CONNECTING
SMART GOALS TO
STUDENT
LEARNING
OBJECTIVES
Direct Access to Achievement (DATA) Project
Breakout Session
HELLO FRIEND
Pairs—someone you
do not know
Shake Hands –
Exchange names
Describe where you
went to college and
what you do.
Read the essential
question and the
learning target to each
other.
Thank your partner and
return to your seat.
Agenda
Agenda
 Review of Antecedents
 Review data team process
 Student Learning Goals Jigsaw
 Be Sure To . . .
 Good /Better/ Best:
 Setting SLGs
 Final Reflections
Let’s Review
Antecedents
Data Teams
Let’s Review
Antecedents,
Differentiated
Causes
• Teacher Behaviors and routines that effect student achievement and
lend themselves to replication.
Instructional
Strategies
• Teacher-student practices that engage students in thinking; require
training, practice, and ongoing professional development; and lend
themselves to replication.
Antecedents
• Administrative structures and learning conditions that precede,
anticipate, or predict excellence in performance, and lend
themselves to replication.
Antecedent—Describe and Explain Sample
•
Providing students with a clear and understandable vision of the
learning target is a perfect example of an antecedent. This is a teacher
behavior and instructional strategy that increases student achievement,
predicts excellence in performance, and lends itself to replication.
This is an antecedent of excellence because it is foundational for students
to understand what they are learning and not just what they are doing; this
is a pivotal step to develop the students’ capacities as self-reliant learners.
Antecedent—Describe and Explain
____________________________ is a perfect example of an antecedent
because it is a teacher behavior and instructional strategy that increases
student achievement, predicts excellence in performance, and lends itself
to replication.
This is an antecedent of excellence because it is a teacher behavior and
instructional strategy that ________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Thinking about the Data Team Process
AS A TRIAD
SORT THE
STEPS IN
THE DATA
TEAM
PROCESS
IN ORDER.
Let’s Compare
Steps for setting SLG
1. Collect and chart baseline data to determine
needs
2. Create specific learning goals based on preassessments
3. Create and implement teaching and learning
A CLOSE READING
GUIDANCE FOR SETTING STUDENT LEARNING GOALS
A Close Reading Protocol -- CODING
+ for items that are key details,
? for ideas that leave you with
questions,
!
For aspects you totally love!
Be Sure To . . . .
At the end of the section you are
assigned, summarize one key point
with a be sure to.
When you ________, be sure to
___________.
When you determine a content
standard, be sure to select a
standard that is relevant (a standard
that is ongoing throughout the year).
A LIVING LIKERT:
What percentage gain can you
expect from students who set
challenging goals?
0% to 300%
What are Student Learning and Growth Goals?
Types of Measures
Category One
Standardized Tests OAKS/SBAC/ELPA
Category Two
District Common Assessments, ACT, AP, IB,
DIBELS, etc.
Category Three
Classroom or school
Analyze Collected Data
Create SMART Goal
Which category are you required to use?
A goal without a measure... or an action plan...
is simply hope.
Good, Better, Best
What about this goal is good?
For the 12-14 school year,
100% of my students will
make measurable progress
as assessed on the
Oregon Analytical Scoring
Guide for Scientific Inquiry.
Each student will improve
by one level in all
dimensions.
How would you guide someone to make it better?
Best?
Three Good Examples
For the 12-14 school
year, 100% of my
students will make
measurable progress
as assessed on the
Oregon Analytical
Scoring Guide for
Scientific Inquiry.
Each student will
improve by one level in
all dimensions.
By June 2013:
-29/34 of students will
show at least a year’s
worth of growth and
2/4 of students who
are over two years
behind will show 2year’s growth as
measured by the DRA
-Based on my DRA
data, I believe that
24/33 of my 3rd grade
students will meet
benchmark (211) +/-3
RIT scores as
measured by their
OAKS-Reading 3rd
Student Growth Goal
Statement:
For the 2012 – 13
school year students
will make measurable
progress in writing80% of the students
will score a “3” or
better in overall.
Why Use Student Learning and Growth
Goals?
 Two minute Quick Write
Questions? Thoughts? Argumentative
Rebecca Eastland
Missi Thurman
eastland_rebecca@salkeiz.k12. melissa_thurman@centennial.k
or.us
12.or.us
Program Assistant: Testing &
Evaluation
Salem-Keizer School District
503-399-5590
PLC Instructional Coach
Office: 503-762-3467
Cell: 253-831-6207