Student Growth Goals:
An Introduction
Presented by:
Cam Kitchen, Administrator
Jodi Lee, Teacher
Jenna Miller, Teacher
Kelli Shurtliff, Human Resources
Robin Troche, Teacher & NCEA
Erin Whitlock, OEA
Student Growth Goals
Agenda for Today
Introduction to Oregon's Framework
Introduction to Student Growth Goals (SGG)
 Analysis of Baseline data
 Draft Student Growth Goals
 Determining Levels of Performance
 Aligning Practice to Support SGG
Student Growth Goals
Targets
 I can explain the difference between a growth goal and
achievement goal.
 I can list, model and explain the five steps in the student
growth goal setting process.
 I can summarize the goal parameters/expectations for a
variety of teaching assignments.
 After analyzing a data set, I can write a SMART student
growth goal.
Student Growth Goals
3
Framework Required Elements
 Teacher Evaluation
Oregon Framework for Teacher Evaluation and Support
Measures are ways/tools to gather evidence in our evaluation and professional
growth systems
(1)
(2)
(3)
(4)
(5)
Standards of
Professional
Practice
Differentiated
Performance
Levels
Multiple
Measures
Evaluation
and
Professional
Growth
Cycle
Aligned
Professional
Learning
(4 levels)
Student Growth Goals
Multiple Measures
Oregon teacher
Oregon
teacher
evaluations must
evaluations
must
include measures
include
measures
from three
three
categories ofof
categories
evidence:
evidence:
(C) Student
Learning and
Growth
(A)Professional
Practice
Aligned totothe
Aligned
the
standards ofof
standards
professional
professional
practice
practice
(B)Professional
Responsibilities
Student Growth Goals
Multiple Measures
(A) Professional Practice
 Evidence of effectiveness of planning, delivery of instruction,
and assessment of student learning
•Multiple Observations
•Artifact analysis
(B) Professional Responsibilities
 Evidence of teachers’ progress toward their own professional
goals and contribution to school wide goals, including
collegial learning
•Professional Goal
•Self-Assessment
Student Growth Goals
Multiple Measures
(C) Student Learning and Growth
 “Student growth” defined as “the change in student
achievement between two or more points in time.”
 Teachers, in collaboration with their
supervisors/evaluators, will establish Student
Growth Goals and select evidence from a variety of
valid measures and regularly assess progress
 It is just practice this year! 
Student Growth Goals
Process Point #1
Answer this question as a table and have
someone record your answers on the Process
Worksheet (yellow):
•Considering the information we have heard this far,
what are our building-level needs?
Record all questions on your table's Questions
Sheet (blue)
Student Growth Goals
Multiple Measures of Student Learning
Measures of student learning and growth includes three types of measures:
Types of Measures of
Student Learning
(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
3
Other school-wide or
Graduation rate, attendance rate, drop-out rate,
district-wide measures discipline data, college ready indicators (PSAT,
Category
AP/IB)
Multiple Measures
DEFINITIONS FOR 2013-2014 SCHOOL YEAR
 Teacher: Any individual holding a Teacher Standards and
Practices Commission (TSPC) teaching license and instructing
students 50% or more of their contracted day.
 Administrator: Any individual holding a TSPC Administrator
license who serves as a principal or an assistant principal in a
school building for 50% or more of their contracted day.
Student Growth Goals
Multiple Measures
(C) Teachers Student Growth Goals (SGGs)
 Write two SGGs minimum
 Two of the three categories of Student Learning Measures
must be used (last slide)
 If you are ELA (reading)/Math, Grades 4-8 & 11
• 1 of your 2 goals must use OAKS data
• Your other goal must use student learning measures from
category 2 or 3
 If you are not ELA (reading)/Math Grades 4-8 & 11
• Your goals must include student learning measures from
two of the three categories
Student Growth Goals
Multiple Measures
(C) Admin Student Growth Goals
 Write two goals minimum
 One goal must use OAKS data
•Building-level data in reading and math, including all
disaggregated groups of students
 Should align to Achievement Compact goals where applicable
Student Growth Goals
Growth Goals vs. Achievement Goals
 Start with baseline
data
 Intended to include all
students regardless of
ability level
 Students can show
various levels of
growth- students may
have individualized
finish lines
 Does not consider
baseline data
 Student goals are a
“one-size-fit-all”
 All students are
expected to cross the
same finish line
regardless of where
they start
Student Growth Goals
Example Goals
Growth Ex:
•By June of 2014, all students
will grow in one trait of writing
by one level as measured by
the state level writing rubric
for ___ grade.
