1. Welcome!
Please sit with your PLC folks…

2. 8/20/2013
Student Learning Goals: Focus on Student Learning & Growth through Multiple Measures
Presented by:
Michelle Cuddeback
Becky DeSalvo
Karen Green
Jay Preskenis
Jay 2

3. This Session’s Learning Objectives:
SLG Writing Process
Differentiate between Student Achievement Goals and Student Growth Goals
Ascertain Appropriate Assessments
Draft Sample Student Learning Goals
Jay
These are the targets for this portion of today’s training. Please mark on the reflection sheet where you are in your understanding currently.

4. SLG Evaluation Cycle Goal Setting (Sept/Oct) Initial Conference
Self Assessment/ Reflection
(Aug/Sept)
(June)
Observation/
Collection of
Evidence
Goal Setting
(Sept/Oct)
Initial Conference
(Oct 15-31)
Observation/ Collection of Evidence
(Sept-May)
Formative Assessment/Mid Year Review
(Jan/Feb)
Summative Evaluation
(May/June)
Ongoing
Professional
Development
Jay
Go through entire process
HANDOUT:
-See page 11
**page 11 in handbook

5. What are the purposes of Goal Setting?
Focus on student results
Explicitly connect teaching and learning
Improve instructional practices and teacher performance
Tool for school improvement
Jay

6. All measures are supported through artifacts and evidence.
MULTIPLE MEASURES FOR TEACHER & ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290)
All measures are supported through artifacts and evidence.
Professional Practice
(Domains 1-4)
Professional Responsibilities (Domains 5 & 6)
Student Learning
and Growth
Jay
2-3 min
Must have multiple sources of evidence for each category
Notice that there are several measures that inform the effectiveness of a teacher.
Student growth is one component. Student growth will be determined collaboratively between the teacher and the evaluator based on formative assessment
We are shifting from a meets and exceeds model to a growth model for teachers, administrators, and students
Evidence
Evidence
Evidence

7. Multiple Measures Student Learning GOALS
Write two Student Learning Goals minimum
Two of the three categories of Student Learning Measures must be used (see next slide)
If you are ELA/Math, Grades 4-8
1 of your 2 goals must use OAKS data
Your other goal must use student learning measures from category 2 or 3
If you are not ELA/Math Grades 4-8
Your goals must include student learning measures from two of the three categories
Jay
SAFEGUARDS:
-Teachers control the measures they use
-Teachers set the goals collaboratively with their administrator – cannot be a pre-set goal
-Teachers may be able to use no standardized assessments (depending on assignment)
-Growth vs. criterion-/benchmark-referenced

8. Multiple Measures of Student Learning
Measures of student learning and growth include three types of measures:
Category
Types of Measures of Student Learning (aligned to standards)
Examples include, but are not limited to: 1
State or national standardized tests
Oregon Assessment of Knowledge and Skills (OAKS), SMARTER Balanced (when adopted), English Language Proficiency Assessment (ELPA), Extended Assessments 2
Common national, international, regional, district-developed measures
ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, other national measures; or common assessments approved by the district or state as valid, reliable and able to be scored comparably across schools or classrooms 3
Classroom-based or school-wide measures
Student performances, portfolios, products, projects, work samples, tests
Jay
** page 5 in handbook

9. SLG Development Generally includes the following 5 steps:
Identify core content and standards
Gather and analyze student baseline data
Determine the focus of the SLG
Select or develop formative assessments
Develop a SMART goal statement and rationale
Goal form page 20 in handbook
More information on process on page 26 in handbook
Jay
Look at example goals in packet.

10. Step 1: Determining Needs
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
Before moving to step 2, stress again that -
We find out what the needs of the students are by examining data.
Having the right assessment is key in identifying what skills students need to develop across the year.
It’s not about a unit assessment, but rather skills and concepts that students continue to develop all year and are important enough for students to monitor across the year.
** page 30 in handbook

11. Anna Tate 8th Grade Language Arts Teacher Pre-Assessment of
Student Ability in Writing
98 students in four heterogeneously grouped classes
19 IEP students
Becky
We will be using data from Anna Tate’s classroom for our scenario and through all steps of the goal setting process.
Handout blank template

12. Identify Content/Standards and Determine Baseline Data Assessment
Guiding Questions:
What national or state standards are address by the course?
What are the essential skills and content knowledge that students will need in order to be successful next year?
In which of these essential skills and content knowledge are students struggling?
What are the specific academic concepts, skills or behaviors the SLG will target?
Becky
Anna Tate identified writing as her focus since it is covered throughout her entire course.

