1. SEPT 2014 Administrator Student Growth Goal Planning

2. In order to measure teachers’ contribution to student academic progress at the classroom level and administrators’ contribution at the school or district level, Oregon is using the Student Learning and Growth (SLG) goals process.

3. SB 290 allows each teacher and administrator to establish a set of classroom or administrative practices and student learning goals that are based on the individual circumstances of the teacher or administrator.

4. Brainstorm In your position, what are you responsible for related to student academic (standards based) outcomes? What evidence can be used to demonstrate these outcomes?

5. Brainstorm Cont. In your position, what are you responsible for related to increasing student access to learning or creating conditions that facilitate student learning? What evidence can be used to demonstrate these outcomes?

6. Direct measures provide a straightforward method for assessing student learning of content-specific standards in tested and non-tested subjects. A reading assessment given in third grade class or performance assessments given in a high school Drama class are both examples of direct measures. Some educators may use direct measures that focus on skill development if these domains reflect their primary job function and responsibilities. For example, a school counselor may set goals and assess learning related to the guidance curriculum he/she teaches.

7. Indirect measures are related to increasing student access to learning or creating conditions that facilitate student learning. Indirect measures may be used by educators and administrators whose responsibilities are related to non-academic aspects of schooling. Examples of indirect measures include graduation/dropout rates, discipline referral, attendance/tardiness rates, number of students enrolled in advanced coursework, teacher retention/recruitment rates, etc. For example, a school counselor or administrator accountable for student attendance could use attendance rates as a measure.

8. In order to measure teachers’ contribution to student academic progress at the classroom level and administrators’ contribution at the school or district level, Oregon is using the Student Learning and Growth (SLG) goals process. Remember:

9. Which student outcomes are you focused on/emphasizing within your assignment or area of direct responsibility? What do we have in common?  District level?  Building team?

10. Logistics

11. SLG goals are aligned to standards and clearly describe specific learning targets students are expected to meet.

12. Administrators may limit their goals to one or more grade levels or subjects, if baseline data indicates the need for such a focus.

13. Assessment Category Administrators must use Category 1* state assessments ( a direct measure) for one SLG goal and may use measures from Category 2 or 1 for their second goal. Data is aggregated at the school or district level.

14. Principals are required to set at least two goals, one of which must focus on either reading, writing or math and be measured using a direct measure. If one goal is focused on reading, for example, the second goal could focus on math, but that is not required. The second goal must, however, be an academic goal and must be measured using a district-wide or school-wide assessment that is a direct or indirect measure.

15. An individual SLG goal that is focused on a particular group of students must include all students in that group with which the goal is aligned. Within the course or class for which the goal is written, particular students or groups of students may not be excluded. Targeted Goals:

16. Examples: STAR By the end of the school year, each of _____ students will reach a Student Growth Percentile score of between 35- 65 on the STAR Reading assessment.