student growth goals student growth goals: an introduction presented by: cam kitchen, administrator...

Student Growth GoalsStudent Growth Goals

Student Growth Goals: Student Growth Goals: An Introduction An Introduction

Presented by:Presented by:

Cam Kitchen, AdministratorCam Kitchen, Administrator Jodi Lee, Teacher Jodi Lee, Teacher

Jenna Miller, TeacherJenna Miller, TeacherKelli Shurtliff, Human ResourcesKelli Shurtliff, Human Resources

Robin Troche, Teacher & NCEARobin Troche, Teacher & NCEAErin Whitlock, OEAErin Whitlock, OEA

Introduction to Oregon's FrameworkIntroduction to Student Growth Goals (SGG) Analysis of Baseline data Draft Student Growth Goals Determining Levels of Performance Aligning Practice to Support SGG

Agenda for Today


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.

3Student Growth GoalsStudent Growth Goals

Teacher EvaluationOregon Framework for Teacher Evaluation and Support

Measures are ways/tools to gather evidence in our evaluation and professional growth systems

Framework Required Elements


(1) (2) (3) (4) (5)Standards of Professional

Practice

Differentiated Performance

Levels

(4 levels)

Multiple Measures

Evaluation and

Professional Growth

Cycle

Aligned Professional

Learning

Oregon teacher evaluations must include measures from three categories of evidence:

Aligned to the standards of professional practice

Multiple Measures


Oregon teacher evaluations must include measures from three categories of evidence:

Aligned to the standards of professional practice

(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

Multiple Measures


(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!

Multiple Measures


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)


Process Point #1

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

3 Other school-wide or district-wide measures

Graduation rate, attendance rate, drop-out rate, discipline data, college ready indicators (PSAT, AP/IB)

Measures of student learning and growth includes three types of measures:

Multiple Measures of Student Learning

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.


Multiple Measures

(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

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

Multiple Measures


Growth Goals vs. Achievement Goals 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


Example GoalsGrowth 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.


SGG Characteristics



•Considering the information we have heard this far, what are our potential roadblocks?



Process Point #2

So, what data sources will you use?


Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

StudentPortfolios

Student Performances

Common Assessments

DistrictAssessments


Interim Assessments

Classroom Assessments

ProjectsProducts

StudentPortfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to Standards

Descriptive Rubrics

Data Source Possibilities


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

3 Other school-wide or district-wide measures

Measures of student learning and growth include three types of measures:

Student Learning Measures

Student Growth Student Growth GoalsGoals

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

What does a SGG look like?


SMART Goal Process

Unacceptable SGGs80% 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.

Student Growth Goals


Unacceptable SGGs:80% of students will pass the end-of-course exam.Does not show growthTimeframe 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 gainsGrowth is non-existent for students at 81+, who may also need to be challenged with higher goal and/or additional assessment to illustrate growthNo mention of post-assessmentNo specific time frame



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.




•Considering the information we have heard this far, what are our potential opportunities?



Process Point #3

LetLet’’s Take A Brain Break!s Take A Brain Break!


SGG Evaluation Cycle


Generally includes the following 5 steps:1. Identify core content and standards2. Gather and analyze student data3. Determine the focus of the SGG (St/course)4. Select or develop an assessment(s)5. Develop a SMART goal statement and rationale:

I – SGG Development


Let’s Write a Student Growth Goal


Step 1: Identify Core Content & Standards


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?

Step 1: ID Core Content & Standards


Step 2: Gather & Analyze Student Data


You need to KNOW your students abilities before you develop the goal.





Other data that is important to consider could include:

•Attendance data•Demographics information•Student support needs

IEPELL

•Any others that you can think of?

Student Indicator 1 Indicator 2 Indicator 3Student 1 2 2 1

Student 2 3 3 4

Student 3 1 1 1

Student 4 2 2 1

Student 5 3 2 2

Student 6 3 2 2

Student 7 2 1 1

Student 8 1 1 1

Student 9 3 3 3

Student 10 2 2 1

Student 11 3 2 2

Student 12 3 3 3

Student 13 1 1 1

Student 14 3 3 4

Student 15 3 2 2

Student 16 2 2 2

Student 17 1 1 1

Student 18 3 3 2

Student 19 3 3 4

Student 20 2 1 1

Baseline Data

On your template:1. Complete the baseline data information2.Where are my (your) students now?3.Based on the data, have a conversation at your table about what needs to happen in your classroom as far as student learning



•Considering the information we have heard this far, what are our burning questions?



Process Point #4

Step 3: Determine focus of SGG


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

Step 3: Determine focus of SGG


1.From Oct to January, all students will meet their target score as measured by the American Government pre-/post-assessment:

2.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.

Examples of Tiered Targets Goal


Baseline Score Range Target Score on Post-Test

20-30 70

31-50 77

51-70 85

71-85 90

86-95 96

OAKS & Growth Goals

It is just practice this year 2013-14Not 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 goalBased on prior year's score, this is what 50%ile typically score in their current year


OAKS & Growth Goals


Reading - 3rd to 4th Grade Growth3rd Grade

Score4th Grade

TargetTypical Growth

3rd Grade Score

4th Grade Target

Typical Growth

186 210 200 197 213 207187 210 200 198 214 208188 210 200 199 214 210189 210 201 200 214 211190 210 201 201 215 212191 211 202 202 215 213192 211 203 203 216 214193 211 204 204 216 214194 212 204 205 216 215195 212 205 206 217 216196 213 206 207 217 217

Example OAKS Goal – 4th Grade

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%.


Example OAKS Goal – 11th Grade

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.


Step 4: Select or develop an assessment


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?

Step 4: Select or develop an assessment


Step 5: Develop SMART Goal Statement


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 Guiding Questions:

•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?

Step 5: Develop SMART Goal Statement


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?


Process Point #5


Draft Your GoalDraft a goal based on baseline dataMake 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


A Possible Goal

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


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.

Strategies for the GoalI 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.


District ExpectationsElementary

• 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.


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.

55Student Growth GoalsStudent Growth Goals

student growth goals student growth goals: an introduction presented by: cam kitchen, administrator...

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