13. Rubric used for Assessing Students1 2 3 4
Audience & Purpose
The writer may identify a general topic but demonstrates little or no awareness of purpose or audience.
The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task than the actual purpose or intended audience.
The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion.
The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information.
Idea Development
The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. No examples or details are provided or support is irrelevant.
The writer demonstrates inconsistent development of ideas often presenting facts with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support.
The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments.
The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments.
Organization & Structure
The writer offers little or no organizational structure, placing ideas in no logical order. There is little or no variety in sentence structures.
The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, these appear alongside mostly simple sentences.
The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to ideas, though connections between some ideas are less clear on occasion.
The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures.
Becky
So, how did Anna gather baseline data?
Anna worked with other Language Arts teachers in her district to create a common assessment using criteria from the state on-demand writing rubric.
Refer back to the categories chart of assessments. This fits under category 2, district measures.
Note that Anna is assessing skills that her students should be developing all year long. 13

14. Organization & Structure
Student
Audience & Purpose
Idea
Development
Organization & Structure
Student 1 2 1
Student 2 3 4
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Becky
Handout data
With a table partner, look at the data. What do you notice? What observations can you make to determine the needs of Anna Tate’s students?
Allow 5 minutes.
Ask for some responses.
4 students scored very low
3 students scores very high
All areas of writing are low 14

15. Student Performance by Groups
Low Performing
Students
Mid Performing
High Performing
Audience & Purpose
1.0
2.54
3.0
Idea Development
2.08
Organization & Structure
1.62
4.0
Becky
This might be yet another way to look at the data. Divide your students into 3 categories: low-, mid-, high-performing students.
What does this data tell you? (The greatest gap is between low and mid performers. )
On your template, complete the baseline data information (Where are my students now?) Remember, this data is assessment of skills that students will develop all year long.
Based on the data, have a conversation at your table about what needs to happen in Anna’s classroom as far as student learning (general conversation).
(We will have them share out before showing Anna’s goal, not now). 15

16. 8/20/2013
Baseline Data
Baseline Data
What are the learning needs of my students?
Attach supporting data
I worked with the other LA teachers in the district to create a common assessment using criteria from the writing rubric. The data from the pre-assessment shows that 4 students scored very low, 3 scored very high and all areas of writing are low. I then grouped the students according to their scores to see that the low performers averaged 1.0 in all three areas of the rubric which is significantly lower that the mid performing group. The high performing group avg. 4.0 on Organization and Structure, but the other two group avg. below 2.
Becky

17. Step 2: Creating Goals Using the SMART Process
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
In Step 2, the teacher creates a SMART goal based on the baseline data collected and analyzed in Step 1.
Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal.
**Page 30 in handbook

18. Goal Must Account for 100% of students in course between both goals
Be SMART
Be Growth Goal

19. 100% of Students Covered Course-level SLGs
Entire caseload in that course is covered
Easiest to do this with common preps or self-contained classes
Tiered targets within a course-level SLG
If data analysis shows wide range of skill/ability
Different targets for different groups of students
Targeted SLG (can only do if other goal already meets Course-level requirements)
Subgroups of students or specific skills

20. Define HEID for SLG Define HEID for SLG1
8/20/2013
Define HEID for SLG
Define HEID for SLG1
Fill in the blank row with concrete numbers to delineate between the levels for summative assessment.
Highly Effective: Exceptional number of students achieve goal (Eg. 90% or above)
Effective: Significant number of students achieve goal (Eg. 80%-89%)
Improvement Necessary:
Less than significant number of students achieve goal (Eg. 70%-79%)
Does Not Meet: Few students achieve goal (Eg. below 70%)
Becky
100$ of students or target group must be accounted for in your goal. However, the goals success will be determined by defining HEID with evaluator.

21. SMART Goal Process ** page 30 in handbook
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.
Ask participants: How many of you use SMART goals regularly? have written them? Are familiar with SMART goals?
The goal must be SMART.

22. Start with baseline data Does not consider baseline data
8/20/2013
Growth Goals
Achievement Goals
Start with baseline data
Does not consider baseline data
Intended to include all students regardless of ability level
Student goals are a “one-size-fit-all”
Students can show various levels of growth- students may have individualized finish lines
All students are expected to cross the same finish line regardless of where they start
Michelle
ACTIVITY: Determine if goals are growth or achievement goals; revise achievement goals to be growth goals
See handout.

23. Let’s Practice With a partner, Decide if the goal provided is SMART.
Refer to the SMART Criteria.
If it is not SMART, discuss possible adjustments to meet SMART criteria.
Decide if the goal is Achievement or Growth
If it is not a growth goal, discuss possible adjustments to make it a growth goal..
Activity:
Put goal cards on tables – one per pair.

