Student Growth Goal Setting Guide – 8.1 This guide will assist teachers in creating student growth goals for students and evaluators in having the conversations with teachers that are needed in order to evaluate the implementation and success of those goals. For the 2014-2015 school year, all Shoreline teachers on the Focused evaluation are being evaluated on Criterion 8 only. Therefore teachers need to write a goal for S.G. 8.1 – Establish Team Student Growth Goal. This work is best done in an instructional team or PLC group. Step 1: Review SIP & Establish a Focus for Student Growth Goals/ Identify Standard CONTEXT: Think about your content area and the standards/skills that you teach. Ask yourself and your instructional team these questions. In our discipline, what do our students struggle with (standards/skills)? Where can we find data to tell us more? What does that data tell us? LEARNING STANDARD: Ask your team these questions. Which big idea is supported by the learning goal? Which content standards are associated with this big idea? Why is this learning goal important and meaningful for students to learn? In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the standards or big idea being measured? Identify the instructional period for the learning goal (benchmark period, fall to spring, one semester) and why this time span is appropriate and sufficient. Step 2: Identify/Select Assessments and Determine Timeframe Assessments should be standards-based, of high quality, and designed to best measure the knowledge and skills found in the learning goal. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned. Describe the baseline assessment(s) (such as performance tasks, projects and their corresponding rubrics) that measure students’ understanding of the learning goal. Describe the growth assessment(s) (such as performance tasks, projects and their corresponding rubrics) that measure students’ understanding of the learning goal. Explain how student performance is defined and scored using the assessments. Include the specific rubric and/or scoring criteria to be used. How often will you collect data to monitor student progress toward this learning goal? How will you use this information to monitor student progress and to differentiate instruction for all students (Criterion 6 and 8)/ students in the subgroup (Criterion 3) toward this learning goal? Step 3: Establish Learning Targets Targets: identify the expected outcomes by the end of the instructional period for the instructional group. Although achievement of the team goal is not evaluated (there is no 8.2), it is expected that the team will establish learning targets. Review the rubric language for 3.2 and 6.2. The terms are intentionally vague. This provides an opportunity to allow the teacher teams and administrator to have deep reflective conversations based on the specific context of the classroom including the unique and specific needs of the students. Having a one size fits all definition of “none, some, most and nearly all” may inhibit the deep conversations that are supposed to be taking place between the teacher and principal. Use performance data to describe specific starting points and specific expected outcomes for students. Step 4: State the Goal Write a short description of what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and curriculum. 2014-2015 Criterion 8 Goal Setting Form - Shoreline School District 1 Student Growth Goal Setting Form Focused Criterion 8 Teacher Name: Date: Goal Crafting/Development for SG 8.1 – Group Goal STEP 1: Data Review & Focus Data/Context that prompted the focus for the goal Essential Learning Standard (To what essential standard(s) or significant learning in the content area does this goal relate? What do you want the students to know?) STEP 2: Identify Measures and Determine Timeframe Baseline Measures (What measure(s) will be used to determine baseline data in order to accurately assess learning? ) Growth Measures (What measures will be used to demonstrate growth and learning?) Timeframe (When will success be measured? What is the instructional timeframe?) STEP 3: Establish Learning Targets (Targets may be developed collaboratively with principal). Using data regarding students’ starting points, identify the targets expected for “high” and “average” growth. Explain how these targets demonstrate ambitious, yet realistic goals. High Growth Target Evidence of high growth for all or nearly all students would be: Average Growth Target Clear evidence of growth for some students would be: STEP 4: State the Goal Goal: (What is the final goal statement?) Principal Feedback: 2014-2015 Criterion 8 Goal Setting Form - Shoreline School District 2 Is this goal related to your PLC Goal? Yes No If “yes” indicate the names of the team members also working on this goal: If “no” explain: _____________________________________________________________________________________ Part 2: Implementation of Goal (Questions to discuss at student growth conference) What instructional strategies could you use to enable all student to meet this standard? What will you do to assist students who haven’t met standard? _____________________________________________________________________________________ Part 3: Looking at Formative Data (Questions to discuss at Mid-year Progress Review) What does your formative data tell you about student progress toward goal? What engagement strategies could you explore that could yield formative data? _____________________________________________________________________________________ Part 4: Goal Results – Not Applicable for Criterion 8. (Use this rubric to help set growth targets) Rubric Unsatisfactory Basic Proficient Distinguished language SG 3.2 & Growth or Multiple sources of Multiple sources of Multiple sources of 6.2 achievement data growth or growth or growth or from at least two achievement data achievement data achievement data points in time shows from at least two from at least two from at least two no evidence of points in time show points in time show points in time show growth for most some evidence of clear evidence of evidence of high students. growth for some growth for most growth for all or students. students. nearly all students. Student Growth Goal Notes/Feedback: 2014-2015 Criterion 8 Goal Setting Form - Shoreline School District 3