Student Growth
Goals
Pendleton School District
Teacher Evaluation System
Domain Five
Targeting Growth Using
Student Growth Goals as a
Measure of Educator
Effectiveness
A specific learning goal and a specific measure of
student learning will be used to track progress towards
growth targets. There are many options for student
growth measures. You may use large scale
standardized tests, summative and formative
assessments, portfolio or performance assessments.
A rigorous and high-quality student
growth goal has a number of key
elements:
1. Student Growth Goals clearly identify specific populations: “all
30 students,” “84 seventh grade students” and “32 third grade
students.” High-quality student growth goals are based on the
extent to which they apply to all of a teacher’s students. At least
one growth goal developed by a teacher ought to include every
student in that teacher’s class. This helps ensure that teachers are
accountable for the academic progress of all of their students.
There may be instances, however, when additional SGGs may be
written for subgroups of students, such as those performing at
particularly high or low levels.
2. A high-quality student growth goal identifies a clear timeline
within which students will reach an academic goal. Typically, SGGs
are goals set for what a teacher can accomplish with his/her
students during the one full school year that the students are within
the teacher’s charge. However, SGGs are flexible. Teachers who
have a class of students for only one semester can write an SGG
for that unit of time. SGGs can also take into consideration
students who might not have attended a school or been exposed
to a teacher for the full time period identified by an SGG. To reflect
this consideration, some SGGs include language that only those
students who attend a specific period of time (often 80-85
percent) will be expected to reach the goal.
SGG Example: Social Studies
Social Studies, secondary level, individual teacher goal.
Population: 84 seventh grade students.
Timeframe: 12 weeks.
Assessment: End of Course Exam.
Assessment Baseline: 100 percent of the students scored a “one” on the district
seventh grade world history pretest.
Expected Student Growth: 80 percent of the students who attend 85 percent of
classes or more will score a “three or better” on the district seventh grade world
history post test.
Strategies: Experiential exercises; Cornell Notes; Writing, Inquiry, Collaboration, and
Reading (WICR); Modified Document Based Questions; Philosophical Chairs;
Commentary Writing; R.A.F.T.S. Graphic Organizers and Reciprocal Teaching.
Source: Denver Public Schools, Student Growth Objectives, at:
http://sgoinfo.dpsk12.org
3. At the core of a student growth goal is an assessment used to
measure student progress toward that objective. A quality assessment
connects teacher, student and expectations. The best guidance for
implementing SGGs includes information on the attributes of highquality assessments and tools to create them.
4. Setting achievement targets requires teachers and their principals to
understand assessment data, identify baseline student performance,
and set challenging, realistic learning expectations for all of their
students.
5. Teachers and their supervisors need to be able to provide an explicit
rationale for the expected student growth target, including how and why
the target is appropriate, rigorous, and uses the best available student
assessment data to demonstrate attainment of the target. Some States
and districts ask teachers and principals to articulate the specific State
standards that an student growth goal is designed to measure and to
which it is aligned.
SGGs Step-by-Step
1. Teachers review current student data within the first three weeks of
school.
2. Individual teachers or teams of teachers (by grade or subject area)
develop two or more student growth goals, based on their initial data
analysis— focused targets that are ambitious but appropriate and
achievable.
3. Principals or designated teacher evaluators review, provide
feedback and approve goals and targets.
4. Teachers and/or evaluators will do mid-course checks on teacher
progress towards student growth targets.
5. Evaluator conducts a final review of teacher progress on SGG
targets as part of annual teacher performance evaluation.
6. Student Growth Goals results are included with other measures in
summative ratings for teacher performance.
7. Teacher and evaluator discuss progress and next steps.
6. For an SGG to be an instrument of good instructional practice,
not simply an evaluative tool, teachers need to be able to identify
the specific strategies they will use in the classroom to meet the
expectations set for student growth. Teachers need to identify
“observable or documentable strategies that are appropriate for
learning content and skill level observed in assessment data
produced throughout the year.” Teachers are expected to
continually examine and adjust those strategies based on data
PENDLETON SCHOOL DISTRICT GOALS PROCESS TEMPLATE
Teacher
Assignment
School
Administrator
Initial Conference
Content
The goal is being written around which grade/subject/level?
Context
What are the characteristics or special learning circumstances of my class(es)?
Baseline Data
What are the learning needs of my students?
Attach supporting data.
Student Growth Goal Statement
(written in SMART format)
Strategies for Improvement
How will I help students attain this goal?
Provide specific actions that will lead to goal attainment.
Implications for Professional Growth
What professional development will help me accomplish my goal?
How has my self-assessment and evaluation informed my professional development needs?
How might I team with colleagues in professional development toward my goal?
How will my professional development impact my student growth goal?
Teacher Signature:
Date:
Administrator
Signature:
Date:
Mid-Year Review
Collaborative Mid-Year Data Review
What progress has been made?
