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Guidance for Setting Student Learning and Growth Goals

A Component of the Oregon Framework for Teacher and Administrator Evaluation and Support Systems

OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR 97310 www.ode.state.or.us

September 2013

http://www.ode.state.or.us/


TABLE OF CONTENTS

INTRODUCTION…………………………………………………………………………………………………………………….……….. 2

STUDENT LEARNING AND GROWTH GOALS OVERVIEW…………………………………….………………………….. 2

What are Student Learning and Growth Goals? ………………………………….…………………………….. 2

Why Use Student Learning and Growth Goals? ………………………………….……………………………….. 3

What Are the Components of Student Learning and Growth Goals? …………………………………… 4

Who is Required to Set Student Learning and Growth Goals? ……………….………………………….. 5

COLLABORATIVE GOAL SETTING PROCESS ………………………………………………………………………............... 7

Steps for Setting Student Learning and Growth Goals …………. ……………….………………………….. 7

Graphic of the Step-By-Step Goal SMART Goal Process ………….…………….……………………………. 11

CRITERIA FOR SELECTING ASSESSMENTS ……………………..…………………………………………………………………12

SCORING STUDENT LEARNING AND GROWTH GOALS..…………………………………………………………………14

CONCLUSION…………………………………………………………………………………………………………………………..………..16

APPENDIX A – EXAMPLE OF STUDENT LEARNING AND GOWTH ……………………..………………………………17

APPENDIX B - TEACHER GOAL SETTING TEMPLATE…………………………..…………………………………………….20

APPENDIX C - ADMINISTRATOR GOAL SETTING TEMPLATE…………..………………………………………………...23

APPENDIX D – MATCHING EDUCATORS WITH APPROPRIATE MEASURES …………..……………………...26

Oregon Department of Education, September 20131


INTRODUCTION

With the passage of Senate Bill 290 in 2011 and Oregon’s Elementary and Secondary Education Act (ESEA) Flexibility waiver in 2012, Oregon has begun a journey to significantly change education in the state as it relates to educator professional growth and support. Oregon is committed to quality schools and honors this commitment by providing local school districts a standards-based, evidence-based educator evaluation system adaptable to the specific contexts of Oregon’s diverse school districts. The Oregon Framework for Teacher and Administrator Evaluation Support Systems builds on what we know about the importance of ongoing assessment and feedback as powerful vehicles to improve practice. As districts design or revise their educator evaluation systems the Framework provides a strong foundation.

As a requirement of Senate Bill 290, teacher and administrator evaluations must include student learning and growth as a significant factor, and include student academic growth data that is both formative and summative. The Oregon Framework, based on SB290 and the ESEA waiver, requires multiple measures of performance to be used in evaluations, including evidence of professional practice, professional responsibilities, and impact on student learning and growth.

Purpose of the Guide

The document, Guidance for Setting Student Learning and Growth Goals, was developed to assist educators in implementing their Student Learning and Growth (SLG) goal setting process. During the 2013-14 school year, all districts must use the new evaluation requirements outlined in the Oregon Framework for all evaluations. Although specific groups of educators must set SLG goals in the 2013-14 school year, results are not to be used in the summative evaluation this year. Districts have the opportunity to refine and revise their evaluation models and build a solid foundation for developing consistent SLG goals. During the 2014-15 school year, the summative evaluations will factor in SLG results along with professional practice and professional responsibilities.

While this guide will help districts begin the process and start important professional conversations, it will not address all the questions educators are likely to have or issues they are likely to confront as they undertake this work. Responses to many critical questions will evolve over the next months and years as districts in Oregon engage in this work. The Oregon Department of Education will continue to provide updated guidance as new information becomes available.

STUDENT LEARNING AND GROWTH GOALS OVERVIEW

What are Student Learning and Growth Goals?

Student Learning and Growth (SLG) goals are detailed, measurable goals for student academic growth to be achieved in a specific period of time and developed collaboratively by educators and their supervisors. SLG goals are based on student learning needs identified by a review of data reflecting students’ baseline skills. SLG goals provide educators with opportunities to demonstrate their students’ academic growth by setting rigorous, attainable goals for student achievement that are aligned to



standards and to the instruction that teachers provide on a daily basis. Administrators set school-wide or district-wide goals that reflect a broader set of student outcomes and measures.

SLG goals clearly describe specific learning targets students are expected to meet. They define which students and/or student subgroups are included in a particular goal, how their progress will be measured during the instructional time period, and why a specific level of growth has been set for students.

The educator sets two SLG goals between which all students in a classroom or course are included. A course is considered a content and/or grade-specific class (or a school for administrators). For example, Algebra 1 SLG goal would span the length of an Algebra 1 course, be it a year, a semester, or a trimester.

Further, high-quality SLG goals are based on high-quality assessments, as defined later in this document.

Why Use Student Learning and Growth Goals?

