STUDENT LEARNING GOALS Facilitated by Brett Cheever Salem-Keizer Public Schools 24J.

STUDENT LEARNING GOALS

Facilitated by Brett CheeverSalem-Keizer Public Schools 24J

WHAT’S THE BIGBIG IDEA?

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

TODAY’S AGENDA:PROFESSIONAL AND STUDENT LEARNING GOALS

BackgroundSMART GoalsStudent Learning GoalsWho, What, When?

OVERVIEW: THE ROADMAP TO OUR WORK TODAY

“Educator evaluation systems are intended to promote professional growth based on standards

of professional practice and meaningful measures of teacher and administrator effectiveness.”

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Department of Education

http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/oregon-framework--for-eval-and-support-systems.pdf

OVERVIEW:THE ROADMAP TO OUR WORK TODAY

OVERVIEW:THE OREGON FRAMEWORK

(1)(1)Standards Standards

ofofProfessionaProfessiona

llPracticePractice

(2)(2)DifferentiatDifferentiat

ededPerformancPerformanc

eeLevelsLevels

(3)(3)MultipleMultiple

MeasuresMeasures

(4)(4)EvaluationEvaluation

AndAndProfessionaProfessiona

llGrowthGrowthCycleCycle

(5)(5)AlignedAligned

ProfessionaProfessionall

DevelopmeDevelopmentnt

From the Oregon Framework for Teacher and Administrator Evaluation and Support SystemsOregon Department of Education

http://www.ode.state.or.us/search/page/?id=3637




OVERVIEW:THE OREGON FRAMEWORK – GOAL SETTING

(1)(1)Standards Standards

ofofProfessionaProfessiona

llPracticePractice

(2)(2)DifferentiatDifferentiat

ededPerformancPerformanc

eeLevelsLevels

(3)(3)MultipleMultiple

MeasuresMeasures

(4)(4)EvaluationEvaluation

AndAndProfessionProfession

alalGrowthGrowthCycleCycle

(5)(5)AlignedAligned

ProfessionaProfessionall

DevelopmeDevelopmentnt

From the Oregon Framework for Teacher and Administrator Evaluation and Support SystemsOregon Department of Education





EVALUATION AND PROFESSIONAL GROWTH CYCLE: GOAL SETTING44

1 Professional Growth Goal• SMART Format• Informed by prior observations,

evaluations, and self-assessment• Outlines a plan for professional growth and

development• We currently do these!

2 Student Learning Goals• SMART Format• Data-driven, using Measures of Student

Learning and Growth• Specific requirements on sources of data• The name is new, but …

OVERVIEW: STUDENT LEARNING GOALS

Student Learning Goals (SLGs) seem Student Learning Goals (SLGs) seem new and confusing, new and confusing, but are really just but are really just the SMART goals we’re already using!the SMART goals we’re already using!

Key Point: Key Point: Student Learning Goals Student Learning Goals

are are non-evaluativenon-evaluative for 2013-14for 2013-14

OVERVIEW: STUDENT LEARNING GOALS

LET’S GET SMART: WRITING SMART GOALS

“A SMART goal clarifies exactly what is expected and the measures used to determine if the goal is achieved and successfully completed.”

“SMART Goals Template” - Stanford University

LET’S GET SMART:WHAT IS A SMART GOAL?

LET’S GET SMART:IS THIS A SMART GOAL? (GROUP DISCUSSION)

I have been invited to speak as an expert at a I have been invited to speak as an expert at a conference on SMART goals. The conference conference on SMART goals. The conference requires all experts to have published at least requires all experts to have published at least one book on their topic of expertise. In order one book on their topic of expertise. In order to establish myself as an expert on SMART to establish myself as an expert on SMART goals, I will write a 150-page book on how to goals, I will write a 150-page book on how to create SMART goals. I will do this by writing create SMART goals. I will do this by writing one chapter per month (3-5 pages per week). one chapter per month (3-5 pages per week). The book will be completed in 10 months, and The book will be completed in 10 months, and will then be self-published via Amazon.com.will then be self-published via Amazon.com.


YES.YES.

In order to establish myself as In order to establish myself as an expert on SMART goals, I an expert on SMART goals, I will write a 150-page book on will write a 150-page book on how to create SMART goals.how to create SMART goals.

