1. The Oregon System for Teacher and Administrator Professional Growth and Support System Focus on Student Learning and Growth Goals October 2013 1

2. Essential Question: What is the purpose of an Educator Professional Growth (Evaluation) and Support System? Individually record your thoughts Sort/Discuss commonalities Create a group poster, be ready to share out 2

3. Your thoughts: 3

4. The purpose of an evaluation system is to… Improve instructional, professional and leadership practices informed by standards (CCSS, content, professional practice) Improve student growth and prepare students for College, Careers and Citizenship Engage every educator as an active participant in their evaluation Ensure the process promotes collaboration and continuous learning 4

5. Intended Outcomes At the end of this session, participants will: Define the purpose of a professional growth and support system Identify components of an effective standards-based Student Learning and Growth (SLG) Goal process using the S.M.A.R.T structure Review and revise S.M.A.R.T SLG Goals Examine a sample Goal Setting Template 5

6. Five Components of the Professional Growth Cycle Self-ReflectionGoal Setting Observation & Collection of Evidence Formative Assessment Summative Evaluation 6 Every educator conducts an assessment of practice against Performance Standards. Every educator prepares to strategically identify professional practice and student learning goals.

7. Goal Setting Establish S.M.A.R.T Student Learning and Growth and Professional Practice Goals informed by Teacher/Administrator standards Student standards (CCSS, content) 7

8. Goal Setting Use Goal Setting Template for planning Key Strategies Progress Monitoring/Mid-Year review 8

9. All Goals Derive from Student Needs and are Developed Collaboratively Teacher Goals Team Goals School Goals 9

10. All Goals Derive from Student Needs and are Developed Collaboratively Teacher Goals Team Goals School Goals Scientific reading and writing Teaching content literacy Scientific reading and writing 10

11. Formula for Goal Setting Cycle S.M.A.R.T. Goal Statement + Key Strategies + Progress Monitoring/Mid-Year Review = Strategy Modification 11

12. Goal Setting Template 12 http://www.ode.state.or.us/search/page/?id=3904

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15. Key Strategies Identify the strategies you will use to meet your goal and the timeline by which it will be completed What am I going to try? By when? What are my students going to do? How will I know if progress is being made? What is the evidence I will collect? How will I modify my strategies? 15

16. Achievement Goals vs. SLG Goals Achievement GoalStudent Learning Growth Goal Does not consider baseline data Student goals are a “one- size-fits-all” and do not include ALL students Students are expected to cross the same finish line regardless of where they start. 16 Start with baseline data Includes ALL students regardless of ability level Students can show various levels of growth –students may have individualized finish lines.

17. Goal Sorting Activity Table Groups will: Sort the slips into two groups by Achievement Goals and Student Learning and Growth Goals Discuss reasoning of their group selection 17

18. Achievement GoalStudent Learning Growth Goal 100% of students will demonstrate growth in Common Core State Standards for Mathematics in the area of Functions as evidenced by performance on the district Pre-Calculus Final exam. All students will increase their CCSS Functions pre-assessment score to at least 75% on the district final CCSS Functions exam. 100% of students will demonstrate growth in Common Core State Standards for Mathematics in the area of Functions as evidenced by performance on the district Pre-Calculus Final exam. On the CCSS Functions pre-assessment, students who scored 0% -14% will increase to 75%, students who scored 15%-24% will increase to 80%, and students who scored 25%-34% will increase to 85% or above on the district final CCSS Functions exam. 18 Goal Sorting

19. Achievement GoalStudent Learning Growth Goal By June 2013, all students will score a 4 or higher on all traits of informative/explanatory writing as measured by the state Writing Scoring Guide. By June 2013, all students scoring a: 1 or 2 on their lowest trait(s) in informative/explanatory writing will increase by 2 levels, and all students scoring a 3-5 in informative/explanatory writing will increase at least 1 level in their lowest trait(s) using the same rubric as the pre-test. 19 Goal Sorting