SLG goals can offer a clear connection between instruction, assessment, and student data. Educators employ a range of instructional strategies, skills, and techniques to affect outcomes for student academic learning, critical thinking, and behavior. The SLG goal process measures student learning and growth through various kinds of assessments (e.g., state tests, interim assessments, projects, or portfolios). The SLG goal process also helps educators focus on broader priorities with the school, district, or state. For example, SLG goals can specifically include evidence-based practices that reinforce the expectations for all students to be college and career ready.

Student Learning and Growth Goals:

Reinforce evidence-based instructional practice. The SLG goals process aligns with good instructional practice in which educators set goals for their students and use data (formative and summative) to track student progress and modify instruction based on student needs.

Strategies are adaptable. SLG goals should be revisited throughout the school year and strategies revised based on changes to curriculum, assessment, or student needs. As such, educators have the flexibility to help their students succeed at their level and using the right strategies at any moment. While strategies can be revised, the goal itself should not be revised unless the rigor is being increased. See STEPS 3 and 4 of the SLG goals process below for more information on this revision exception.

Engage all educators in demonstrating impact on student learning. The SLG goals process allows all educators the opportunity to focus on the specific objectives they believe are important to achieve with their own students. Student progress is assessed using the measures that are most relevant to their students and content area.

Help develop collaborative communities. Ideally, SLG goals are developed by teams of educators rather than individual educators. These groups may include: content area teachers, grade-level teacher groups, administrative teams and evaluators. The process encourages districts and schools to create official time for collaboration and take advantage of existing opportunities, such as staff meetings, to collaborate productively.



What are the Components of Student Learning and Growth Goals?

The following table outlines the minimum components required for SLG goals. Districts may choose to include additional components to meet the needs of their students and educators. Refer to the appendices for examples of SLGs and a blank goal setting template.

Goal

-Setti

ng C

onfe

renc

e

Content/Standard Student Learning Goal

A clear statement of the relevant (e.g., grade-level) content, skills, and national or state standards for students.

Context Description of the demographics and learning needs of all students in the class or course.

Baseline Data

Baseline and trend data include:1. Student information including past assessment data

and/or pre-assessment results2. Student strengths and challenges3. Clear explanation for expected growth4. Data must be attached

Student Growth Goal StatementDescribes growth targets for students. SMART criteria are used to formulate the goals. Together, both goals should be ambitious but attainable, address all students, and represent the most important learning during a class or course.

Types of Measures/Evidence for SLG

Measures that will be used to monitor student progress toward attainment of the goal. The SLG goal may include formative and/or summative assessments to monitor student progress. There are three categories of assessments from which to select measures: (1) state or national standardized tests, (2) common national, international, regional, or district-developed measures; and (3) classroom-based or school-wide measures.

Strategies

In order to support meeting the needs for student growth, educators incorporate in the SLG goal the instructional strategies relevant to learning specific content and skills. These strategies can be adjusted throughout the year based on data about student progress. Include a description on how you will collaborate with your evaluator and other educators.

Professional Learning and Support: Describe the professional learning and support that is needed as an educator to meet student learning and growth goals.

Sign-Off at Initial Collaborative Meeting: Date: __________ Teacher: ________________Principal: ___________________

Professional Growth Goal Statement:Professional goals are based on self-assessment of Model Core Teaching Standards, are actionable and support the SLG.



Strategies: Describe the instructional strategies that will be implemented to support goal attainment.

Professional Learning and Support:

Describe the professional learning and support that the educator will need to meet their professional growth goal.

Mid

-Yea

r Rev

iew

Collaborative Mid-Year Goal Review

Review available data/evidence toward goal attainment and make necessary adjustments (e.g. training needs, resources, strategies for attaining goals).

Strategy ModificationStrategies for attaining goals may be adjusted, the goals should remain constant. Update/review professional growth goals or direct improvement plans if necessary. Data must be included.

Teacher Signature: Date: Administrator/evaluator Signature: Date:

Year

-End

Goa

l Con

fere

nce

End-of-Year Data Review post-assessment data to determine the percentage of students who exceeded the goal, who met the goal, and who did not meet the goal. Attach supporting data.

Reflection on ResultsDescribe how the goal setting process impacted your professional practice and student learning. Describe what worked, what did not work, and what you would do differently.

Professional Growth Plan Implications Evaluate the impact of your professional growth plan on your practice. Describe what additional training or learning is needed.




Who is Required to Set Student Learning and Growth Goals?

All teachers and administrators, as defined in state statute (ORS 342.815 & ORS 342.856), must use the new educator evaluations system requirements described in the Oregon Framework (SB290/ESEA waiver). The following definitions apply to Senate Bill 290:

Teacher: Any individual holding a Teacher Standards and Practices Commission (TSPC) teaching license or registration (ORS 342.125 & 342.144) or who is otherwise authorized to teach in the public schools of this state and who is employed as an instructor at .5 FTE and at least 135 consecutive days of the school year (as per ORS 342.840).