The book will be completed The book will be completed within 10 months…within 10 months…

IS IT SPECIFIC?IS IT SPECIFIC?In order to In order to

establish myself as establish myself as an expert on an expert on

SMART goals, I will SMART goals, I will write a 150-page write a 150-page book on how to book on how to create SMART create SMART

goals. I will do this goals. I will do this by writing one by writing one

chapter per month chapter per month (3-5 pages per (3-5 pages per

week). The book week). The book will be completed will be completed in 10 months, and in 10 months, and will then be self-will then be self-

published.published.


YES.YES.

I will write a 150-page book…I will write a 150-page book…

I will do this by writing one I will do this by writing one chapter per month (3-5 chapter per month (3-5 pages per week)…pages per week)…

In order to In order to establish myself as establish myself as

an expert on an expert on SMART goals, I will SMART goals, I will write a 150-page write a 150-page book on how to book on how to create SMART create SMART





IS IT MEASURABLE?IS IT MEASURABLE?


YES.YES.

I will do this by writing one I will do this by writing one chapter per month (3-5 chapter per month (3-5 pages per week)…pages per week)…

……will then be self-published.will then be self-published.







IS IT ATTAINABLE?IS IT ATTAINABLE?


YES.YES.

In order to establish In order to establish myself as an expert on myself as an expert on SMART goals, I will write a SMART goals, I will write a 150-page book…150-page book…







IS IT RELEVANT?IS IT RELEVANT?


YES.YES.

I will do this by writing one I will do this by writing one chapter per month…chapter per month…

The book will be completed The book will be completed in 10 months…in 10 months…







T – TIME-BOUNDT – TIME-BOUND

STUDENT LEARNING GOALS

“Education is not preparation for life; education is life itself.”

John Dewey

STUDENT LEARNING GOALS:KEY TOPICS

What is a Student Learning Goal (SLG)?

Who completes SLGs?What is growth?What guidelines should I keep in mind?

Student Learning Goal Example(s)

Student Learning Goals:What is a Student Learning Goal?

STUDENT LEARNING GOALS:WHAT IS A STUDENT LEARNING GOAL?Professional Growth Goal

SMART GoalSelected by reviewing your prior observations, evaluations, and self-assessment – YOUR YOUR “baseline data”“baseline data”

Focus on enhancing your professional practice

Student Learning Goal SMART Goal

Selected by reviewing your students’ prior achievement and results – THEIR THEIR “baseline data”“baseline data”

Certain requirements set by the State of Oregon

Addresses the most important learning in a course/class

STUDENT LEARNING GOALS:ODE DEFINITION OF SLG

A specific, rigorous, long-term growth A specific, rigorous, long-term growth goal for groups of students that goal for groups of students that

represents the most important learning represents the most important learning during an interval of instruction.during an interval of instruction.

STUDENT LEARNING GOALS:ODE DEFINITION OF SLG – BREAKING IT DOWN

A specific, rigorous, A specific, rigorous, long-termlong-term growth growth goal for groups of students that goal for groups of students that

represents the most important learning represents the most important learning during an during an interval of instructioninterval of instruction..

““long-term” and “interval of instruction”: long-term” and “interval of instruction”: spanning a year, course, semester, spanning a year, course, semester,

quarter, or other major segment of time.quarter, or other major segment of time.

STUDENT LEARNING GOALS:ODE DEFINITION OF SLG – BREAKING IT DOWN

A specific, rigorous, long-term growth A specific, rigorous, long-term growth goal for groups of students that goal for groups of students that

represents the represents the most important learningmost important learning during an interval of instruction.during an interval of instruction.

““most important learning”: most important learning”: addressing addressing the most central standards, skills, the most central standards, skills, concepts, or ideas covered in the concepts, or ideas covered in the

class/course.class/course.

STUDENT LEARNING GOALS:WHAT GUIDELINES APPLY?

Your SLGs Must:Your SLGs Must:Be written as a SMART goalBe written as a SMART goalAddress the most important learning in an Address the most important learning in an interval of instructioninterval of instructionFocus on growth, not achievementFocus on growth, not achievementBetween two goals, address all students in Between two goals, address all students in class/courseclass/courseBetween two goals, use data from 2 of 3 ODE-Between two goals, use data from 2 of 3 ODE-identified categoriesidentified categories

Key Point: Key Point: Student Learning Goals Student Learning Goals

are are non-evaluativenon-evaluative for 2013-14for 2013-14

STUDENT LEARNING GOALS: A REMINDER…

Student Learning Goals:Who Completes SLGs?

