August 2013 Aug 2013 Student Growth Goals: An Introduction Presented by: Cam Kitchen, Administrator Jodi Lee, Teacher Jenna Miller, Teacher Kelli Shurtliff, Human Resources Robin Troche, Teacher & NCEA Erin Whitlock, OEA GREEN SLIDES ARE BARE MINIMUM REQUIREMENTS Have people raise their hands if they went to one of the state ODE trainings on SGGs or OEA Summer Conference Have people “partner” up with someone who did or try to have those participants spread evenly HANDOUTS: Make these slides into a one-page handout each SLIDE 19 – Student Learning Measures Brainstorming slide SLIDE 21 – SMART goals slide SLIDE 22 – Non-Example SGGs activity SLIDE 24 – Examples and non-examples SGGs SLIDE 35 – Baseline data slide – make copies on color paper SLIDE 53 – SGG Scoring Rubric ALSO PRINT THESE HANDOUTS: SGG form from School District (if available) Guidelines to Completing Goal form ALSO PRINT THESE HANDOUTS BUT HAND-OUT AT THE END: SGG Sentence Frames– print as a resource SGG for Special Education– print as a resource HS example – print as a resource ELE example – print as a resource If you are printing out handouts of the PowerPoint so participants can take notes, do NOT PRINT THE FOLLOWING SLIDES: 23 Student Growth Goals Student Growth Goals SGGs 1 1

Student Growth Goals Agenda for Today August 2013 Introduction to Oregon's Framework Introduction to Student Growth Goals (SGG) Analysis of Baseline data Draft Student Growth Goals Determining Levels of Performance Aligning Practice to Support SGG Kelli does 1-8 Student Growth Goals SGGs 2

Student Growth Goals Targets August 2013 Targets I can explain the difference between a growth goal and achievement goal. I can list, model and explain the five steps in the student growth goal setting process. I can summarize the goal parameters/expectations for a variety of teaching assignments. After analyzing a data set, I can write a SMART student growth goal. Kelli does 1-8 Student Growth Goals 3 SGGs

Framework Required Elements August 2013 Teacher Evaluation Oregon Framework for Teacher Evaluation and Support Measures are ways/tools to gather evidence in our evaluation and professional growth systems (1) (2) (3) (4) (5) Standards of Professional Practice Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Kelli does 1-8 So today, we are going to focus on the multiple measures aspect of our new evaluation and professional growth system Measures are ways/tools of gathering evidence in our evaluation and professional growth system to determine performance on our continuum and SGGs [next slide] Student Growth Goals SGGs 4

Student Growth Goals Multiple Measures August 2013 Multiple Measures (A)Professional Practice (B)Professional Responsibilities (C) Student Learning and Growth Oregon teacher evaluations must include measures from three categories of evidence: Oregon teacher evaluations must include measures from three categories of evidence: Aligned to the standards of professional practice Aligned to the standards of professional practice Kelli does 1-8 These are the three categories of multiple measures we will use to gather evidence around our performance as educators – let’s go over each category now so you can see what is involved in each one. [next slide] Student Growth Goals SGGs 5

Student Growth Goals Multiple Measures (A) Professional Practice August 2013 Multiple Measures (A) Professional Practice Evidence of effectiveness of planning, delivery of instruction, and assessment of student learning Multiple Observations Artifact analysis (B) Professional Responsibilities Evidence of teachers’ progress toward their own professional goals and contribution to school wide goals, including collegial learning Professional Goal Self-Assessment Kelli does 1-8 While we [have already? Will eventually?] gone into these components, it is just good to remember that the SGGs are just one small piece of the pie, and that there are many different measures or ways of gathering evidence that we will use to assess our effectiveness as educators, not just SGGs [next slide] Student Growth Goals SGGs 6

Student Growth Goals Multiple Measures (C) Student Learning and Growth August 2013 (C) Student Learning and Growth “Student growth” defined as “the change in student achievement between two or more points in time.” Teachers, in collaboration with their supervisors/evaluators, will establish Student Growth Goals and select evidence from a variety of valid measures and regularly assess progress It is just practice this year!  Kelli does 1-8 POINTS TO MAKE: -Teachers control the measures they use -Teachers set the goals collaboratively with their administrator – cannot be a pre-set goal -Teachers may be able to use no standardized assessments (depending on assignment) -Growth vs. criterion-/benchmark-referenced [next slide] Student Growth Goals SGGs 7