Instructor includes those individuals who meet the definition used in ORS 342.121 “Instruction includes direction of learning in class, in small groups, in individual situations, in the library and in guidance and counseling, but does not include the provision of related services, as defined in ORS 343.035(15), to a child identified as a child with a disability pursuant to ORS 343.146 when provided in accordance with ORS 343.041-343.065 and 343.221.” Instruction does include provision of specially designed instruction (special education) provided in accordance with 343.035(19). 1

Administrator: Any individual holding a TSPC Administrator license includes any licensed educator (ORS 342.125 & 342.144), the majority of whose employed time is devoted to service as a supervisor, principal, vice principal or director of a department or the equivalent in a fair dismissal district but shall not include the superintendent, deputy superintendent or assistant superintendent of any such district or any substitute or temporary teacher employed by such a district. Superintendents who also serve as principals are evaluated by their local school board and are not required to be evaluated under SB290 requirements.

TSPC licensed personnel including special education teachers, counselors, speech language pathologists1

and library/media and technology specialists are required to set SLG goals. These educators may use measures of learning specific to academic subjects as well as to social, emotional, behavioral, or skill development. For example, a school-wide writing assessment may be used for a library/media specialist SLG goal or a guidance counselor may use attendance rates or graduation rates a measure.

Teachers who only provide instruction in English Language Proficiency for English Learners (often called ELD teachers) are not considered teachers in “tested grades and subjects” because they are not providing instruction in the content areas of ELA and math, but rather the language skills necessary to access those content areas. Consequently, they would not be required to set a goal using a Category 1 measure (state assessments). Sheltered instruction teachers who provide both instruction in ELA or math content and language proficiency would be required to set a goal using Category 1.

Staff members in those positions that are licensed by an agency other than TSPC (e.g., school psychologists, social workers, occupational therapists, physical therapists) are not obligated to be evaluated under the requirements of SB290 and therefore need not set SLG goals. However, it is recommended that they participate in the evaluation system and include measures of their impact on students related to their job responsibilities.



1For additional definitions of related services and special education see ORS 343.035(15)(a) and ORS 343.035(18) .

Teachers who do not instruct students directly, such as Teachers on Special Assignment (TOSAs), instructional coaches, or mentor teachers, are not required to set SLG goals. However, it is recommended that their evaluation include measures of their impact on school-wide and district-wide goals for student achievement. For more detailed information about matching teachers with appropriate measures when setting SLG goals see Appendix D in this document.

COLLABORATIVE GOAL SETTING PROCESS

Collaborative goal setting requires that both the educator and the evaluator enter into the conversation with the same purpose: to create a rigorous, yet realistic goal that examines the educator’s impact on student learning and growth. Goals originate with the educator after their analysis of student data. The collaborative process includes guiding questions to inform revisions. Questions could include:

How was the baseline data used to inform the growth goal? How are growth targets appropriate for the student population? Are the expectations for growth rigorous yet realistic? How will this goal address student needs? How will goal attainment help the student succeed in this class/course or future class/courses?

Developing SLG goals is a collaborative process between the educator and supervisor/evaluator (and colleagues where appropriate). As an example, collaborative goal setting for teachers could take three different forms with the evaluator:

An individual teacher accountable for an intact group of students writes a classroom or course-level goal.

A team of teachers responsible for the same grade and/or content (e.g., 9th grade English or 4th grade team) write a team-level goal with each teacher only accountable for their individual intact group of students.

A team of teachers who share students between classrooms (e.g., RTI, Walk to Read), write a team-level goal where teachers are accountable for all students.

Steps for Setting Student Learning and Growth Goals

STEP 1: Determine Needs

To begin the process, educators should gather baseline data to better understand how to prepare students for the standards addressed by the class or course. This data could include end-of-year data from the previous year, baseline data from district assessments, pretests, or student work samples. Educators review data and propose goals that measure the learning and growth of all students. Goals span a school year or complete course of study.

Self-ReflectionTo set truly meaningful goals that enhance practice and support professional growth, educators must first engage in self-reflection as part of the process in determining student needs. This step is often left out of cycles of improvement because “there just isn’t enough time;” however, the omission of this step often leaves goals without any relevant connection to an educator’s day-to-day practice.The self-reflection process:Oregon Department of Education, September 2013

8

http://www.leg.state.or.us/ors/343.html


Establishes a continuous improvement plan for every educator Promotes professional growth and continuous learning Keeps student learning at the core of all instructional, leadership, and professional practice

decisions Builds consistency across the school and district

To be targeted and effective, self-reflection must include: Analysis of evidence of SLG for students under the educator's responsibility; Assessment of practice against performance standards; and Proposed goals to pursue to improve practice and SLG

STEP 2: Create Specific Learning Goals Based on Pre-Assessments

SLG goals for students align with state or national standards, district priorities, course objectives. These SLG goals should include specific indicators of growth such as percentages or questions answered correctly in order to demonstrate an increase in learning between two points in time. The goal can be tiered for specific students to allow all students to demonstrate growth.

