Oregon Framework Focus on Student Learning & Growth Goals

1. Oregon FrameworkFocus on Student Learning & Growth Goals

2. Professional Growth Cycle • Collecting Baseline • Data

3. Determined in consultation with evaluator • Covers a course or class • Job-specific • Includes all students • Based on student data • Tested grades and subjects 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.

4. A Student Learning and Growth Goal (SLG) is… 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

6. Student Growth Process

7. Two Required Assessments

8. Student Growth Data Means… State-Based Tools 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

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… • 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.

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

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?

22. Student Growth Process

23. Rubric used for Assessing Students

25. Step 2: Creating Goals Using the SMART Process

26. SMART Goal Process

27. Anna’s Student Growth Goal

28. Anna’s Student Growth Goal

29. P.E. Teacher’s Goal • For the 2013-14 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?

30. 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.

31. 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.

32. Step 3: Creating and Implementing Strategies

33. Step 4: Monitoring Student Progress and Making Adjustments

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

35. Step 5: Determining Goal Attainment

36. Anna Tate8th 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% 50% 25%

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

40. Questions