20. Achievement GoalStudent Learning Growth Goal For the 2013-14 school year, the attendance rate for SHS as measured on the ODE District Report Card will increase to 92% (deemed Outstanding). The rate will then remain Outstanding and/or increase in subsequent years. For the 2013-14 school year, the attendance rate for SHS as measured on the ODE District Report Card will increase from the current 88.5% to at least 92% (deemed Outstanding). The rate will then remain Outstanding and/or increase in subsequent years. The students identified as “chronically absent” will increase the number of days present by at least 8 days during the 2013-14. 20 Goal Sorting

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22. Achievement GoalStudent Learning Growth Goal Does not consider baseline data Start with baseline data Student goals are a “one- size-fits-all” and do not include all students Includes all students regardless of ability level Students are expected to cross the same finish line regardless of where they start Students can show various levels of growth- students may have individualized finish lines 22 Achievement Goals vs. SLG Goals

23. Identifying S.M.A.R.T. SLG Goals Work with a partner. Take 4 post-it notes and number from 1 to 4 Determine if each of the four statements on Handout 2 are S.M.A.R.T. SLG goals or if they need revision and record Yes or No on post-its On the post-it notes list the part of S.M.A.R.T. that isn’t present in the statement Place the post-it notes on the chart in the Yes/No column Take a 15 minute break after making your determinations! 23

24. Revising SLG Goals Looking at each of the four statements… What revisions would need to be made? Specific? Measurable? Has an appropriate instrument been selected? Standards based? Rigorous but attainable? Bound by a definitive timeline? 24

25. Administrator SLG Goal By the end of the 13-14 school year, the all junior student reading OAKS scores will improve by at least 3% (85 to 88%), all junior student writing scores will improve by at least 3% (64 to 67%), and all junior math student scores will improve by at least 3% (73 to 76%) as measured by OAKS. Is it a Growth Goal? Is it S.M.A.R.T.? 25

26. OAKs Goal for Teacher Team The students in Algebra I who did not meet or nearly met on the 7th grade OAKS assessment will gain of 5 points on their OAKS testing score by May of 2014. The students in Algebra I who met on the 7th grade OAKS assessment will gain 3 points on their OAKS testing score by May of 2014. The students in Algebra I who exceeded on the 7th grade OAKS assessment will gain 2 points on their OAKS testing score by May of 2014. 26

27. Now It Is Your Turn Now we will revise an actual goal received from someone in the audience (teacher goal and admin goal) With a partner, revise the goal to make it a S.M.A.R.T. SLG goal Share out 27

28. Apply What You Have Learned Examine your Student Learning and Growth Goal See where there are areas for improvement Modify or create a new goal 28

29. Intended Outcomes At the end of this session, participants will: Define the purpose of a professional growth and support system Identify components of an effective standards-based Student Learning and Growth (SLG) Goal process using the S.M.A.R.T structure Review and revise S.M.A.R.T SLG Goals Examine a sample Goal Setting Template 29

30. Final Thoughts Take a minute with your team and discuss how you will use this workshop in your school/district Jot down any lingering questions and we will answer questions during lunch 30

31. ODE Contacts Educator Effectiveness Team: Tanya Frisendahl tanya.frisendahl@state.or.ustanya.frisendahl@state.or.us Sarah Martin sarah.martin@state.or.ussarah.martin@state.or.us Sarah Phillips sarah.phillips@state.or.ussarah.phillips@state.or.us Brian Putnam brian.putnam@state.or.usbrian.putnam@state.or.us Theresa Richards theresa.richards@state.or.ustheresa.richards@state.or.us Common Core State Standards Team: Nicole Dalton nicole.dalton@state.or.usnicole.dalton@state.or.us Mark Freed mark.freed@state.or.usmark.freed@state.or.us Karin Moscon karin.moscon@state.or.uskarin.moscon@state.or.us Kim Patterson kim.patterson@state.or.uskim.patterson@state.or.us 31