The educator sets two SLG goals between which all students in a classroom or course are included. A course is considered a content and/or grade-specific class (or a school for administrators). For example, Algebra 1 SLG goal would span the length of an Algebra 1 course, be it a year, a semester, or a trimester.

Educators are encouraged to collaborate to establish SLG goals (e.g. grade level, departments, curricular or administrative teams). Educators discuss proposed goals with their supervisor/evaluator and collaborate to establish final SLG goals. The educator and evaluator ensure that quality goal setting occurs through a discussion of the rigor and rationale of each goal, appropriate evidence-based strategies, quality of evidence and standards addressed. The SMART goal process is used in the development of student growth goals (SMART = Specific; Measureable; Appropriate; Realistic; and Time-bound).

Educators will identify strategies and measures that will be used to determine goal attainment and specify what evidence will be provided to document progress on each goal. See Tables 1 and 2 for types of measures and examples assessments for categories 1, 2, and 3.

Tested Grades and SubjectsAs a requirement of the ESEA Waiver, teachers who are responsible for student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8 and 11) must use state assessments as one measure and will also select one or more additional measures from Category 2 or 3 provide additional evidence of students’ growth and proficiency/mastery of the standards, and evidence of deeper learning and 21st century skills.

Note: ELA and math teachers in grades and 3 and 11 may use other assessments aligned with the state assessment for their base-line data as state assessment data for the preceding year is not available. For example, Easy CMB may be used for Reading.

Non-Tested Grades and Subjects



Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards from at least two of the three categories, based on what is most appropriate for the curriculum and students they teach. At least one measure should be comparable statewide or district-wide, or have been approved by the district for use across a building.

Table 1. Types of Measures for Student Learning and Growth for Teacher Evaluations

Category Types of Measures (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

Administrators, in collaboration with their supervisor/evaluator, will establish at least two SLG goals. One goal must be related to student learning and growth using state assessment as a measure (e.g., building-level data on proficiency and growth in reading and math, including all subgroups).

Table 2. Types of Measures for Student Learning and Growth for Administrator Evaluations

Category Types of Measures 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 Other school-wide or district-wide measures

Graduation rate, attendance rate, drop-out rate, discipline data, college ready indicators (PSAT, AP/IB tests, dual enrollment, college remediation rates), college and career readiness measures, and other measures of student learning and growth

STEPS 3 and 4: Create and Implement Teaching and Learning Strategies, and Monitor Student Progress through Ongoing Formative Assessment



These two steps are a continuous cycle throughout the life of the goal. Over the course of the school year, each educator will implement the instructional strategies described on their SLG goal setting form or that are appropriate for students to meet their targets as stated in the SLG goals.

Educators will collect student data and monitor student progress through ongoing formative assessments. Goals remain the same throughout the year, but strategies for attaining goals may be revised.

Educators and evaluators will benefit from a mid-course/class check (or more) on student progress towards goals and, consequently on educator progress towards meeting their SLG goals. The educator and their evaluator may determine that an adjustment in instructional strategies is warranted, or that there are immediate support/resources available to help the educator with a particular struggle (e.g., observing another educator or collaborating with a mentor). If the educator has already met their growth goal by the mid-course/class meeting, the educator may determine the need to revise the goal for increased rigor.

STEP 5: Determine Whether Students Achieved the Goal

At the end of the course or school year, each educator and their supervisor meet for a final review of educator progress on SLG goals. They will reflect on student learning results and student learning outcomes and how future professional development might support continued learning and growth. They will examine the end-of-year data, discuss what worked and what did not, and identify available resources.

The diagram on the following page illustrates the process for developing SMART Student Learning and Growth goals.



Step-By-Step SMART Goal Process

Process adapted from the Kentucky model.


Step 1:Determine

needs.

Step 2:Create specific learning goal 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 the students

achieved the goal.

SSpecific- The

goal addresses student needs

within the content.

The goal is focused on a

specfic 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.


CRITERIA FOR SELECTING ASSESSMENTS

Selecting and approving assessments can be one of the most challenging and important steps of the SLG goal process. These measures enable educators to determine growth toward and attainment of the SLG goal. When selecting assessments, three major questions need to be considered. This section provides guidance around each of these questions.

1. Is the assessment aligned to both my students’ learning and growth goal and to the appropriate grade- or content-specific standards?

The assessment should cover the key subject and grade-level content standards and curriculum that will be taught during the interval of instruction. When examining assessments for alignment, educators and educator teams should look for the following:

Items on the test should cover all key subject/grade-level content standards No items on the test should cover standards that the course does not address Where possible, the number of test items should mirror the distribution of teaching time

devoted to concepts or the curriculum focus

Example of assessment alignment with SLGs and the appropriate grade- or content-specific standards:

An AP Biology teacher is evaluating available assessments to use for her SLG, which must align with the content of the AP course. She locates a district-created assessment geared toward first-year college students that covers both the major topics and the important skills associated with the course. The assessment includes 30 questions on organisms and populations, 14 questions on molecules and cells, and 16 questions on heredity and evolution.