Student Growth Goals Process Point #1 August 2013 Process Point #1 Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): Considering the information we have heard this far, what are our building-level needs? Record all questions on your table's Questions Sheet (blue) Kelli does 1-8 Student Growth Goals SGGs 8

Multiple Measures of Student Learning August 2013 Measures of student learning and growth includes three types of measures: Category Types of Measures of Student Learning (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 Other school-wide or district-wide measures Graduation rate, attendance rate, drop-out rate, discipline data, college ready indicators (PSAT, AP/IB) Robin does 9-15 The bottom category 3 is for admin and some specialists SGGs 9

Student Growth Goals Multiple Measures August 2013 Multiple Measures DEFINITIONS FOR 2013-2014 SCHOOL YEAR Teacher: Any individual holding a Teacher Standards and Practices Commission (TSPC) teaching license and instructing students 50% or more of their contracted day. Administrator: Any individual holding a TSPC Administrator license who serves as a principal or an assistant principal in a school building for 50% or more of their contracted day. Robin does 9-15 POINTS TO MAKE: -If you don’t meet these definitions, you will not need to write Student Growth Goals [next slide] Student Growth Goals SGGs 10

Student Growth Goals Multiple Measures August 2013 (C) Teachers Student Growth Goals (SGGs) Write two SGGs minimum Two of the three categories of Student Learning Measures must be used (last slide) If you are ELA (reading)/Math, Grades 4-8 & 11 1 of your 2 goals must use OAKS data Your other goal must use student learning measures from category 2 or 3 If you are not ELA (reading)/Math Grades 4-8 & 11 Your goals must include student learning measures from two of the three categories Robin does 9-15 POINTS TO MAKE: -OAKS is the only required measure in category 1 for ELA/Math, grades 4-8 & 11 (not ELPA, etc.) -Science and writing are not required [next slide] Student Growth Goals SGGs 11

Student Growth Goals Multiple Measures (C) Admin Student Growth Goals August 2013 Multiple Measures (C) Admin Student Growth Goals Write two goals minimum One goal must use OAKS data Building-level data in reading and math, including all disaggregated groups of students Should align to Achievement Compact goals where applicable Robin does 9-15 Grade 3 proficiency in R and M, as measured by meeting or exceeding benchmark on OAKS; Grade 6 on-track, as measured by rates of chronic absenteeism; Grade 9 on-track, as measured by rates of credit attainment and chronic absenteeism; Earning college credit in high school, through Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, or college enrollment; Four- and five-year cohort graduation and completion rates; and Post-secondary enrollment, as collected through the National Student Clearinghouse. Student Growth Goals SGGs 12

Growth Goals vs. Achievement Goals 6/7/12 August 2013 Start with baseline data Intended to include all students regardless of ability level Students can show various levels of growth- students may have individualized finish lines Does not consider baseline data Student goals are a “one-size-fit-all” All students are expected to cross the same finish line regardless of where they start Robin does 9-15 Student Growth Goals Erin Whitlock & Teresa Ferrer SGGs 13

Student Growth Goals Example Goals Growth Ex: Achievement Ex: 6/7/12 August 2013 Growth Ex: By June of 2014, all students will grow in one trait of writing by one level as measured by the state level writing rubric for ___ grade. Achievement Ex: By June of 2014, all students will be proficient in one trait of writing as measured by the state level writing rubric for ___ grade. Robin does 9-15 In the growth example, the start line is considered, and you will be expected to track where kids started AND where they finished to know if they accomplished the goal In the achievement example, only the finish line is important as regardless of where students start, they must all finish in the same place. SO, what happens to those who have already started where the finish line is? Student Growth Goals Erin Whitlock & Teresa Ferrer SGGs 14