STUDENT LEARNING GOALS:WHO COMPLETES THESE GOALS?

From ODE:

Teacher: Any individual holding a Teacher Standards and Practices Commission (TSPC) teaching license or registration (ORS 342.125 & 342.144) or who is otherwise authorized to teach in the public schools of this state and who is employed as an instructor at .5 FTE and at least 135 consecutive days of the school year (as per ORS 342.840).

STUDENT LEARNING GOALS:WHO COMPLETES THESE GOALS?

From ODE:

Administrator: Any individual holding a TSPC Administrator license includes any licensed educator (ORS 342.125 & 342.144), the majority of whose employed time is devoted to service as a supervisor, principal, vice principal or director of a department or the equivalent in a fair dismissal district but shall not include the superintendent, deputy superintendent or assistant superintendent of any such district or any substitute or temporary teacher employed by such a district.

STUDENT LEARNING GOALS:WHO DOES NOT COMPLETE THESE GOALS?

School PsychologistsSocial WorkersOccupational TherapistsPhysical TherapistsOrientation/Mobility Specialists

TOSAs

Program Assistants Instructional CoachesEnglish Language Acquisition Specialists

Mentor TeachersBehavior Specialists

Student Learning Goals:What is Growth?

STUDENT LEARNING GOALS: WHAT IS GROWTH?

“…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)

STUDENT LEARNING GOALS:IS THIS GROWTH?

My students will be rated as “Meets” on My students will be rated as “Meets” on their OAKS Reading results.their OAKS Reading results.


75% of my students will be rated as 75% of my students will be rated as “Meets” or higher on their OAKS “Meets” or higher on their OAKS Mathematics results.Mathematics results.


Each of my students will increase their Each of my students will increase their OAKS RIT score result by 20% from their OAKS RIT score result by 20% from their prior testing results.prior testing results.


Each of my students will improve their Each of my students will improve their rating received on their pre-assessment rating received on their pre-assessment by one level of proficiency when by one level of proficiency when completing their annual summative completing their annual summative assessment.assessment.



Student Learning Goals:What Students Need to be Included?

STUDENT LEARNING GOALS:GUIDELINES – WHAT STUDENTS TO INCLUDE?

Must write 2 Student Growth Goals Must write 2 Student Growth Goals in SMART formatin SMART format

Between the two goals, we are Between the two goals, we are required to address all students required to address all students in a in a particular class or courseparticular class or course..

STUDENT LEARNING GOALS:WHAT IS A CLASS/COURSE AT ELEMENTARY?

Grade Level: 3Grade Level: 3rdrd Grade, 4 Grade, 4thth Grade, Grade, etc…etc…

PE / Music: By Grade Level, By PE / Music: By Grade Level, By Content (Orchestra)Content (Orchestra)

Specialists: By Grade, By All Pullout Specialists: By Grade, By All Pullout Counseling/Guidance: By School, By Counseling/Guidance: By School, By GradeGrade

STUDENT LEARNING GOALS:WHAT IS A CLASS/COURSE AT SECONDARY?

By Course: 6By Course: 6thth Grade Block, Algebra I, Grade Block, Algebra I, EconomicsEconomics

Must select all periods of a given course – If I Must select all periods of a given course – If I teach 3 periods of Algebra I and select it as a teach 3 periods of Algebra I and select it as a focus, I must address my students in all 3 focus, I must address my students in all 3 periods.periods.

PE / Music: By Grade Level, By Content PE / Music: By Grade Level, By Content (Orchestra)(Orchestra)

Specialists: By Grade, By PulloutSpecialists: By Grade, By PulloutCounseling/Guidance: By School, By GradeCounseling/Guidance: By School, By Grade


For example:For example:If I was 4If I was 4thth grade teacher, I could write 1 grade teacher, I could write 1 goal around OAKS Reading (which goal around OAKS Reading (which includes 100% of my students). My 2includes 100% of my students). My 2ndnd goal could focus on either all of my goal could focus on either all of my students, or could target a specific sub-students, or could target a specific sub-population of students I would like to population of students I would like to work with.work with.


