsibility have more impact on the overall summative score than the SLGs. In addition to reporting the overall summative score for teachers and administrators to ODE, who in turn report to USED, districts use these summative scores to inform the planning for professional growth for each educator.
15
Activity: Sample Goal Review
Work with a partner to look at the sample goals provided Which goals do you think are strong? Which need more work? In what areas? Share out We’ve provided you with four sample goals, 2 teacher goals and 2 administrator goals. Take 10 minutes to review at least two of the goals. Then we’ll get back together and talk about what you noticed and questions you still have
16
Y-Axis = PP/PR Rating Example District rubric with 20 components
Component ratings: 17 components were rated 3; and 3 were rated 2 = 57 points possible 57/20=2.85 2.85 = Level 3 PP/PR Rating Add up all component scores for total points possible; Divide by number of components in your rubric; Get a rating between 1 and 4; Use Y-Axis threshold to determine PP/PR level: = 4 =3 1.99 – 2.8 = 2 * < 1.99 = 1 *PP/PR Scoring Rule: If the educator scores two 1’s in any PP/PR component and his/her average score falls between , the educator’s performance level cannot be rated above a 1. To determine the overall PP/PR rating, scores for every component are added and then divided by the number of component. This results in a rating between 1-4. As a requirement of the ESEA waiver, ODE has developed thresholds that districts must use when making determinations. The example on the right shows the ratings for a fictional teacher in a district with a rubric that includes 20 components. When her scores are totaled and divided by 20 she has an overall score of using the Y axis threshold she is determined to have an overall rating of 3 in PP/PR. It is important to note that if the educator scores two 1’s in any PP/PR component and his/her average score falls between , the educator’s performance level cannot be rated above a 1.
17
X-Axis = SLG Rating Example First SLG was rated 2
SLG performance level based on two goals Two-year cycle select two of four goals Score SLG goals Get a rating between 1 and 4; Use X-Axis thresholds to determine SLG level: 4 = both goals 4s 3 = both goals 3s; one goal 3 & one goal 4; one goal 2 & one 4 2 = both goals 2s; one goal 2 & one 3; one goal 1 & one 3; one goal 4 & one 1 1= both goals 1s; one goal 1 & one 2 Example First SLG was rated 2 A second SLG was rated 4 X-Axis Rating = Level 3 SLG Rating For the X axis, the determination of overall performance level is based on 2 goals. For those educators on a two year cycle, two of the four goals would be selected In our example, one goal was rated a 2 and a second goal was rated a 4. Using the threshold this means his overall SLG rating is a 3.
18
Example: Y-axis = 3 & X-axis = 3
The matrix is a decision-making tool. It is the instrument that bring two inputs (PP/PR and SLG) together to help you make a decision for the final performance level you need to report. Districts use the thresholds established by ODE to determine the rating for each axis. The Y axis represents overall performance related to Professional practice and responsibility and the X axis represents overall performance related to student learning and growth. It is important to note that the matrix is not a uniform percent model, and that by design the Y axis has more influence on the overall score (summative rating) than the X axis. For example, if you score a 4 on the Y-axis (PP/PR) and a 1 on the X-axis (SLG), the matrix shows that you’re still a 3 overall. In a 50/50 percentage model, you would be a 2.5. Going back to our example of Mr. Waters, recall that he had an SGP score of 3, and an SLG score of 3 which made his overall rating on the X axis a 3. Mr. Water’s professional practice and responsibility rating on the Y axis was a 3. You can see that with a 3 on the Y axis and a 3 on the X axis the overall rating is a 3 which would mean a Collegial path. This means that paths for professional growth are developed jointly by the educator and evaluator. Even if Mr. Waters had scored a 2 overall on the X axis he would still be a 3 overall and on the Collegial path. *Inquiry Process
19
Resources Toolkit www.ode.state.or.us/search/page/?id=3759
Guidance Documents FAQs, SLG Guidance, Oregon Matrix, Assessment Guidance, Who is Evaluated under SB 290 Sample SLG Goals Resources from Districts There are a wealth of materials provided in the Educator Effectiveness toolkit on the ODE website. Guidance documents, recommended rubrics, sample SLG goals and resources and materials developed by districts can all be accessed from this web page.
20
Questions?
21
Contacts Educator Effectiveness Team:
Tanya Frisendahl Sarah Martin Brian Putnam
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.