Student Growth Goals SGG Characteristics Course-level requirements: August 2013 Course-level requirements: Elementary: year-long Entire class is covered Secondary: length of actual class/course Biggest amount of students possible (common preps) Targeted SGG Can only do if the first goal already meets Course-level requirements Subgroups of students All goals are for the “intact group” Have “pre-” and “post-” data for students Robin does 9-15 Write a goal where you will impact the most students Example for secondary – if have multiple preps, you pick the preps you have in common: if I have 2 geometry, 1 algebra, 1 advanced algebra, and 1 pre- calculus, I will choose 1 goal in geometry and include all those students and the other in one of the three single preps. If the classes are a trimester long, I write them for a trimester – if they are semester-long, I write the goal for a semester – if they are year-long, I write them for a year [next slide] Student Growth Goals SGGs 15

Student Growth Goals Process Point #2 August 2013 Process Point #2 Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): Considering the information we have heard this far, what are our potential roadblocks? Record all questions on your table's Questions Sheet (blue) Jodi does Student Growth Goals SGGs 16

So, what data sources will you use? August 2013 So, what data sources will you use? Jenna does 17-26 (transition slide) We’ve spent some time learning about SMART goals and how to create them. Now, let’s apply it to your situations in your school. [next slide] Student Growth Goals SGGs 17

Data Source Possibilities August 2013 Data Source Possibilities Interim Assessments Common Assessments Projects District Assessments Products Student Performances Jenna does 17-26 Notice there are several data possibilities. Assessments must provide baseline information for mastery of standards and/or 21st century skills. This is your pre- assessment step. You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Assessments may also include student projects , performances, products and portfolios. Many schools use interim assessments. What kinds are used in our school? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS) Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model can be used to provide baseline data as well. [next slide] Student Portfolios Classroom Assessments Student Growth Goals SGGs 18

Data Source Possibilities August 2013 Interim Assessments Common Assessments Aligned to Standards Projects District Assessments Products Descriptive Rubrics Student Performances Jenna does 17-26 Whatever assessment you use, note that assessments need to be standards- based Descriptive rubrics would need to accompany assessment data and also need to be aligned with standards Assessments should also be comparable across classrooms as this supports validity. [next slide] Student Portfolios Classroom Assessments Student Growth Goals SGGs 19

Student Learning Measures August 2013 Measures of student learning and growth include three types of measures: Category Types of Measures of Student Learning (aligned to standards) For my content area of: _____________________ Examples include, but are not limited to: 1 State or national standardized tests 2 Common national, international, regional, district-developed measures 3 Classroom-based or school-wide measures Other school-wide or district-wide measures Jenna does 17-26 HANDOUT: -make a copy of this slide for everyone -give everyone 5 minutes to brainstorm their measures -remind them that these are things they should be looking to establish baseline data with Find someone who teaches at the same level and share your assessments in category 2…etc Share out of ideas/concerns [next slide] SGGs 20

What does a SGG look like? August 2013 SGGs are detailed, measurable goals for student growth Specific timeframe Collaboratively developed Based on student learning needs ID'd via baseline data Step-by-step process to follow Regular review/assessment of progress The objective in a SGG is a SMART goal Jenna does 17-26 Student Growth Goals Student Growth Goals SGGs 21

SMART Goal Process August 2013 S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal, and a concrete criteria The goal is measurable and uses an appropriate instrument. A Appropriate- 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. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-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. Jenna does 17-26 HANDOUT: -Print out this slide for a handout Ask participants: How many of you use SMART goals regularly? have written them? Are familiar with SMART goals? The goal must be SMART. Refer to handout page 1 and review what each S M A R T means. Specific - The goal is focused such as by content area and by learners’ needs. Can you identify the specific content or area of student need that the goal is about? Measurable - An appropriate instrument/measure is selected to assess the goal Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based. Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable. Time-bound - The goal is contained to a single school year !Goals developed need to be SMART. Refer to this document as you evaluate goal and have discussion about them. [nest slide] SGGs 22

Student Growth Goals Student Growth Goals Unacceptable SGGs August 2013 Unacceptable SGGs 80% of students will pass the end-of-course exam. Students scoring 80 or lower on the pre-assessment will increase their scores by at least 10 points. Any students scoring 81 or higher on the pre-assessment will maintain their scores. Jenna does 17-26 Pause and turn to a neighbor to discuss why goal is unacceptable – give them 3 min. [next slide] Student Growth Goals SGGs 23