For example:For example:If I was a Social Studies teacher, I could If I was a Social Studies teacher, I could select my three periods of “World select my three periods of “World History” as my course. My 1History” as my course. My 1stst goal could goal could focus upon my TAG-identified students in focus upon my TAG-identified students in my course, and my 2my course, and my 2ndnd goal could focus goal could focus on my non-TAG identified students.on my non-TAG identified students.



Student Learning Goals:What Data Sources Should be Used?

STUDENT LEARNING GOALS:GUIDELINES - DATA CATEGORIES

Common National, International, Regional, or

District-Developed Measures

State or National Standardized Assessments

Classroom-based or School-wide Measures

OAKS, Smarter Balanced (when adopted), ELPA

ACT, PLAN, EXPLORE, AP, IB, DIBELS, Easy CBM

Other common assessments approved by

state/district as valid, reliable and able to be

scored comparably across schools or classrooms

Student performances, portfolios, products,

projects, work samples, tests

STUDENT LEARNING GOALS:GUIDELINES - DATA CATEGORIES

Are you in an OAKS Reading or Math tested grade or subject?

(ODE defined as ELA and mathematics in grades 3-8 and 11)

YESYES NONO

• 1 Goal MUST use OAKS or ELPA

• 1 Goal will use a data source from Category 2 or 3

• 2 Goals using data sources from Categories 1, 2, or 3

• May only use a category once; two categories total must be selected



Student Learning Goals:The Form Itself

STUDENT LEARNING GOALS:THE FORM ITSELF

STUDENT LEARNING GOALS:THE FORM ITSELF

STUDENT LEARNING GOALS:THE FORM ITSELF – MID-YEAR AND END OF YEAR

Student Learning Goals:Due Date and Practice

STUDENT LEARNING GOALS:WHEN ARE THEY DUE?

Student Learning Goals and Student Learning Goals and Professional Growth Goals must be Professional Growth Goals must be submitted via TalentED Perform by submitted via TalentED Perform by

November 27, 2013November 27, 2013..

STUDENT LEARNING GOALS:IS THIS A SMART STUDENT GROWTH GOAL?

During the 2013-14 school year, During the 2013-14 school year, each of my sixth-grade physical each of my sixth-grade physical

education students will improve on education students will improve on the Presidential Fitness subtests the Presidential Fitness subtests (curl-ups, shuttle run, endurance (curl-ups, shuttle run, endurance

run/walk, pull-ups, V-sit reach) by an run/walk, pull-ups, V-sit reach) by an overall average of 20%.overall average of 20%.


All students will demonstrate All students will demonstrate measurable progress in each of the measurable progress in each of the art scoring rubric areas (Elements & art scoring rubric areas (Elements & Principles, Creativity & Originality, Principles, Creativity & Originality, Craftsmanship/Skills). At least 50% Craftsmanship/Skills). At least 50% of students will score 3 on the 5-of students will score 3 on the 5-

point rubric.point rubric.


In my year-long, 2013-14 Art I In my year-long, 2013-14 Art I elective, all students will elective, all students will

demonstrate measurable progress in demonstrate measurable progress in each of the art scoring rubric areas each of the art scoring rubric areas (Elements & Principles, Creativity & (Elements & Principles, Creativity & Originality, Craftsmanship/Skills). At Originality, Craftsmanship/Skills). At least 50% of students will score 3 on least 50% of students will score 3 on

the 5-point rubric.the 5-point rubric.

STUDENT LEARNING GOALS:TABLE ACTIVITY

Using the data lists your table Using the data lists your table created, select a data source and created, select a data source and write a potential SMART Student write a potential SMART Student Growth Goal Statement.Growth Goal Statement.

STUDENT LEARNING GOALS:QUESTIONS?

??

THANK YOU!

Brett CheeverStaff Quality CoordinatorEmail: [email protected]

Salem-Keizer Public Salem-Keizer Public SchoolsSchools

Human Resources Human Resources DepartmentDepartment

Ph. 503-399-3061Ph. 503-399-3061

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STUDENT LEARNING GOALS Facilitated by Brett Cheever Salem-Keizer Public Schools 24J.

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