The assessment sufficiently aligns with the content of the course. Because the AP course is designed to be the equivalent of a college introductory biology course, a test written to assess first-year college students would be appropriate. In addition, the distribution of questions closely follows the AP Biology Development Committee’s recommendations that teachers spend 50 percent of the time teaching organisms and populations, 25 percent teaching molecules and cells, and 25 percent studying heredity and evolution. Finally, the types of items mirror the AP Biology test, not just the content.

2. Does the assessment allow high- and low-achieving students to adequately demonstrate their knowledge? In other words, does the assessment have enough stretch?

All students should be able to demonstrate developmentally appropriate progress on the assessment(s) used with a SLG goal. In order for the assessment to work for most or all students (i.e., to measure for growth regardless of where each student starts out), the assessment must have sufficient “stretch,” meaning that it contains questions that are of varying difficulty and covers some basic, low-level and advanced knowledge or skills. Educators may not be able to make an informed judgment about the needed stretch of the assessment until they have analyzed the baseline or pre-assessment performance of students.

When evaluating the assessment for sufficient stretch, educators should keep in mind the lowest performing and highest performing students. All students should be able to demonstrate growth on the



assessment. The test should include items that cover basic knowledge and skills and appropriate, content-relevant items that will challenge the highest performing students.

Example of assessment that allows high- and low-achieving students to adequately demonstrate their knowledge:

A teacher examines a district-created assessment of fourth grade reading. The assessment covers all reading standards for informational text and literature for fourth grade and often includes questions that are slightly less or more challenging than grade-level expectations. In addition, questions throughout the assessment cover the third grade and fifth grade expectations of the same standard. For example, three assessment tasks are aligned with fourth grade standards and require students to compare and contrast a firsthand and secondhand account of the same event and describe the differences in the two accounts in terms of focus and information. In addition, one question asks students to distinguish their own point of view from that of an author (a third grade expectation), and one task asks students to analyze multiple accounts of the same event or topic and note differences in points of view (a fifth grade expectation). Given that the teacher has one student who began the year reading below grade level and three students who were reading above grade level, this assessment has sufficient stretch.

3. Is the Assessment valid and reliable?

Educators should identify assessments that are valid and reliable. Valid means that the assessments measure what they are designed to measure. Reliable means that they produce accurate and consistent results. For reliability, assessments should be administered in such a way that students with the same skills should obtain similar scores. When evaluating assessments for validity and reliability, educators should consider the following:

Unless the assessment aims to test reading skills, a test should not include overly complex vocabulary. For example, a mathematics test that includes word problems with complex names and language may be assessing reading skills rather than mathematical reasoning.

Items or tasks should be written clearly and concisely. Performance-based assessments should contain clear directions that are easily understood.

Clear scoring rubrics or guidance should be included for performance-based items. Educators should determine how the assessment will be administered consistently across

classes. Testing conditions, instructions, and test items (if using different forms of a test across classes) should be similar across classes.

Example: A team of band teachers in the district create a performance assessment for students. In addition to developing the tasks together, the teachers specify a set of directions and testing conditions that each teacher will follow. For example, each student will be asked to perform a short piece of music during their small-group lessons. All teachers will assess the students using the same band rubric. Prior to grading, teachers will practice using the rubric and make sure that they are all grading performances consistently.

See the appendices for example SLG goals and templates. Additional examples are posted in the Educator Effectiveness Toolkit on the ODE website http://www.ode.state.or.us/search/page/?id=3904


http://www.ode.state.or.us/search/page/?id=3904


SCORING STUDENT LEARNING AND GROWTH GOALS

Process for Scoring Student Learning and Growth Goals

This section addresses the step towards the end of the SLG goal setting process, when all student progress data are in and before the final evaluation conference, where educators will score their SLG goals and review and finalize the score with their supervisor/evaluator. Evaluators will be responsible for determining the final score.

Once SLG goals are designed and approved, educators will start collecting the information needed to measure student progress as defined in the SLG goal, including baseline scores and relevant student work. The collection and analysis of data will continue throughout the course or school year to monitor student progress towards goals. This process can be the focus of discussions mid-year, mid-course, or at other times, and adjustments to strategies can be made according to student progress. The educator is responsible for collecting and organizing documentation, including the approved SLG goals and evidence of progress defined within it, in a way that is easy for them to reference and for the evaluators to review. At the end of the course or school year, educators will meet with their evaluator to review results.

The scoring process can be facilitated by creating a scoring rubric or worksheet where the educator can enter for each student, their baseline score, growth target, and final score; whether each student exceeded, met, or did not meet the target; and the percentage of students in each category. This information will reflect targets as recorded in the SLG goal. This information may vary. For example, if different growth goals were set for different students or subgroups of students, they should be taken into account when indicating whether students met their target.