Student Growth Goals Student Growth Goals Unacceptable SGGs: August 2013 Unacceptable SGGs: 80% of students will pass the end-of-course exam. Does not show growth Timeframe is partially unclear Students scoring 80 or lower on the pre-assessment will increase their scores by at least 10 points. Any students scoring 81 or higher on the pre-assessment will maintain their scores. Students scoring at 50 need to make greater gains Growth is non-existent for students at 81+, who may also need to be challenged with higher goal and/or additional assessment to illustrate growth No mention of post-assessment No specific time frame Jenna does 17-26 Student Growth Goals SGGs 24

Acceptable Student Growth Goals Unacceptable Student Growth Goals August 2013 Acceptable Student Growth Goals Unacceptable Student Growth Goals By June ‘14, 15 of 25 students will meet their typical growth target within -3 RIT scores and the remaining 10 students will show growth within -5-7 RIT of their target (with at least 1 RIT growth) as measured by the OAKS Reading Assessment at __ grade at or above the 50%ile (typical growth). Given the OAKS Reading Assessment at __ grade, 85% of students will achieve a score of ___ or above. By Spring ’13, all English Language Learners scoring a 1-3 on the ELPA will increase one level or more as measured by the ELPA assessment. Students scoring higher than a 3 will show at least 10% growth as measured by a teacher-developed pre/post-language test. At least 18 of 21 students achieve a score of 4 or higher on the Music Mastery Rubric By June ’14, each student will improve their Oral Reading fluency rate by at least 40wpm as measured by the Spring ORF easyCBM assessment. At least 17 of 20 students achieve a score of 3 or higher on the AP Chemistry exam. Jenna does 17-26 Student Growth Goals SGGs 25

Student Growth Goals Process Point #3 August 2013 Process Point #3 Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): Considering the information we have heard this far, what are our potential opportunities? Record all questions on your table's Questions Sheet (blue) Jenna does 17-26 Student Growth Goals SGGs 26

Let’s Take A Brain Break! Rob does ;-) Student Growth Goals

Student Growth Goals SGG Evaluation Cycle I SGG Development Process II SGG Initial Collaborative Goal Meeting III SGG Mid-Course Review IV Summative Conference: Final review of SGG & Scoring V Summative Conference: Discussion of impact on practice and summative rating/professional growth Robin does 28-32 Today we are going to cover Step I – SGG Development process so that you can get ready to develop and draft your SGGs We will go over the rest of the steps of the cycle at a future date and time Student Growth Goals

Student Growth Goals I – SGG Development August 2013 Generally includes the following 5 steps: Identify core content and standards Gather and analyze student data Determine the focus of the SGG (St/course) Select or develop an assessment(s) Develop a SMART goal statement and rationale: Robin does 28-32 HANDOUT: Need SGG form for the next activity Student Growth Goals SGGs 29

Let’s Write a Student Growth Goal August 2013 Robin does 28-32 [next slide] Student Growth Goals SGGs 30

Step 1: Identify Core Content & Standards August 2013 Step 1: Identify Core Content & Standards ID Core Content & Standards Step 1: Gather & Analyze Student Data Step 2: Determine focus of SGG Step 3: Select or develop assessment Step 4: Develop a SMART Goal statement and rationale Step 5: Robin does 28-32 Student Growth Goals SGGs 31

Step 1: ID Core Content & Standards August 2013 Guiding Questions: What national or state standards are addressed by the course? What are the essential skills and content knowledge that students will need in order to be successful next year? In which of these essential skills and content knowledge are students struggling? What are the specific academic concepts, skills or behaviors the SGG will target? Robin does 28-32 Student Growth Goals SGGs 32

Step 2: Gather & Analyze Student Data August 2013 Step 2: Gather & Analyze Student Data ID Core Content & Standards Step 1: Gather & Analyze Student Data Step 2: Determine focus of SGG Step 3: Select or develop assessment Step 4: Develop a SMART Goal statement and rationale Step 5: Stress again that - We find out what the needs of the students are by examining data. Having the right assessment is key in identifying what skills students need to develop across the year. It’s not about a unit assessment, but rather skills and concepts that students continue to develop all year and are important enough for students to monitor across the year. [next slide] Student Growth Goals SGGs 33

