Oregon Framework
Focus on Student Learning
& Growth Goals
Professional Growth
Cycle
Self Reflection
• Collecting Baseline
Data
Summative Evaluation
Formative
Assessment/Mid Year
Review
Goal Setting
Observation/Collection
of Evidence
Student Learning and Growth Goal:
A specific, rigorous, long-term goal for groups of students
that represents the most important learning during an
interval of instruction.
Determined in consultation with
evaluator
Covers a course or class
 Job-specific
 Includes all students
 Based on student data
Tested grades and subjects
A Student Learning and Growth Goal (SLG) is…
Aligned to
current
curriculum
standards
Based on the
most current
student data
Focused on
the most
valuable
learning
…an
instructional
goal… for
specific
students…for
length of course
or class
Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts
Specific and
measurable
You need to
KNOW your
Collecting
students
in
order
Baseline Data
to write a goal.
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
Two Required
Assessments
Student Growth Data
Means…
Formal Tests in
Core Subjects Only
Knowledge and
Learning That Can Be
Measured
All Classroom
Learning
8
Activity: Fill in the
Triangle
9
Appropriate Assessments
Does the assessment…
• Align with content standards and
course content?
• Have stretch?
• Have sufficient validity and reliability?
• Measure growth?
Alignment
• Cover key subject and grade level content
standards
• No items, questions, or prompts should cover
standards not covered in the class or course
• The assessment structure should mirror the
distribution of teaching time devoted to course
content
• The cognitive demand of the assessment should
match the full range of cognitive thinking required
during the course.
Stretch
• Assessment should…
o
o
o
o
Span the length of a course or class
Include all students in the a course of a class
Allow both high-level and low-level students to demonstrate growth
Challenge the highest-preforming students
Student B
Student A
Lowest Performing
Students
Student D
Student C
Student F
Student E
Highest Performing
Students
Validity and Reliability Considerations
• The assessment should
o Be valid—it measures what it says it
measures.
• Consistent with other evidence.
• Relevant for its purpose.
o Be reliable—it produces consistent results.
o Contain clearly written and concise
questions and directions.
o Be fair to all groups of students.
o Use consistent administration procedures.
Growth Goal
• Change in student achievement for an
individual student between two or more
points in time
Which is the better goal?
• Between March 15
and Memorial Day, I
will lose 10 pounds
and be able to run
one mile nonstop.
•
I will lose weight
and get in
condition.
Action Plan
• Reduce my daily calorie intake to fewer than 1,000 calories for
each of 10 weeks.
• Walk 15 minutes a day; increase my time by five minutes a
week for the next four weeks.
• Starting in Week 5, run and walk in intervals for 30 minutes,
increasing the proportion of time spent running instead of
walking until I can run one mile, nonstop, by the end of Week
10.
Benchmarks
• For process, maintain a daily record of calorie
intake and exercise.
• For outcome, biweekly weight loss and running
distance targets (e.g., after two weeks, 2 pounds/0
miles; after four weeks, 4 pounds/0 miles; after six
weeks, 6 pounds/.2 miles; after eight weeks, 8
pounds/.4 miles).
Meeting the SMART
Criteria
Example: Achievement vs.
Growth
• Scores will improve from 65% of students meeting benchmark
to 80%
To
• Students in Tier 1 will improve 15 point; Students in Tier 2 will
improve 12 points and Students in Tier 3 will improve 8 points
OR
• All students will improve 2 levels on the rubric
Student Growth &
Professional Goal Setting
Template
Example Student Learning
and Growth Goal
Review the Student Learning and Growth goal template
at your table and answer the following:
• What do you notice?
• What do you wonder?
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
Rubric used for Assessing Students
Audience &
Purpose
Idea
Development
Organization
& Structure
1
2
3
4
The writer may
identify a general
topic but
demonstrates little or
no awareness of
purpose or audience.
The writer identifies a
generalized purpose or
audience but does not maintain
focus on both. Instead, the
writer focuses more on the task
than the actual purpose or
intended audience.
The writer adequately
establishes focus on the
intended audience and
purpose, but may not
consistently maintain this
focus, losing sight of
audience or purpose on
occasion.
The writer establishes and
maintains focus on
audience and purpose and
effectively engages the
audience by providing
relevant background
information.
The writer gives little
or no purposeful
development of
ideas, interpretation,
insight or
clarification. No
examples or details
are provided or
support is irrelevant.
The writer demonstrates
inconsistent development of
ideas often presenting facts
with little insight,
interpretation, or
clarification. The writer
provides minimal or
irrelevant examples and/or
details for support.
The writer develops ideas
with adequate support, and
clarification of the topic
through examples, details,
facts, explanations,
descriptions, or arguments.
The writer consistently
develops ideas with depth and
complexity to provide insight,
support, and clarification of
the topic. The writer
consistently develops ideas
using appropriate and
effective examples, details,
facts, explanations,
descriptions or arguments.
The writer offers
little or no
organizational
structure, placing
ideas in no logical
order. There is little
or no variety in
The writer demonstrates some
attempt at organization, but
often places ideas in an unclear
order that disrupts the natural
flow or cohesion. The writer
occasionally uses varied
sentence structures, these
appear alongside mostly simple
The writer adequately
organizes the writing by
using a logical progression
of ideas that generally
flows from idea to ideas,
though connections
between some ideas are
The writer consistently
organizes the writing by
using a logical progression of
ideas that flows within and
between paragraphs. The
writer consistently uses a
variety of sentence lengths
and structures.
