1. Oregon Framework Focus on Student Learning & Growth Goals

2. Professional Growth Cycle
Self Reflection
Goal Setting
Observation/Collection of Evidence
Formative Assessment/Mid Year Review
Summative Evaluation
Collecting Baseline
Data
Here is the Phase one focus of the Professional Growth Cycle

3. Student Learning and Growth Goal:
A specific, rigorous, long-term goal for groups of students that represents the most important learning during an interval of instruction.
Determined in consultation with evaluator
Covers a course or class
Job-specific
Includes all students
Based on student data
Tested grades and subjects
SLGs are developed by teachers in consultation with their evaluators. OEA, Chalkboard and ODE are developing several sample SLGs for each content area to provide teachers with ideas and models. The models focus on helping teachers identify important growth targets for students and how they can be assessed. The example on the slide is one a first grade teacher might develop. The full SLG document also identifies how students are performing prior to instruction, the rationale for focusing on this aspect of instruction, the criteria the teacher must achieve in order to be rated highly effective or effective, and strategies the teacher will use to help students achieve the identified targets.

4. A Student Learning and Growth Goal (SLG) is…
…an instructional goal… for specific students…for length of course or class
Focused on the most valuable learning
Based on the most current student data
Aligned to current curriculum standards
Specific and measurable
Each component of the SLO is important and HCPSS has developed a guide sheet to help teachers think critically about the varied components.
Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

5. You need to KNOW your students in order to write a goal.
Collecting Baseline Data
You need to KNOW your students in order to write a goal.
One main point you need to get – You need to know your students in order to judge the goal. You get to know your students’ abilities through assessment practices.

6. Student Growth Process
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
Look at the first page of the handout.
This student growth process will be used to write, implement and monitor the process.
Describe each of the steps.
We are going to work together through each of these steps today, using simulated data.

7. Two Required Assessments

8. Student Growth Data Means…
State-Based
Tools
Formal Tests in
Core Subjects Only
Knowledge and Learning That Can Be Measured
All Classroom Learning
District and School-Based Tools
Classroom-Based Tools

9. Activity: Fill in the Triangle
State-Based
Tools
District and School-Based Tools
Classroom-Based Tools
What assessments are already in place to use to meet the requirements. What resources or supports do you need to support classroom assessment development?

10. Appropriate Assessments
Does the assessment…
Align with content standards and course content?
Have stretch?
Have sufficient validity and reliability?
Measure growth?

11. Alignment Cover key subject and grade level content standards
No items, questions, or prompts should cover standards not covered in the class or course
The assessment structure should mirror the distribution of teaching time devoted to course content
The cognitive demand of the assessment should match the full range of cognitive thinking required during the course.

12. Stretch Assessment should… Student B Student D Student F Student A
Span the length of a course or class
Include all students in the a course of a class
Allow both high-level and low-level students to demonstrate growth
Challenge the highest-preforming students
Student B
Student D
Student F
Student A
Student C
Student E
Lowest Performing
Students
Highest Performing
Students

13. Validity and Reliability Considerations
The assessment should
Be valid—it measures what it says it measures.
Consistent with other evidence.
Relevant for its purpose.
Be reliable—it produces consistent results.
Contain clearly written and concise questions and directions.
Be fair to all groups of students.
Use consistent administration procedures.

14. Growth Goal
Change in student achievement for an individual student between two or more points in time

15. Which is the better goal?
Between March 15 and Memorial Day, I will lose 10 pounds and be able to run one mile nonstop.
I will lose weight and get in condition.
Which is the better goal and why??? Which goal is more likely to happen and why?

16. Action Plan
Reduce my daily calorie intake to fewer than 1,000 calories for each of 10 weeks.
Walk 15 minutes a day; increase my time by five minutes a week for the next four weeks.
Starting in Week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spent running instead of walking until I can run one mile, nonstop, by the end of Week 10.

17. Benchmarks
For process, maintain a daily record of calorie intake and exercise.
For outcome, biweekly weight loss and running distance targets (e.g., after two weeks, 2 pounds/0 miles; after four weeks, 4 pounds/0 miles; after six weeks, 6 pounds/.2 miles; after eight weeks, 8 pounds/.4 miles).