You need to KNOW your students abilities before you develop the goal. Step 2: Gather & Analyze Student Data August 2013 You need to KNOW your students abilities before you develop the goal. One main point you need to get – You need to know your students in order to judge the goal. You get to know your students’ abilities through assessment practices. The state has guidance that people must follow. Principals and teachers must write goals collaboratively. Teachers get to choose which assessments they will use (outside of the OAKS) [next slide] Student Growth Goals SGGs 34

Step 2: Gather & Analyze Student Data August 2013 Other data that is important to consider could include: Attendance data Demographics information Student support needs IEP ELL Any others that you can think of? One main point you need to get – You need to know your students in order to judge the goal. You get to know your students’ abilities through assessment practices. The state has guidance that people must follow. Principals and teachers must write goals collaboratively. Teachers get to choose which assessments they will use (outside of the OAKS) [next slide] Student Growth Goals SGGs 35

Student Indicator 1 Indicator 2 Indicator 3 4 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 August 2013 HANDOUT: -You will need to copy this slide for participants – this is your baseline data With a table partner/at your table, look at your baseline data based off the results of a 4-point rubric in three different indicators or standards in your grade-level/content. What do you notice? What observations can you make to determine the needs of your students? Just discuss now – participants will make notes on template after all data slides. Allow 5 minutes. Ask for some responses. 4 students scored very low 3 students scores very high Indicator 3 has the most 4s and most 1s When a student scores a 3 and then 2s, the 3 is always in Indicator 1 When a student scores a 4, it is always in Indicator 3, and the other areas are always a 3 for the student [next slide] SGGs 36

Student Growth Goals Baseline Data On your template: 6/7/12 August 2013 Baseline Data On your template: Complete the baseline data information Where are my (your) students now? Based on the data, have a conversation at your table about what needs to happen in your classroom as far as student learning On your SGG form/template, complete the baseline data information (Where are my students now?) Remember, this data is assessment of skills that students will develop all year long. Based on the data, have a conversation at your table about what needs to happen in your classroom as far as student learning (general conversation). (We will have them share out before showing our goal, not now). [next slide] Student Growth Goals Erin Whitlock & Teresa Ferrer SGGs 37

Student Growth Goals Process Point #4 August 2013 Process Point #4 Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): Considering the information we have heard this far, what are our burning questions? Record all questions on your table's Questions Sheet (blue) Cam does Student Growth Goals SGGs 38

Step 3: Determine focus of SGG August 2013 Step 3: Determine focus of SGG ID Core Content & Standards Step 1: Gather & Analyze Student Data Step 2: Determine focus of SGG Step 3: Select or develop assessment Step 4: Develop a SMART Goal statement and rationale Step 5: Student Growth Goals SGGs 39

Step 3: Determine focus of SGG August 2013 Remember that: Elementary: year-long & entire class is covered Secondary: length of actual class/course & biggest amount of students possible (common preps) Tiered targets within a course-level SGG If data analysis shows wide range of skill/ability Different targets for different groups of students Can choose to have individual targets as well If your baseline data is widely variable, then you need to consider tiered targets For example, if you give a pre-test that is 100 questions, each question is worth 1-point, and you have baseline data that looks like this: -About 1/3 of the class scored between 10-20 -About 1/3 of the class scored between 30-40 -About 1/3 of the class scored between 50-60 -2 kids scored over 70 You have clearly at least four different groups or tiers of targets that should be created – 1 for the group of kids who scored between 10-20, 1 for the kdis between 30-40, 1 for kids between 50-60, and one for the 2 kids over 70 [next slide] Student Growth Goals SGGs 40

