Oregon FrameworkFocus on Student Learning &

Growth Goals

Professional Growth Cycle

Self Reflection

Goal Setting

Observation/Collection of

Evidence

Formative Assessment/Mid

Year Review

Summative Evaluation

• Collecting Baseline Data

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 evaluatorCovers a course or class Job-specific Includes all students Based on student dataTested grades and subjects

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

Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

You need to KNOW your students in order to write

a goal.

Collecting Baseline Data

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

Two Required Assessments

8

Student Growth Data Means…

Formal Tests in Core Subjects Only

Knowledge and Learning That Can

Be Measured

All Classroom Learning

State-Based

ToolsDistrict and School-Based Tools

Class

roo

m-B

ased

Tool

s

9

Activity: Fill in the Triangle

State-Based

ToolsDistrict and School-Based Tools

Class

roo

m-B

ased

Tool

s

Appropriate Assessments

Does the assessment…• Align with content standards and

course content?• Have stretch?• Have sufficient validity and

reliability?• Measure growth?

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.

Stretch• Assessment should…

o Span the length of a course or classo Include all students in the a course of a classo Allow both high-level and low-level students to demonstrate

growth o Challenge the highest-preforming students

Student B

Student AStudent C

Student D

Student EStudent F

Lowest PerformingStudents

Highest PerformingStudents

Validity and Reliability

Considerations• The assessment should

oBe valid—it measures what it says it measures.• Consistent with other evidence.• Relevant for its purpose.

oBe reliable—it produces consistent results.

oContain clearly written and concise questions and directions.

oBe fair to all groups of students.oUse consistent administration

procedures.

Growth Goal

• Change in student achievement for an individual student between two or more points in time

Which is the better goal?• I will lose weight

and get in condition.

• Between March 15 and Memorial Day, I will lose 10 pounds and be able to run one mile nonstop.

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.

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).

 

Meeting the SMART Criteria

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

Student Growth & Professional Goal Setting

Template

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?

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

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.

Student Audience & Purpose

IdeaDevelopment

Organization & Structure

Average

Student 1 2 2 1 1.67Student 2 3 3 4 3.33Student 3 1 1 1 1Student 4 2 2 1 1.67Student 5 3 2 2 2.33Student 6 3 2 2 2.33Student 7 2 1 1 1.33Student 8 1 1 1 1Student 9 3 3 3 3Student 10 2 2 1 1.67Student 11 3 2 2 2.33Student 12 3 3 3 3Student 13 1 1 1 1Student 14 3 3 4 3.33Student 15 3 2 2 2.33Student 16 2 2 2 2Student 17(no response) 0 0 0 0

Student 18 3 3 2 2.67Student 19 3 3 4 3.33Student 20 2 1 1 1.33Average 2.25 1.95 1.9

Step 2: Creating Goals Using the SMART 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

SMART Goal Process

SSpecific- The

goal addresses student needs

within the content.

The goal is focused on a specific area

of need.

MMeasurable- An

appropriate instrument or

measure is selected to

assess the goal.

The goal is measurable and uses an appropriate instrument.

AAppropriate- 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.

RRealistic- The

goal is attainable.

The goal is doable, but

rigorous and stretches the outer bounds

of what is attainable.

TTime-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.

Anna’s Student Growth Goal

Anna’s Student Growth Goal

How SMART is this Goal?

P.E. Teacher’s GoalFor 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? 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.

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.

Step 3: Creating and Implementing Strategies

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

Step 4: Monitoring Student Progress and Making

Adjustments

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

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

Step 5: Determining Goal

Attainment

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

Anna Tate8th Grade Language Arts Teacher

Baseline, Mid-Year, End of Year Data

50%

80%

25%

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.

Student Audience & Purpose

IdeaDevelopment

Organization & Structure

Average

Student 1 2/3 2/3 1/3 3Student 2 3/4 3/4 4/4 4Student 3 1/2 1/2 1/3 2.33Student 4 2/3 1/3 1/3 3Student 5 3/3 2/3 2/4 3.33Student 6 3/3 2/3 2/3 3Student 7 2/4 1/3 1/3 3.33Student 8 1/2 1/3 1/2 2.33Student 9 3/3 3/3 3/4 3.33Student 10 2/3 2/3 1/4 3.33Student 11 3/4 2/4 2/3 3.67Student 12 3/3 3/3 3/3 3Student 13 1/2 1/2 1/2 2Student 14 3/3 3/4 4/4 3.67Student 15 3/3 2/3 2/3 3Student 16 2/3 2/3 2/3 3Student 17(no response) 0/2 0/2 0/2 2

Student 18 3/3 3/3 2/3 3Student 19 3/3 3/4 4/4 3.67Student 20 2/3 1/4 1/3 3.33Average 2.25/2.95 1.95/3.1 1.9/3.15

Resources• Student Learning & Growth Goal Handbook

• Student Learning & Growth Goal Samples

• Available very soon!!

Questions