1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholde r to insert your own image. CONNECTING SMART GOALS TO STUDENT LEARNING OBJECTIVES Direct Access to Achievement (DATA) Project Breakout Session

2. HELLO FRIEND Pairs—someone you do not know Shake Hands – Exchange names Describe where you went to college and what you do. Read the essential question and the learning target to each other. Thank your partner and return to your seat.

3.  What is an Student Learning Goal (SLG) Essential Questions

4.  How might I support a PLC to understand and improve SLG goals? Essential Questions

5. Today’s Learning targets I can use my background about antecedents and the data team process to review key concepts.

6. Today’s Learning targets I can develop a deeper understanding of Student Learning Goals, and learn how it aligns with the BEST PRACTICES of the ODP data team process.

7.  Review of Antecedents  Review data team process  Student Learning Goals Jigsaw  Be Sure To...  Good /Better/ Best:  Setting SLGs  Final Reflections Agenda

8. Let’s Review Antecedents Data Teams

10. Let’s Review Antecedents, Differentiated Causes Teacher Behaviors and routines that effect student achievement and lend themselves to replication. Instructional Strategies Teacher-student practices that engage students in thinking; require training, practice, and ongoing professional development; and lend themselves to replication. Antecedents Administrative structures and learning conditions that precede, anticipate, or predict excellence in performance, and lend themselves to replication.

11. Antecedent—Describe and Explain Sample Providing students with a clear and understandable vision of the learning target is a perfect example of an antecedent. This is a teacher behavior and instructional strategy that increases student achievement, predicts excellence in performance, and lends itself to replication. This is an antecedent of excellence because it is foundational for students to understand what they are learning and not just what they are doing; this is a pivotal step to develop the students’ capacities as self-reliant learners.

12. Antecedent—Describe and Explain ____________________________ is a perfect example of an antecedent because it is a teacher behavior and instructional strategy that increases student achievement, predicts excellence in performance, and lends itself to replication. This is an antecedent of excellence because it is a teacher behavior and instructional strategy that ________________________________________ ____________________________________________________________ _____________________________________________________________

13. Thinking about the Data Team Process AS A TRIAD SORT THE STEPS IN THE DATA TEAM PROCESS IN ORDER.

14. Let’s Compare Steps for setting SLG 1. Collect and chart baseline data to determine needs 2. Create specific learning goals based on pre- assessments 3. Create and implement teaching and learning strategies 4. Monitor student progress through ongoing formative assessment 5. Determine whether students achieved the goal

15. A CLOSE READING GUIDANCE FOR SETTING STUDENT LEARNING GOALS

16. A Close Reading Protocol -- CODING + for items that are key details, ? for ideas that leave you with questions, ! For aspects you totally love!

17. Be Sure To.... At the end of the section you are assigned, summarize one key point with a be sure to. When you ________, be sure to ___________. When you determine a content standard, be sure to select a standard that is relevant (a standard that is ongoing throughout the year).

18. A LIVING LIKERT: What percentage gain can you expect from students who set challenging goals? 0% to 300%

19. What are Student Learning and Growth Goals?

20. Types of Measures Category One Standardized Tests OAKS/SBAC/ELPA Category Two District Common Assessments, ACT, AP, IB, DIBELS, etc. Category Three Classroom or school Analyze Collected Data Create SMART Goal Which category are you required to use?

21. A goal without a measure... or an action plan... is simply hope.

22. Good, Better, Best What about this goal is good? For the 12-14 school year, 100% of my students will make measurable progress as assessed on the Oregon Analytical Scoring Guide for Scientific Inquiry. Each student will improve by one level in all dimensions. How would you guide someone to make it better?Best?

23. Three Good Examples For the 12-14 school year, 100% of my students will make measurable progress as assessed on the Oregon Analytical Scoring Guide for Scientific Inquiry. Each student will improve by one level in all dimensions. By June 2013: -29/34 of students will show at least a year’s worth of growth and 2/4 of students who are over two years behind will show 2- year’s growth as measured by the DRA -Based on my DRA data, I believe that 24/33 of my 3 rd grade students will meet benchmark (211) +/-3 RIT scores as measured by their OAKS-Reading 3 rd Grade assessments. Student Growth Goal Statement: For the 2012 – 13 school year students will make measurable progress in writing- 80% of the students will score a “3” or better in overall.

24. Possible Questions to ask a team when discussing their SLG Goals. How will we leverage __________________________for student achievement? How will we ensure that____________________________ will promote proficiency? What effect can we expect in classrooms that adopt _________________________? What instructional strategies have been most effective with ___________________? What professional development requirements are needed to ensure staff proficiency with __________? What measures have been developed for implementation quality? Describe how adoption of _______________________ will engage student thinking? Does __ lend itself to systematic introduction through administrative structures and conditions for learning? If so, what structures would you recommend and why?

25. Why Use Student Learning and Growth Goals?  Two minute Quick Write

27. Questions? Thoughts? Argumentative Rebecca Eastland eastland_rebecca@salkeiz.k12. or.us Program Assistant: Testing & Evaluation Salem-Keizer School District 503-399-5590 Missi Thurman melissa_thurman@centennial.k 12.or.us PLC Instructional Coach Office: 503-762-3467 Cell: 253-831-6207