Examples of Tiered Targets Goal August 2013 From Oct to January, all students will meet their target score as measured by the American Government pre-/post-assessment: From Fall ‘13 to Spring ’14, all students at __ level will improve their reading fluency by 25 wpm, students at __ level improve by 35 wpm, and Sts at __ will improve by 40wpm, as measured by an ORF assessment. Baseline Score Range Target Score on Post-Test 20-30 70 31-50 77 51-70 85 71-85 90 86-95 96 If your baseline data is widely variable, then you need to consider tiered targets For example, if you give a pre-test that is 100 questions, each question is worth 1-point, and you have baseline data that looks like this: -About 1/3 of the class scored between 10-20 -About 1/3 of the class scored between 30-40 -About 1/3 of the class scored between 50-60 -2 kids scored over 70 You have clearly at least four different groups or tiers of targets that should be created – 1 for the group of kids who scored between 10-20, 1 for the kdis between 30-40, 1 for kids between 50-60, and one for the 2 kids over 70 [next slide] Student Growth Goals SGGs 41

Student Growth Goals OAKS & Growth Goals August 2013 It is just practice this year 2013-14 Not about: How many kids “meet” or “exceed” OAKS How much I “grow” the number of kids who meet/exceed Based on OAKS Growth targets Oregon Growth Model – DO NOT USE FOR SGG In 3-years or by 11th grade, these targets aim to get students to “Meets” Typical Growth Model – Use this model with trend data to help you write goal Based on prior year's score, this is what 50%ile typically score in their current year Student Growth Goals SGGs 42

Reading - 3rd to 4th Grade Growth OAKS & Growth Goals Reading - 3rd to 4th Grade Growth 3rd Grade Score 4th Grade Target Typical Growth 186 210 200 197 213 207 187 198 214 208 188 199 189 201 211 190 215 212 191 202 192 203 216 193 204 194 205 195 206 217 196 These targets are invalid for the purposes of setting a growth goal, as they are only correct 50% of the time based on historical trend data of the past performance of 3rd graders in a same-scoring co- hort. Give yourself some “wiggle” room in the goals (a margin of error is also present at -3 to -4 RIT for the most part, even at the typical growth target and gets higher as the scores go towards the bottom or the top) Student Growth Goals

Example OAKS Goal – 4th Grade August 2013 By June 2014: 50% of 4th grade students will meet their growth target (see attached data) as measured by OAKS-Reading 4th grade exam; this is using the typical growth (50%ile) model. Additionally, students who do not meet or exceed their growth target will be within at least -7 RIT scores of their target (so all students are expected to show growth). 100% of students will grow by at least 30% on the pre-/-post comprehension test, with at least half of students growing by 50%. The teacher included a second measure in this goal to also measure growth Student Growth Goals SGGs 44

Example OAKS Goal – 11th Grade August 2013 By June 2014 55% of 11th grade students in my class who have not yet passed OAKS-Math (and will thus be taking it again) will demonstrate growth on the OAKS Math for 11th grade at or above the 50%ile (typical growth). Since statistically only about 50% of students hit this growth target, having over 50% hit it is quite rigorous. I will expect all students who do not hit the target to be within at least -5-7 RIT scores of their typical growth target and still show growth. Student Growth Goals SGGs 45

Step 4: Select or develop an assessment August 2013 Step 4: Select or develop an assessment ID Core Content & Standards Step 1: Gather & Analyze Student Data Step 2: Determine focus of SGG Step 3: Select or develop assessment Step 4: Develop a SMART Goal statement and rationale Step 5: Student Growth Goals SGGs 46

Step 4: Select or develop an assessment August 2013 Guiding Questions: Is this assessment the best way to measure student progress toward the objective? Does this assessment allow all students to demonstrate developmentally appropriate growth? Does this assessment follow district and state guidelines? How will I ensure assessments are graded in a fair and unbiased manner? Then ask everyone – what could we do if the baseline data came back and all the scores were 3s or 4s? Some possible responses: Change indicators (if available) Add a 5th or 6th column to the rubric Use the next grade level up rubric Assess in a different area – this might be hard to show growth in this area or using this measure Student Growth Goals SGGs 47

Step 5: Develop SMART Goal Statement August 2013 Step 5: Develop SMART Goal Statement ID Core Content & Standards Step 1: Gather & Analyze Student Data Step 2: Determine focus of SGG Step 3: Select or develop assessment Step 4: Develop a SMART Goal statement and rationale Step 5: In Step 5, the teacher creates a SMART goal based on the baseline data collected and analyzed in Step 2. Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal. Before moving on, stress that getting the goal right is really important. The goal drives instruction and reflection across the school year/course and should be important enough to merit focus across the year/course. Take away – you really need the data in order to judge a goal. [next slide] Student Growth Goals SGGs 48