18. Meeting the SMART Criteria

19. Example: Achievement vs. Growth
Scores will improve from 65% of students meeting benchmark to 80% To
Students in Tier 1 will improve 15 point; Students in Tier 2 will improve 12 points and Students in Tier 3 will improve 8 points OR
All students will improve 2 levels on the rubric

20. Student Growth & Professional Goal Setting Template
Pass out copies of the new goal setting template

21. Example Student Learning and Growth Goal
Review the Student Learning and Growth goal template at your table and answer the following:
What do you notice?
What do you wonder?
Handout examples by level

22. Student Growth Process
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
Look at the first page of the handout.
This student growth process will be used to write, implement and monitor the process.
Describe each of the steps.
We are going to work together through each of these steps today, using simulated data.

23. 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.
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 3, other school wide or district measures.
Note that Anna is assessing skills that her students should be developing all year long. 23

24. Organization & Structure
Student
Audience & Purpose
Idea
Development
Organization & Structure
Average
Student 1 2 1
1.67
Student 2 3 4
3.33
Student 3
Student 4
Student 5
2.33
Student 6
Student 7
1.33
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
(no response)
Student 18
2.67
Student 19
Student 20
2.25
1.95
1.9
See page ____ in your handout. This is Anna’s 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? Just discuss now – participants will make notes on template after all data slides.
Allow 5 minutes.
Ask for some responses.
4 students scored very low
3 students scores very high
All areas of writing are low 24

25. 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.

26. S M A R T SMART Goal Process
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. Refer to handout page 1 and review what each S M A R T means.
Specific - The goal is focused such as by content area and by learners’ needs. Can you identify the specific content or area of student need that the goal is about?
Measurable - An appropriate instrument/measure is selected to assess the goal
Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based.
Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable.
Time-bound - The goal is contained to a single school year
!Goals developed need to be SMART. Refer to this document as you evaluate goal and have discussion about them.

27. Anna’s Student Growth Goal

28. Anna’s Student Growth Goal

29. 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.

30. 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.

31. 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.

32. Step 3: Creating and Implementing Strategies
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
Step 3 Create and implement teaching and learning strategies.

33. Step 4: Monitoring Student Progress and Making Adjustments
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
Step 4 – Monitor progress at mid year and end of the year. Review the Mid year check portion of the template. May need to revise strategies.

34. Monitoring Student Progress
Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.
Make adjustments to strategies as needed.
Meet with evaluator for a mid-year review
Throughout the year the teacher monitors how students or the program is doing in relation to the goal.
At mid-year, the teacher might meet with colleagues and administrators to discuss goal progress and the effectiveness of strategies.
The teacher can use both formal and informal data to report at mid-year.
The teacher may decide, based on the evidence, that the strategies are not working and thus changes the strategies.
THE STRATEGIES CAN BE ADJUSTED BUT NEVER THE GOAL.?????

35. Step 5: Determining Goal Attainment
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
Step 5: Did the students achieve the goal?

36. Anna Tate 8th Grade Language Arts Teacher
Goal Statement:
For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.
Baseline, Mid-Year, End of Year Data
80%
Take a look at Anna’s end of the year data. She provided the data in graph form which gives a great visual of her progress. Again, note that the 30%, 50%, and 78% includes students who scored at 3 & 4 levels on the rubric.
What does the data tell you about the end of year results. Record your notes in the End-of-Year Data.
Conversation – Do you think she achieved her goal? Time for responses. May include: No she did not meet her goal, but her students really made progress; no 1s at the end of year; moved from several students at 1 to no students at 1.
Did her students make progress?
Although Anna did not meet her goal, we can see her students did make measureable growth. Later as we look at the framework for student growth we will see how this plays out for Anna’s effectiveness.
25%
50%

37. Organization & Structure
Student
Audience & Purpose
Idea
Development
Organization & Structure
Average
Student 1
2/3
1/3 3
Student 2
3/4
4/4 4
Student 3
1/2
2.33
Student 4
Student 5
3/3
2/4
3.33
Student 6
Student 7
Student 8
Student 9
Student 10
1/4
Student 11
3.67
Student 12
Student 13 2
Student 14
Student 15
Student 16
Student 17
(no response)
0/2
Student 18
Student 19
Student 20
2.25/2.95
1.95/3.1
1.9/3.15
This table include the pretest score first followed by the post test score.
Participants are to review the data to see if Anna’s met her goal.
Have 100% of the students made measurable progress?? How many have? Number 12 did not, so 19 did.
Has every student increased by one performance level in 2 areas? How many have? 15 have improved by at least one level in two areas. 37

39. Resources Student Learning & Growth Goal Handbook
Student Learning & Growth Goal Samples
Available very soon!!

40. Questions