24. How SMART is this Goal? P.E. Teacher’s Goal
For the school year:
Curl ups:
Level 1 students will increase their baseline by 9; Level 2 students by 7; Level 3 students by 4
Mile Run:
Level 1 students will decrease their baseline by 4 min.; Level 2 students by 2 min.; Level 3 by 1 min.
Reach and stretch:
Level 1 students will increase their baseline by 7 cm.; Level 2 by 5 cm.; Level 3 by 2 cm.
As measured by the Presidential Fitness Test
How SMART is this Goal?
Very quickly - This goal is SMART.
Developed on the needs of your students and the data on them.
S – The goal is specific. Students are asked to improve on specific areas within the Presidential Fitness subtests.
M – The goal is measurable. Student progress is measured against their initial performance. Each student is asked to improve the initial overall score by an average of 20% .
A – The goal is appropriate. The goal is based on PE standards and falls within the scope of the teacher’s responsibilities.
R – The goal is realistic. It is doable. All students can meet this goal. The goal is rigorous. It stretches each student’s capabilities of improving their own fitness levels.
T – The goal is time bound. The goal spans a school year.
The goal meets the SMART criteria.

25. Science Teacher’s Goal
How SMART is this Goal?
Science Teacher’s Goal
For the current school year, all of my students will make measurable progress in each of the four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis). All students will achieve at the 3 level of performance on a 4-point rubric in each area.
Quickly – This goal meets most SMART criteria but not realistic. It may not be doable. Depending on the pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance.
Data is needed to judge goal
S – The goal is specific. Students are asked to demonstrate progress on specific areas related to scientific investigation.
M – The goal is measurable. Each student is expected to achieve at a 3 level of performance against the rubric.
A – The goal is appropriate. The goal is based on science standards and falls within the scope of the teacher’s responsibilities.
R – The goal is NOT realistic. It may not be doable. Depending on pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance.
T – The goal is time bound. The goal spans a school year.
The goal DOES NOT meet the SMART criteria.

26. will score 3 on the 5-point rubric.
How SMART is this Goal?
Art Teacher’s Goal
All students will demonstrate measurable progress in each of the rubric areas
(Elements & Principles, Creativity & Originality, Craftsmanship/Skill). At least 50% of students
will score 3 on the 5-point rubric.
This goal does not meet SMART criteria. Notice the rationale read that it is measurable, but is weak.
S – The goal is specific. Students are asked to perform specific content areas on a rubric.
M – The goal is measurable, but is WEAK. Although student progress is measured by performance against a rubric, only 50% of students are asked to score 3 on a 5 point scale. Measureable growth for all students is not clear.
A – The goal is appropriate. The goal is based on Art standards and falls within the scope of the teacher’s responsibilities.
R – The goal is NOT realistic. It may not be doable for some students depending on pre-assessment. The goal may not be rigorous. It may not stretch each student’s capabilities since there is no expectation against individual pre-assessment. Additionally, 50% is a low expectation for class growth.
T – The goal is NOT time bound. The goal does not stipulate a timeline for the goal.
Let’s look at one of the goals you have been discussing. It clearly does not meet the SMART criteria. Notice that although it is measureable, it is weak and this shows up in another area of SMART (rigorous).
Ask participants to share how they might revise the goal to meet SMART. (This provides participants practice critiquing goals and a little with revising them to meet SMART.)
Ideas for revision Identify how students will grow individually along the continuum of the rubric (all students will move up one level in two areas of the rubric) to address growth for all students whether they performed low or high on the rubric scale; increase the expectation of % of students scoring 3 or more.

27. Growth Goals It is just practice this year (2013-14) Not about:
How many kids “meet” or “exceed” standards
How much I “grow” the number of kids who meet/exceed
Michelle
ACTIVITY: Write a SMART SLG for Anna. Go back to her baseline data… Share some examples teachers created.

28. Anna’s Goal 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 overall.
A good goal statement is one that is…
Specific
Measurable
Appropriate
Realistic
Time-bound
Here is Anna’s goal.
Ask: Based on Anna’s data and the goal statement, how SMART is Anna’s goal?
This goal meets the SMART criteria:
Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure
Measurable – how students perform against the rubric provides the measure
Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility
Realistic – is doable or attainable, while also a rigorous goal
Time-bound – “for the ” school year
Is it GROWTH?
How could Anna improve her goal?

29. Anna’s Goal Student Growth Goal Statement:
For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall.
A good goal statement is one that is…
Specific
Measurable
Appropriate
Realistic
Time-bound
Here is Anna’s goal.
Ask: Is the goal a GROWTH GOAL?
Part of it is a growth goal: 100% of students will make measurable progress, and Each student will improve by one performance level in two or more areas of the rubric. The 80% of the students will score 3 or better is a achievement goal.
Ask: Based on Anna’s data and the goal statement, how SMART is Anna’s goal?
This goal meets the SMART criteria:
Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure
Measurable – how students perform against the rubric provides the measure
Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility
Realistic – is doable or attainable, while also a rigorous goal
Time-bound – “for the ” school year
Does this goal work for all of Anna’s students? Yes, given the data, all students in Anna’s classroom could improve by a performance level in at least two areas of the rubric. Notice that this goal includes how every student will make growth and looking at the class as at whole. It is important that the goal addresses how all students in the class will grow.