Step 5: Develop SMART Goal Statement August 2013 Growth goals developed with specific indicators of growth Guiding Questions: How was the baseline data used to inform the growth goal? Are tiered targets appropriate for the student population included in the SGG? Are expectations rigorous yet realistic? Rationale for growth goal was well developed How will this goal address student needs? Why is this goal important? What baseline data informed this goal? How will attainment of this goal help the student learn necessary content for future grade levels? Student Growth Goals SGGs 49

Student Growth Goals Process Point #5 August 2013 Answer this question as a table and have someone record your answers on the Process Worksheet (yellow): Considering the information we have heard this far, what are our next steps in-building? Record all questions on your table's Questions Sheet (blue) Cam does DO NOT SHOW THE POSSIBLE GOAL UNTIL THEY HAVE WRITTEN THEIR OWN (IT IS 1 SLIDE AWAY, JUST FYI) [next slide] Student Growth Goals SGGs 50

Student Growth Goals Draft Your Goal August 2013 Draft a goal based on baseline data Make sure it is growth: All students Considers baseline Is not an achievement goal Make sure it is S.M.A.R.T. THEN… Rotate to another group's goal Give them feedback on their goal using the criteria above Before showing the possible goal on the next slide, ask participants to draft their own version of a growth SMART goal (based on the earlier conversation at your table about your data). Have participants write their goal on a piece of chart paper on the wall After they’ve written their goal, have the groups stand by their chart paper, then rotate one group clockwise to do the following peer review: [next slide] Student Growth Goals SGGs 51

Student Growth Goals A Possible Goal August 2013 Student Learning Objective Statement: For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more indicators of the rubric. A good goal statement is one that is… Specific Measurable Appropriate Realistic Time-bound Share out a few suggestions before showing your goal. Here is your goal. Ask: Based on your data and the goal statement, how SMART is this goal? This goal meets the SMART criteria: Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure Measurable – how students perform against the rubric provides the measure Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility Realistic – is doable or attainable, while also a rigorous goal Time-bound – “for the 2012-2013” school year Does this goal work for all of your students? Yes, given the data, all students in your classroom could improve by a performance level in at least two areas of the rubric. Notice that this goal includes how every student will make growth and looking at the class as at whole. It is important that the goal addresses how all students in the class will grow. Is this a growth goal? Yes [next slide] Student Growth Goals SGGs 52

Strategies for the Goal August 2013 Students will…. use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes. analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing. participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development. I will…. implement strategies learned during Rigor and Relevance training and develop writing prompts for students to use in their writer’s notebooks. refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing. refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice. It is also important to think about what strategies you will implement from your experience, professional development/learning, etc. Pretending that the example data was from a writing goal, the above strategies are things you could do and have students do that are evidence-/research-based and that will help increase student engagement and rigor in your grade/content learning. As you go along the process, refining the strategies after using formative assessment to see how the strategies are impacting the students in progressing along to meet the goal will be important. As a part of the SGG, you will need to document strategies utilized in order for students to meet their growth goals. You can see that that it is a good idea to write strategies for students AND yourself HAND-OUT AT THE END: SGG Sentence Frames– print as a resource SGG for Special Education– print as a resource HS example – print as a resource ELE example – print as a resource Student Growth Goals SGGs 53

District Expectations August 2013 Elementary Two SGGs and professional goals by Oct 15th Secondary If you teach a year-long course, two SGGs and professional goals by Oct 15th. If you teach a semester or quarter class a minimum of professional goals and SGGs timeframe identified (+ goal if applicable to first term) by Oct 15th. Kelli does Student Growth Goals SGGs 54

Student Growth Goals Target Check August 2013 August 2013 Target Check I can explain the difference between a growth goal and achievement goal. I can list, model and explain the five steps in the student growth goal setting process. I can summarize the goal parameters/expectations for a variety of teaching assignments. After analyzing a data set, I can write a SMART student growth goal. Kelli does Student Growth Goals 55 SGGs SGGs 55