An SLG scoring rubric has been developed to assist educators in scoring SLG goals for teachers (Table 3) and administrators (Table 4). SLG scoring rubrics includes three criteria:

1. Impact on Student Learning and GrowthImpact on SLG refers to the impact on the change in the level of student learning for an individual student between two or more points in time. SLG goals are not achievement goals, because achievement goals only measure student performance at one point in time.

2. Using Baseline Data In order to demonstrate growth, educators have to have information about their students’ starting points, as well as students’ strengths and challenges. Baseline data refers to student information based on past assessments or pre-assessments. The data are collected and analyzed in order to provide clear explanations for expected growth.

3. Setting Rigorous Goals Setting rigorous goals refers to the process of setting quality growth goals. SMART criteria are used to formulate the goals. Goals should be ambitious but attainable, relevant for all students, and they should represent the most important learning in the class or course.



Table 3. Teacher Goal Scoring RubricCriteria 1 Emerging 2 Basic 3 Proficient 4 DistinguishedImpact on Student Learning and Growth

Few students demonstrate growth that meets the established SLG goal.

Some students demonstrate growth that meets the established SLG goal.

All students demonstrate growth that meets the established SLG goal.

Students demonstrate growth that exceeds established SLG goal.

Using Baseline Data

Teacher is unable to determine student growth targets.

Using baseline data teacher is able to determine student growth targets. Student differentiation and/or differentiation of instructional strategies is not included.

Using baseline data teacher is able to determine student growth targets based on differentiated student academic level and need.

Using baseline data beyond assessment data (classroom and students, demographics, prior achievement, learning needs, etc.) teacher is able to determine student growth targets.

Setting Rigorous Goals

Teacher sets goals that are not SMART and do not reflect potential growth.

Teacher sets attainable SMART goals. Goals might not be: challenging, differentiated (as appropriate), or able to measure growth (e.g., achievement goals).

Teacher sets challenging, yet attainable growth goals that are SMART and differentiated, as appropriate, for all students.

Teacher sets challenging, yet attainable SMART goals that are differentiated, as appropriate, for all students, and that prompt students to take academic risks.

Table 4. Administrator Goal Scoring RubricCriteria 1 Emerging 2 Basic 3 Proficient 4 DistinguishedImpact on Student Learning and Growth

Few students demonstrate growth that meets the established SLG goal.

Some students demonstrate growth that meets the established SLG goal.

All students demonstrate growth that meets the established SLG goal.

Students demonstrate growth that exceeds established SLG goal.

Using Baseline Data

Administrator is unable to determine student growth targets.

Using school-wide baseline data administrator is able to determine student growth targets. Differentiation of leadership strategies is not included.

Using school-wide baseline data administrator is able to determine student growth targets based on differentiated student academic level and need.

Using school-wide baseline data beyond assessment data (classroom and students, demographics, prior achievement, learning needs, etc.) administrator is able to determine student growth targets.

Setting Rigorous Goals

Administrator sets goals that are not SMART and do not reflect potential growth.

Administrator sets attainable SMART goals. Goals might not be: challenging, differentiated (as appropriate), or able to measure growth (e.g., achievement goals).

Administrator sets challenging, yet attainable growth goals that are SMART and differentiated, as appropriate, for all students.

Administrator sets challenging, yet attainable SMART goals that are differentiated, as appropriate, for all students and that prompt teachers and students to take academic risks.



CONCLUSION

While there are obvious benefits for using SLGs as a measure of student learning and growth, there will be challenges when implementing a new process in the first few years. The Oregon Department of Education (ODE) is reviewing challenges and barriers that districts are likely to encounter as they implement their evaluation and support systems and is developing guidance to address them. This document and an FAQ will be posted in the Educator Effectiveness Toolkit and periodically updated as questions, challenges and solutions are addressed http://www.ode.state.or.us/search/page/?id=3904

The US Department of Education (USED) has approved an extension of Oregon’s ESEA Flexibility waiver to continue to study student learning and growth during the 2013-14 school year before finalizing how Oregon will include student learning and growth as a significant factor in summative evaluations.

ODE is continuing to to pilot the following methods for combining student growth in summative evaluations during the 2013-14 school year:

Percentage model - weighting a percentage of student learning and growth between 20-40% Matrix model - summative rating for professional practice and professional responsibilities

correlated with a score based on progress toward student learning and growth goals and aligned with a professional growth plan

As Oregon studies and finalizes the role SLG goals will play in educator summative evaluation ODE will provide further guidance on combining scores of the multiple measures of a district’s evaluation system in determining educator effectiveness.

During 2013-14, all school districts and Education Service Districts (ESDs) will be offered opportunities for professional learning, networking with other districts, and technical assistance for implementing their evaluation and support systems through resources provided by the Network for Quality Teaching and Learning (HB3233).

To provide suggestions for improvement of this document, or for answers to specific questions, email [email protected] .


mailto:[email protected]

http://www.ode.state.or.us/search/page/?id=3904


APPENDIX AEXAMPLES OF STUDENT LEANING AND GROWTH GOALS

STUDENT GROWTH AND PROFESSIONAL GOAL SETTING FORM

EXAMPLE: SCIENCE, 8TH GRADE

Goal

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Content/Standard Student Learning Goal 1

8.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data.8.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Suggest new investigations based on analysis of results.8.3S.3 Explain how scientific explanations and theories evolve as new information becomes available.