30. Lets Take A Brain Break!

31. So, what data sources will you use?
Becky
(transition slide)
We’ve spent some time learning about SMART goals and how to create them.
Now, let’s apply it to your situations in your school. Ask them to quickly brainstorm and then popcorn out some ideas.

32. Brainstorm Assessments
8/20/2013
Brainstorm Assessments
In your PLC, identify assessments you currently use
Identify which are:
Category 1
Category 2
Category 3
Distribute Assessment Data handout

33. Multiple Measures of Student Learning
Measures of student learning and growth include three types of measures:
Category
Types of Measures of Student Learning (aligned to standards)
Examples include, but are not limited to: 1
State or national standardized tests
Oregon Assessment of Knowledge and Skills (OAKS), SMARTER Balanced (when adopted), English Language Proficiency Assessment (ELPA), Extended Assessments 2
Common national, international, regional, district-developed measures
ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, other national measures; or common assessments approved by the district or state as valid, reliable and able to be scored comparably across schools or classrooms 3
Classroom-based or school-wide measures
Student performances, portfolios, products, projects, work samples, tests
Jay
Show this slide while they're brainstorming
** page 5 in handbook

34. Data Source Possibilities
Formative Assessments
Common Assessments
Classroom Assessments
Projects
District Assessments
Student Performances
Becky
Notice there are several data possibilities. Assessments must provide baseline information for mastery of standards and/or 21st century skills. This is your pre-assessment step.
You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Assessments may also include student projects , performances, products and portfolios.
Many schools use formative assessments. What kinds are used in your school or district? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS)
Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model can be used to provide baseline data as well.
Student
Portfolios
Products

35. Data Source Possibilities
Formative Assessments
Common Assessments
Aligned to Standards
Classroom Assessments
District Assessments
Projects
Descriptive Rubrics
Student Performances
Becky
Notice there are several data possibilities. Assessments must provide baseline information for mastery of standards and/or 21st century skills. This is your pre-assessment step.
You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Assessments may also include student projects , performances, products and portfolios.
Many schools use interim assessments. What kinds are used in your school or district? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS)
Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model can be used to provide baseline data as well.
Student
Portfolios
Products

36. Select or Develop Assessments
Guiding Questions:
Is this assessment the best way to measure student progress toward the objective?
Does this assessment allow all students to demonstrate developmentally appropriate growth?
Does this assessment follow district and state guidelines?
How will I ensure assessments are graded in a fair and unbiased manner?
Michelle
Based on course standards and baseline data, which assessment will you chose? Does not need to be the same assessment given for baseline data

37. Strategies for Improvement
8/20/2013
Strategies for Improvement
Brainstorm strategies Anna can implement to meet her goal and record on Goal Template.
Jay

38. Strategies for Improvement
Student Behaviors
Teacher Behaviors
Students will use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes.
Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing.
Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development.
I will implement strategies learned during Rigor and Relevance training and develop writing prompts for students to use in their writer’s notebooks.
I will refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing.
I will refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.
Jay
Anna is implementing the strategies from her learning, she is researching and implementing strategies for student engagement and rigor content learning (KCAS) and she is refining her use of formative assessment including peer reviews.
As a part of the growth plan, you will need to list strategies utilized in order for students to meet their growth goals.

39. SLG Evaluation Cycle Goal Setting (Sept/Oct) Initial Conference
Self Assessment/ Reflection
(Aug/Sept)
(June)
Observation/
Collection of
Evidence
Goal Setting
(Sept/Oct)
Initial Conference
(Oct 15-31)
Observation/ Collection of Evidence
(Sept-May)
Formative Assessment/Mid Year Review
(Jan/Feb)
Summative Evaluation
(May/June)
Ongoing
Professional
Development
Jay
Go through entire process
HANDOUT:
-See page 11
**page 11 in handbook

40. Time to Think about YOU!
Find someone you might want to collaborate with this year
Begin the process to drafting ideas…
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

41. This Session’s Learning Objectives:
SLG Writing Process
Differentiate between Student Achievement Goals and Student Growth Goals
Ascertain Appropriate Assessments
Draft Sample Student Learning Goals
Jay
These are the targets for this portion of today’s training. Please mark on the reflection sheet where you are in your understanding currently.

42. Contacting TOSAs Leave questions on targets
4/14/2017
Contacting TOSAs
Leave questions on targets
Leave questions/ comments/ feedback on reflection sheet
us at
2 min
Erin Whitlock & Teresa Ferrer