Student
Student 1
Student 2
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
(no response)
Student 18
Student 19
Student 20
Average
Audience
& Purpose
2
3
1
2
3
3
2
1
3
2
3
3
1
3
3
2
Idea
Development
2
3
1
2
2
2
1
1
3
2
2
3
1
3
2
2
Organization &
Structure
1
4
1
1
2
2
1
1
3
1
2
3
1
4
2
2
0
0
0
3
3
2
2.25
3
3
1
1.95
2
4
1
1.9
Average
1.67
3.33
1
1.67
2.33
2.33
1.33
1
3
1.67
2.33
3
1
3.33
2.33
2
0
2.67
3.33
1.33
Step 2: Creating Goals
Using the SMART Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
SMART Goal Process
S
M
A
R
T
Specific- The goal
addresses
student needs
within the
content.
Measurable- An
appropriate
instrument or
measure is
selected to assess
the goal.
Appropriate- The
goal is clearly
related to the role
and
responsibilities of
the teacher.
Realistic- The goal
is attainable.
Time-bound- The
goal is contained
to a single school
year/course.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standards-based
and directly
related to the
subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is
attainable.
The goal is
bound by a
timeline that is
definitive and
allows for
determining
goal attainment.
The goal is
focused on a
specific area of
need.
Anna’s Student Growth Goal
Student Growth Goal
Statement
· Is it a growth goal?
· (SMART=Specific;
Measureable;
Attainable; Relevant;
Timed-bound)
For the 2012 – 13 school year students
will make measurable progress in
writing- 80% of the students will score
a “3” or better overall.
Anna’s Student Growth Goal
Student Growth Goal
Statement
· Is it a growth goal?
· (SMART=Specific;
Measureable;
Attainable; Relevant;
Timed-bound)
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 areas of the rubric
(audience/purpose, idea development,
organization & structure).
How SMART
is
this
Goal?
P.E. Teacher’s Goal
For the 2013-14 school year:
Curl ups:
•Level 1 students will increase their baseline by 9; Level 2
students by 7; Level 3 students by 4
Mile Run:
•Level 1 students will decrease their baseline by 4 min.; Level 2
students by 2 min.; Level 3 by 1 min.
Reach and stretch:
•Level 1 students will increase their baseline by 7 cm.; Level 2 by
5 cm.; Level 3 by 2 cm.
As measured by the Presidential Fitness Test
How SMART is this Goal?
Science Teacher’s Goal
For the current school year, all of my students
will make measurable progress in each of the
four areas related to scientific investigation
(hypothesis, investigative design, data collection, data analysis).
All students will achieve at the 3 level of
performance on a 4-point rubric in each area.
How SMART is this Goal?
Art Teacher’s Goal
All students will demonstrate measurable
progress in each of the rubric areas
(Elements & Principles, Creativity & Originality,
Craftsmanship/Skill). At
least 50% of students
will score 3 on the 5-point rubric.
Step 3: Creating and
Implementing Strategies
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
Step 4: Monitoring
Student Progress and
Making Adjustments
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
Monitoring Student
Progress
• Monitor both student progress toward goal
attainment AND strategy effectiveness
through formative assessment processes.
• Make adjustments to strategies as needed.
• Meet with evaluator for a mid-year review
Step 5:
Determining Goal
Attainment
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
8th Grade Language Arts
Teacher
Goal Statement:
For the 2012 – 13
school year, 100% of
my students will make
measurable progress
in writing. Each
student will improve by
one performance level
in at least 2 areas:
audience & purpose,
idea development, and
organization &
structure. Furthermore,
80% of the students
will score a “3” or
better overall.
80%
Baseline, Mid-Year, End of Year Data
70%
60%
50%
80%
Avg Score 1
Avg Score 2
40%
Avg Score 3
30%
20%
Avg Score 4
25%
50%
10%
0%
Baseline Data
Mid-Year
End of Year
Student
Student 1
Student 2
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
(no response)
Student 18
Student 19
Student 20
Average
Audience
& Purpose
2/3
3/4
1/2
2/3
3/3
3/3
2/4
1/2
3/3
2/3
3/4
3/3
1/2
3/3
3/3
2/3
Idea
Development
2/3
3/4
1/2
1/3
2/3
2/3
1/3
1/3
3/3
2/3
2/4
3/3
1/2
3/4
2/3
2/3
Organization &
Structure
1/3
4/4
1/3
1/3
2/4
2/3
1/3
1/2
3/4
1/4
2/3
3/3
1/2
4/4
2/3
2/3
0/2
0/2
0/2
3/3
3/3
2/3
2.25/2.95
3/3
3/4
1/4
1.95/3.1
2/3
4/4
1/3
1.9/3.15
Average
3
4
2.33
3
3.33
3
3.33
2.33
3.33
3.33
3.67
3
2
3.67
3
3
2
3
3.67
3.33
Resources
• Student Learning & Growth Goal Handbook
• Student Learning & Growth Goal Samples
• Available very soon!!
Questions