Context 43 8th grade students 18 boys/25 girls

6 IEP students

Baseline Data

Students need guided practice and repeated opportunities to perform inquiry tasks with emphasis on analysis.

Inquiry activities will be used as sources of evidence Pretest data gets attached (Inquiry tasked scored with rubric)The fall 2013 pretest assessment scores were evaluated to yield the following results in the area of analyzing and interpreting results:

Score 1 2 3 4 5

Total: 43 Students

0 1 37 5 0

Student Growth Goal Statement

For the 2013-14 school year, 100% of students will make measurable progress as assessed using the state scoring guide for Scientific Inquiry. Each student will improve by one performance level in all dimensions (forming a question or hypothesis, designing and investigation, collecting and presenting data and analyzing and interpreting results).


Category 1: State or National Standardized Test:

Category 2: Common national, international, regional, district-developed measures: X Category 3: Classroom-based or school-wide measures:

Strategies

Repeated practice with various data/information to analyze and evaluate. Posting of essential questions Peer tutoring Familiarize students with state scoring guide and break it down into student friendly language Students practice in self-assessment using the scoring guide


Classroom time to implement activities Classroom budget for supplies to perform authentic inquiry tasks




EXAMPLE: MATH, 1ST GRADE


Common Core State Standards for Mathematics 1.OA 6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums.

Context My first Grade class has 28 students. Five students are on IEPs, 2 student are English Language Learners, and 10 students receive Free and Reduced Lunch.

Baseline Data

End of the year 2012-2013 data showed that 80% of the kindergarten students scored at least 80% on the EOY kindergarten assessment. However, analysis of data for specific sections of that test showed that only 60% of students showed mastery of the fact fluency through 5. Although the majority of students are scoring overall satisfactory on this assessment, deeper analysis of the data shows that students should be given more opportunities to build fluency with the basic facts to five. Students during the first grade are expected to have fluency through all the facts to ten. Fluency and automaticity are important skills as students move forward.

5. Review data from kindergarten assessments, if available.6. Review kindergarten Checklist of Standards.7. Analyze Pretest of fact fluency to 5.8. Use the first grade EOY test given at the beginning of the year as a pretest.9. Use the second grade EOY test given at the beginning of the year as a pretest for

Above Grade Level first grade students.10. (Attach class roster to share students’ scores on Beginning-of-the-Year

Assignment/Performance Task/Assessment.)Student Growth Goal Statement

100% of the first grade students will demonstrate growth in fluency of the mathematics basic facts through 10 as measured by performance on the basic fact assessments for quarters 1, 2, 3, and 4 and End-of-Year Assessment. Above grade level students will demonstrate proficiency on basic facts through 20.

All students who demonstrated mastery of 0-30% of the basic facts on the Beginning-of-the-Year baseline data will increase mastery to at least 50% on the End-of-the-Year Assessment.

All students who demonstrated mastery of 31-45% of the basic facts on the Beginning-of-the-Year baseline data will increase mastery to at least 65% on the End-of-the-Year Assessment.

All students who demonstrated between 46 and 55% mastery of basic facts on baseline data will increase mastery to at least 70% on the End-of-the-Year Assessment.



All students who demonstrated 80% mastery of basic facts on baseline data will increase mastery to at least 90% on the End-of-the-Year Assessment.

*Please note: Students identified by IEP teams as having significant cognitive disabilities will have individual targets.




Category 1: State or National Standardized Test: ___________

Category 2: Common national, international, regional, district-developed measures:

_________________________________

X Category 3: Classroom-based or school-wide measures: _______________________________________________

Strategies

Be purposeful when planning lessons to include challenging mathematical tasks that elicit the Mathematics Practices in their students.

Focus on decomposition of number and mental math strategies. Refer to Teaching Addition and Subtraction Fact strategies to ensure students have

strategies to find the basic facts prior to building fluency. Focus team data conversations on sharing data and analyzing student progress on

classroom-based lessons to develop fact fluency. Differentiate instruction based on use of formative assessments throughout the year. Provide flexible grouping and the use of small skill groups (run by interventionists) to

address individual and small group learning needs.


