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.
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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
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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
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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
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