Attach supporting data.
Strategy Modification
What adjustments need to be made to my strategies?
Implications for Professional Growth
Has my professional growth to date been relative?
How has my professional growth impacted student learning?
Have my professional growth needs changed? If so, how?
Teacher Signature:
Date:
Administrator Signature:
Date:
Evaluation Conference
End-of-Year Data
What does the end of the year data show?
Attach data.
Reflection on Results
Overall, what worked, or what should be
refined?
Professional Growth Reflection
How can I use the results to support my future
professional growth?
Teacher Signature:
Date:
Administrator Signature:
Date:
SGG Example: Music
Third grade music, individual teacher goal.
Population: 32 third grade students.
Timeframe: SY 2011–2012.
Assessment: District-developed written exam requiring reading and writing
notes on a treble staff.
Assessment baseline: No students met or nearly met expectations on the pretest. 80 percent of students earned a 2 out of 5 and 20 percent earned a 1 out
of 5.
Expected student growth: 80 percent of the students will earn a 4 out of 5
(Meets Expectations) or better and 20 percent will score 3 out of 5 (Nearly
Meets Expectations).
Strategies: Whole and small group instruction, peer-to-peer teaching using
fourth-graders, one-on-ones, progress-monitoring, application of skill by
teaching students to play the xylophone and recorder.
GOAL SETTING
Teachers will establish at least two student learning goals and identify strategies and measures that will be used to determine goal
attainment (see table below). They also specify what evidence will be provided to document progress on each goal:
•Teachers who are responsible for student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11)
will use state assessments as one measure (Category 1) and will also select one or more additional measures from Category 2
or 3 that provide additional evidence of students’ growth and proficiency/mastery of the standards, and evidence of deeper
learning and 21st century skills.
•Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards
from at least two of the following three categories, based on what is most appropriate for the curriculum and students they teach.
Types of Measures for Student Learning and Growth for Teacher Evaluations
From the Oregon Framework for Teacher and Administrator Evaluation and Support Systems, July 2012
Category
Types of Measures (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
Standard 15: Student Growth on Formative/Summative Assessments
Domain V: Student Learning and Growth
Guiding Questions:
* Is the teacher aware of student academic growth?
* Can the teacher show proof of student growth?
Unsatisfactory
Less than 70% of students
in the teacher’s class met
the growth target on posttests as compared to pretests on unit evaluations.
Basic
70% of students in the
teacher’s class met the
growth target on post-tests
as compared to pre-tests
on unit evaluations.
Proficient
80% of students in the
teacher’s class met the
growth target on post-tests
as compared to pre-tests
on unit evaluations.
Exemplary
90% of students in the
teacher’s class met the
growth target on post-tests
as compared to pre-tests
on unit evaluations.
Possible evidence to look for:
• Student scores/data from summative, formative, pretests, posttests, etc
Standard 16: Student Growth on Portfolio Assessments
Domain V: Student Learning and Growth
Guiding Questions:
* Does the teacher maintain a comprehensive portfolio of student work?
* Does the teacher use a proficiency based rubric to score student work?
Unsatisfactory
Less than 70% of students in
the class demonstrated
proficiency on standards
level work or above in a
student portfolio.
Basic
70% of students in the class
demonstrated proficiency
on standards level work or
above in a student portfolio.
Proficient
80% of students in the class
demonstrated proficiency
on standards level work or
above in a student portfolio.
Possible evidence to look for:
• Scoring rubrics.
• Portfolios, products, projects, work samples, tests, etc.
Exemplary
90% of students in the class
demonstrated proficiency
on standards level work or
above in a student portfolio.
Standard 17: Student Growth Measured by Achievement on Standardized
Assessments
Domain V: Student Learning and Growth
Guiding Questions:
* Does the teacher administer/ utilize appropriate standardized assessments
adhering to professional guidelines?
* Does the teacher design and deliver instruction based on content standards
to prepare students for standardized assessments
Unsatisfactory
Less than 65% of students
achieve a grade level
standard, 1 or more year’s
growth, or achievement
target on a standardized or
norm referenced exam.
Basic
65% of students achieve a
grade level standard, 1 or
more year’s growth, or
achievement target on a
standardized or norm
referenced exam.
Proficient
75% of students achieve a
grade level standard, 1.5 or
more year’s growth, or
achievement target on a
standardized or norm
referenced exam.
Exemplary
85% of students achieve a
grade level standard, 2 or
more year’s growth, or
achievement target on a
standardized or norm
referenced exam.
Possible evidence to look for:
• Examples may include: OAKS*, SMARTER Balanced, ELPA, Extended
Assessments
• ACT, AP, DIBELS, PSAT, SAT, ASVAB,
*Required as one measure in grades 3-8 and 11
Standard 18: Student Growth on Performance Assessments
Domain V: Student Learning and Growth
Guiding Questions:
* Does the teacher maintain appropriate records to document growth?