Teaching partner, educational assistants Professional development on developing common formative assessments



APPENDIX BTEACHER GOAL SETTING TEMPLATE


Teacher: ________________________________________ Contract Status: _______________________________

School: _________________________________________ School Year: __________________________________

Administrator/evaluator: ____________________________________ Date: ________________________________

Goal

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Context

Baseline Data



Strategies



Context



Baseline Data



Strategies


Sign-Off at Initial Collaborative Meeting: Date: __________ Teacher: ______________________ Principal: ___________________

Professional Growth Goal Statement:

Strategies:




Mid

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Strategy Modification


Year

-End

Goa

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End-of-Year Data

Reflection on Results

Professional Growth Plan Implications




APPENDIX CADMINISTRATOR GOAL SETTING TEMPLATE

ADMINISTRATOR: STUDENT GROWTH AND PROFESSIONAL GOAL SETTING FORM

Administrator: ________________________________ Contract Status: ___________________________________

School: _____________________________________ School Year: ______________________________________

Evaluator: ________________________________________ Date: ______________________________________

Goal

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Context

Baseline Data



Strategies



Context



Baseline Data



Strategies


Sign-Off at Initial Collaborative Meeting: Date: ________ Administrator: __________________ Evaluator: ___________________

Professional Growth Goal Statement:

Strategies:


Mid

-Yea

r


Strategy Modification



Rev

iew Administrator Signature: Date: Evaluator Signature: Date:

Year

-End

Goa

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End-of-Year Data

Reflection on Results

Professional Growth Plan Implications

Administrator Signature: Date: Evaluator Signature: Date:



APPENDIX DMATCHING EDUCATORS WITH APPROPRIATE MEASURES

The types of measures that are most appropriate for determining an educator’s impact on student learning and growth vary by role. Teachers include all licensed or registered1 personnel employed half-time or more in the district, which include non-classroom personnel roles. Educators in these roles may or may not impact student learning directly. Table 2 is provided to help districts determine which types of measures are appropriate for different roles.

For some roles, such as teachers who teach a single subject to a consistent group of students, measures to assess trends that will serve as an indicator of the educator’s impact on student learning and growth in that subject may be used. For those teachers that teach more than one subject it is not necessary or practical to have a measure for each subject or course a teacher teaches or an administrator oversees. Educators, in collaboration with their supervisors/evaluators, will need to determine which aspects of an educator’s practice are most important to measure.

For other TSPC licensed personnel, direct or indirect measures may be used. For example, a school-wide writing assessment may be used for a librarian/media specialist, or for guidance counselors, attendance rate or graduation rates may be more appropriate. Goals should be aligned to school and district priorities, wherever possible.

Table 2. Matching Educators with Appropriate Measures

Personnel Roles Included Appropriate MeasuresTeachers Grades kindergarten through high

school Career and Technical Education English language arts Health Mathematics Physical Education/Adapted

Physical Education Science Social Sciences Technology The Arts World Languages Special Education2

English Learners3

Measures of learning specific to subject and/or grade level standards(Categories 1, 2 & 3)

Assess students in subject area(s) being measured and taught by that teacher

1 Applies to public charter schools only.2 Includes speech-language pathologists providing specially designed instruction rather than related services. For additional definitions of related services and special education see ORS 343.035(15)(a) and ORS 343.035(18) .

3 Teachers who only provide instruction in English Language Proficiency (often called ELD teachers) are not considered teachers in “tested grades and subjects” because they are not providing instruction in the content areas of ELA and math, but rather the language skills necessary to access those content areas. Consequently, they would not be required to set a goal using a Category 1 measure. Sheltered instruction teachers who provide both instruction in ELA or math content and language Oregon Department of Education, September 2013

27

http://www.leg.state.or.us/ors/343.html


Other TSPC Licensed Personnel

Counselor Library/Media and Tech Specialists Speech Language Pathologists


Measures of learning specific to social, emotional, behavioral, or skill development(Categories 2 & 3)

Indirect measures of student learning such as attendance rate and graduation(Category 3- Administrators)

Impact may be calculated at the district, school, department, or other group levels depending on whether they serve multiple schools, the entire school, a department, a grade, or a specific group of students

Administrators Teacher employed as a supervisor Principal Vice Principal Director of a department or the

equivalent


Measures of learning specific to social, emotional, behavioral, or skill development(Category 2 & 3)

Indirect measures of student learning such as attendance rate and graduation(Category 3)

Assess students in the district, school, or department overseen by that administrator

Impact may be calculated at the district, school, or department level

Exceptions and Recommendations

The following personnel are not currently required to set student learning and growth goals as part of the SB290 requirements. As ODE and Oregon stakeholders continue to refine the teacher evaluation and support system further guidance will be provided.

Related Services Personnel

School Psychologist Social Worker Occupational Therapist Physical Therapist

Personnel who are licensed by an agency other than TSPC are not required to set student learning and growth goals for their evaluation.

proficiency would be required to set a goal using Category 1.Oregon Department of Education, September 2013

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Orientation and mobility servicesHowever, it is recommended that they participate in the in the evaluation system and include other measures of impact on students related to their job responsibilities.

Other Personnel

Teacher on Special Assignment Instructional Coach Mentor Teacher

Teachers who do not instruct students directly are not required to set student learning and growth goals.

However, it is recommended that their evaluation include measures of their impact on school and district goals for student achievement.

Impact may be calculated at the district, school, department, or other group levels depending on whether they serve multiple schools, the entire school, a department, a grade, or a specific group of students.


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