Achievement Ex:
•By June of 2014, all
students will be proficient in
one trait of writing as
measured by the state level
writing rubric for ___ grade.
Student Growth Goals
SGG Characteristics
Course-level requirements:
•Elementary: year-long
Entire class is covered
•Secondary: length of actual class/course
Biggest amount of students possible (common preps)
•Targeted SGG
Can only do if the first goal already meets Course-level requirements
Subgroups of students
•All goals are for the “intact group”
Have “pre-” and “post-” data for students
Student Growth Goals
Process Point #2
Answer this question as a table and have
someone record your answers on the Process
Worksheet (yellow):
•Considering the information we have heard this far,
what are our potential roadblocks?
Record all questions on your table's Questions
Sheet (blue)
Student Growth Goals
So, what data sources will you use?
Student Growth Goals
Data Source Possibilities
Common
Assessments
Interim Assessments
District
Assessments
Student
Portfolios
Projects
Products
Student
Performances
Classroom
Assessments
Student Growth Goals
Data Source Possibilities
Common
Assessments
Interim Assessments
District
Assessments
Student
Portfolios
Projects
Products
Student
Performances
Student Growth Goals
Classroom
Assessments
Student Learning Measures
Measures of student learning and growth include three types of measures:
Category
Types of Measures of
Student Learning
(aligned to standards)
1
State or national
standardized tests
2
Common national,
international, regional,
district-developed
measures
3
Classroom-based or
school-wide measures
3
Other school-wide or
district-wide measures
For my content area of: _____________________
Examples include, but are not limited to:
What does a SGG look like?
SGGs are detailed, measurable goals for student
growth
•Specific timeframe
•Collaboratively developed
•Based on student learning needs ID'd via baseline
data
•Step-by-step process to follow
•Regular review/assessment of progress
•The objective in a SGG is a SMART goal
Student
Growth
Student Growth
GoalsGoals
SMART Goal Process
S
M
A
R
T
Specific- The
goal addresses
student needs
within the
content.
MeasurableAn appropriate
instrument or
measure is
selected to
assess the goal,
and a concrete
criteria
AppropriateThe goal is
clearly related
to the role and
responsibilities
of the teacher.
Realistic- The
goal is
attainable.
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
measurable
and uses an
appropriate
instrument.
The goal is
standardsbased 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.
Student Growth Goals
Unacceptable SGGs
80% of students will pass the end-of-course exam.
Students scoring 80 or lower on the pre-assessment will increase
their scores by at least 10 points. Any students scoring 81 or higher
on the pre-assessment will maintain their scores.
Student Growth Goals
Student Growth Goals
Unacceptable SGGs:
80% of students will pass the end-of-course exam.
 Does not show growth
 Timeframe is partially unclear
Students scoring 80 or lower on the pre-assessment will increase
their scores by at least 10 points. Any students scoring 81 or higher
on the pre-assessment will maintain their scores.
 Students scoring at 50 need to make greater gains
 Growth is non-existent for students at 81+, who may also need to be challenged
with higher goal and/or additional assessment to illustrate growth
 No mention of post-assessment
 No specific time frame
Student Growth Goals
Student Growth Goals
Acceptable Student Growth Goals
Unacceptable Student Growth Goals
By June ‘14, 15 of 25 students will meet their typical Given the OAKS Reading Assessment at __ grade,
growth target within -3 RIT scores and the
85% of students will achieve a score of ___ or
remaining 10 students will show growth within -5- above.
7 RIT of their target (with at least 1 RIT growth) as
measured by the OAKS Reading Assessment at __
grade at or above the 50%ile (typical growth).
