Last Revised: 10/01/15

Senate Bill 290 has specific goal-setting requirements for all licensed and administrative staff in the State of Oregon.

In 2015-16, licensed staff and administrators must write two (2) Student Learning Goals (SLGs).

“…a change in student achievement for an individual student between two or

more points in time.”

Growth is…Growth is…

US Department of Education (2009)US Department of Education (2009)

Elements of GrowthElements of Growth

Content Standards/Skills

A clear statement which identifies the relevant content or skills students will grow in mastery of over the course of this goal. Example: 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.

Assessments / Data Source

The assessment or instrument which will be used to measure student learning and growth. Oregon currently divides assessments into one of two categories (see below). In addition to identifying the category, the specific measure (e.g., DRA, AP Test – US History) must be explicitly identified. Assessment CategoriesCategory 1 – SMARTER Balanced and Extended Assessment *Not used in 2015/16*Category 2 – All other measures of student learning and growth. Please Note: Per ODE, a Category 2 measure must be consistently administered and scored either district-wide or school-wide. Using this guidance, a PLC-developed measure, such as a common pre-and-post assessment, would be valid for use in a SLG. A measure developed and used in only one classroom would not be considered valid for use.

Context/Students

Identification of the number of students measured by the SLG, and a description of the relevant demographics, characteristics, and learning needs of the student population. Relevant characteristics are unique to each SLG, and may include (but are not limited to): Gender / Race / EthnicityTAG StatusELL StatusIEP/504 Status Context should be used, when appropriate, to inform decisions regarding growth targets and appropriate strategies/supports.

Baseline Data

Information regarding students’ current performance, which will be used as the “starting point” from which growth will be measured. Baseline data should generally be derived from the same measure/assessment (or type of measure/assessment) that will be used at the conclusion of the goal. It may be helpful to summarize trends or patterns in the baseline data. Sources of baseline data will vary by school, grade, and/or subject. Data can be presented in a variety of ways, including as a list, table, or as an attached file.

Baseline Data Point Growth Outcome

1 2

2 3

Strategies

Identification of the ways in which the educator (or administrator, for principals/assistant principals) will support students in attaining the goal statement and growth outcomes identified. Strategies can be adjusted throughout the year, and should provide concrete steps by which the goal’s author will attempt to accomplish the goal.

Professional Learning and Support

Opportunity for the goal’s author to identify areas where additional learning, resources, or support are needed to assist students in successfully completing the goal and attaining the growth outcomes identified. This section is most powerful if then used to inform the educator’s Professional Growth Goal and to focus upon impactful or high-leverage professional learning opportunities.

Category 1 is not required to be used as

a data source for 2015-16! (see next

slide)

The SLG Approval ChecklistBaseline Data Yes No

Is baseline data used to make data-driven decisions for the SLG goal, including student information from past assessments and/or pre-assessment results?

Student Growth Goal (Targets) Is the SLG goal written as a “growth” goals v. “achievement” goal? (i.e. growth goals measure student learning between two or more points in time and achievement goals measure student learning at only one point in time.)

Does the SLG goal describe a “target” or expected growth for all students, tiered or differentiated as needed based on baseline data?

Rigor of Goals Does the goal address specific knowledge and skills aligned to the course curriculum and based on content standards?

Is the SLG goal measurable and challenging, yet attainable?

By June 2016, 100% of XYZ Elementary’s 3rd grade students will demonstrate growth in their DRA reading

levels by attaining a DRA level of 38, which is considered to be “on grade level” for the end of 3rd grade.

By June 2016, 100% of XYZ Elementary’s 3rd grade students will demonstrate growth in their DRA reading

levels as compared to their Spring 2015 DRA results. Growth will be differentiated as follows:

DRA Level – Spring 2015

DRA Level by June 2016

1 – 2 20

3 - 4 24

6 – 10 28

12 – 14 30

16 – 18 34

20 – 24 38

28 – 34 40

38 – 40 50

Level 4Level 4(Highest)(Highest)

This category applies when approximately 90% of students met their target(s) This category applies when approximately 90% of students met their target(s) and approximately 25% of students exceeded their target(s). This category and approximately 25% of students exceeded their target(s). This category should only be selected when a substantial number of students surpassed the should only be selected when a substantial number of students surpassed the overall level of attainment established by the target(s). Goals are very rigorous overall level of attainment established by the target(s). Goals are very rigorous yet attainable, and differentiated (as appropriate) for all students.yet attainable, and differentiated (as appropriate) for all students.

Level 3Level 3

This category applies when approximately 90% of students met their target(s). This category applies when approximately 90% of students met their target(s). Results within a few points, a few percentage points, or a few students on Results within a few points, a few percentage points, or a few students on either side of the target(s) should be considered “met”. The bar for this either side of the target(s) should be considered “met”. The bar for this category should be high and it should only be selected when it is clear that all category should be high and it should only be selected when it is clear that all or almost all students met the overall level of attainment established by the or almost all students met the overall level of attainment established by the target(s). Goals are rigorous yet attainable and differentiated (as appropriate) target(s). Goals are rigorous yet attainable and differentiated (as appropriate) for all students.for all students.

Level 2Level 2

This category applies when 70-89% of students met their target(s), but those This category applies when 70-89% of students met their target(s), but those that missed the target missed by more than a few points, a few percentage that missed the target missed by more than a few points, a few percentage points or a few students. Goals are attainable but might not be rigorous or points or a few students. Goals are attainable but might not be rigorous or differentiated (as appropriate) for all students.differentiated (as appropriate) for all students.

Level 1Level 1(Lowest)(Lowest)

This category applies when less than 70% of students meet their target(s). If a This category applies when less than 70% of students meet their target(s). If a substantial proportion of students did not meet their target(s), the SLG was not substantial proportion of students did not meet their target(s), the SLG was not met. Goals are attainable, but not rigorous. met. Goals are attainable, but not rigorous.   This category also applies when results are missing or incomplete. This category also applies when results are missing or incomplete.