* Does the teacher use an appropriate proficiency based rubric to assess
student growth?
Unsatisfactory
Less than 70% of students
in the teacher’s class meet
proficiency or make more
than one year’s growth on
post-assessments
according to a proficiency
based rubric
Basic
70% of students in the
teacher’s class meet
proficiency or make more
than one year’s growth
on post-assessments
according to a
proficiency based rubric
Proficient
80% of students in the
teacher’s class meet
proficiency or make more
than one year’s growth
on post-assessments
according to a
proficiency based rubric
Exemplary
90% of students in the
teacher’s class meet
proficiency or make more
than one year’s growth
on post-assessments
according to a
proficiency based rubric
Possible evidence to look for:
• Audio or video recording of a musical performance, speech, debate,
demonstration, dramatic performance
• District, state or nationally approved scoring rubric, PLC Common
assessment
• Products or Projects
• Data evidence of performance
What Challenges Occur When Implementing SGGs and How Can
States and Districts Address Them?
CHALLENGE: Developing and monitoring SGGs is time-consuming and
difficult. For many teachers and administrators, SGG development and
monitoring as well as assessment development will be new practices that
require much support.
School districts must help them overcome these challenges by providing
time-saving tools and efficient processes, as well as well-aligned materials
and professional development.
SOLUTION: Develop an online library of SGG resources.
On these websites, interested parties can find subject-specific samples of
SGGs, forms and timelines to support the process, checklists outlining key
features of SGGs and rubrics to assess SGG quality.
See http://sgoinfo.dpsk12.org and
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO.aspx
To help districts implement SLOs, New York has developed what it calls a
“roadmap,” available at www.engageny.org
Rhode Island provides evaluation guidance and handbooks for teachers
and administrators as well as training videos (Georgia is currently
producing training videos as well) and an accompanying PowerPoint
that evaluators can use to guide teachers through the process of setting
SLOs and evaluating their quality. Additional useful resources include
frequently asked questions, online contact support and calendars that
identify important deadlines for teachers and principals.
See:
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO.aspx
SOLUTION: Provide teachers and evaluators with thorough and rigorous
professional development.
• Creating a coherent theory of action on how Student Growth
Goals are intended to support instructional practice, student
learning and school and district missions. Professional development
can include how SGGs reflect best instructional practice and how
they should align to district, school, grade-level and team goals as
well as college- and career-ready standards.
• Choosing or developing and administering assessments.
Professional development can include how to identify and
develop high-quality assessments that measure student progress in
a particular discipline and how to link specific objectives to
specific assessments.
• Analyzing student data. Teachers and principals need information
about what data is available to them and how to interpret it,
including how to identify achievement trends and the performance
of specific subgroups of students, such as English language learners
and students with disabilities. They also need to know how to use
that data to develop appropriate individual, team, group or
school-wide SGGs.
• Writing high-quality SGGs. Teachers and principals will need
professional development on the basic components of SGGs and
how to set appropriate but ambitious growth targets.
• Connecting SGGs to other major initiatives. Districts should
integrate SGG professional development into their other
instructional initiatives, such as the implementation of collegeand career-ready standards. New York, for instance, is using
Race to the Top-funded Network Teams to deliver SGG
professional development as a way to articulate the
pedagogical and academic expectations of the Common
Core State Standards, data-driven instruction and turning
around low-performing schools.
• Preparing evaluators. In States and districts where SGGs are
developed collaboratively by teachers and principals,
principals will play a critical role in ensuring their consistency
and rigor. To that end, principals and other leaders supporting
the development of SGGs need clear guidance on how to
assess SGGs. Professional development should give evaluators
opportunities to practice using a rubric to determine SGG
quality and to learn how to provide teachers with the support
and resources they need to develop high-quality objectives.
• Providing ongoing professional development for everyone
involved in the process. Districts that have been implementing
SGGs have shown that teachers and principals get better at
the practice of setting them over time. Those districts offer
continuing professional development, even to experienced
practitioners. Ongoing professional development is informed by
review of the previous year’s SGGs and emphasizes continuous
support and improvement.
CHALLENGE: It is hard to ensure the quality of SGGs and the assessments
used to measure student learning.
SOLUTION: Provide support for evaluator calibration sessions.
SOLUTION: Set requirements or provide guidance for how to choose
and develop high-quality assessments.
States
SOLUTION: Hold administrators accountable for SGG quality.
Where Can I Find Practical Resources on SLOs?
For more information about SLOs, including resources that can help your
State or district implement them, see:
Denver Public Schools http://sgoinfo.dpsk12.org
New York State Department of Education www.engageny.org
Rhode Island Department of Education
http://www.ride.ri.gov/EducatorQuality/ EducatorEvaluation/SLO.aspx