By Spring ’13, all English Language Learners
scoring a 1-3 on the ELPA will increase one level or
more as measured by the ELPA assessment.
Students scoring higher than a 3 will show at least
10% growth as measured by a teacher-developed
pre/post-language test.
At least 18 of 21 students achieve a score of 4 or
higher on the Music Mastery Rubric
By June ’14, each student will improve their Oral
Reading fluency rate by at least 40wpm as
measured by the Spring ORF easyCBM assessment.
At least 17 of 20 students achieve a score of 3 or
higher on the AP Chemistry exam.
Student Growth Goals
Process Point #3
Answer this question as a table and have
someone record your answers on the Process
Worksheet (yellow):
•Considering the information we have heard this far,
what are our potential opportunities?
Record all questions on your table's Questions
Sheet (blue)
Student Growth Goals
Let’s Take A Brain
Break!
Student Growth Goals
SGG Evaluation Cycle
I
SGG
Development
Process
V
Summative
Conference:
Discussion of
impact on practice
and summative
rating/professional
growth
IV Summative
Conference:
Final review of
SGG & Scoring
II
SGG Initial
Collaborative
Goal Meeting
III
SGG Mid-Course
Review
Student Growth Goals
I – SGG Development
Generally includes the following 5 steps:
1. Identify core content and standards
2. Gather and analyze student data
3. Determine the focus of the SGG (St/course)
4. Select or develop an assessment(s)
5. Develop a SMART goal statement and rationale:
Student Growth Goals
Let’s Write a Student Growth Goal
Student Growth Goals
Step 1: Identify Core Content & Standards
Step 1:
ID Core
Content &
Standards
Step 2:
Gather &
Analyze
Student
Data
Step 3:
Determine
focus of
SGG
Step 4:
Select or
develop
assessment
Student Growth Goals
Step 5:
Develop a
SMART
Goal
statement
and
rationale
Step 1: ID Core Content & Standards
Guiding Questions:
•What national or state standards are addressed by the course?
•What are the essential skills and content knowledge that students will
need in order to be successful next year?
•In which of these essential skills and content knowledge are students
struggling?
•What are the specific academic concepts, skills or behaviors the SGG
will target?
Student Growth Goals
Step 2: Gather & Analyze Student Data
Step 1:
ID Core
Content &
Standards
Step 2:
Gather &
Analyze
Student
Data
Step 3:
Determine
focus of
SGG
Step 4:
Select or
develop
assessment
Student Growth Goals
Step 5:
Develop a
SMART
Goal
statement
and
rationale
Step 2: Gather & Analyze Student Data
You need to KNOW your
students abilities before
you develop the goal.
Student Growth Goals
Step 2: Gather & Analyze Student Data
Other data that is important to consider could
include:
•Attendance data
•Demographics information
•Student support needs
IEP
ELL
•Any others that you can think of?
Student Growth Goals
Student
Indicator 1
Indicator 2
Indicator 3
Student 1
2
2
1
Student 2
3
3
4
Student 3
1
1
1
Student 4
2
2
1
Student 5
3
2
2
Student 6
3
2
2
Student 7
2
1
1
Student 8
1
1
1
Student 9
3
3
3
Student 10
2
2
1
Student 11
3
2
2
Student 12
3
3
3
Student 13
1
1
1
Student 14
3
3
4
Student 15
3
2
2
Student 16
2
2
2
Student 17
1
1
1
Student 18
3
3
2
Student 19
3
3
4
Student 20
2
1
1
Baseline Data
On your template:
1. Complete the baseline data information
2.Where are my (your) students now?
3.Based on the data, have a conversation at your
table about what needs to happen in your
classroom as far as student learning
Student Growth Goals
Process Point #4
Answer this question as a table and have
someone record your answers on the Process
Worksheet (yellow):
•Considering the information we have heard this far,
what are our burning questions?
Record all questions on your table's Questions
Sheet (blue)
Student Growth Goals
Step 3: Determine focus of SGG
Step 1:
ID Core
Content &
Standards
Step 2:
Gather &
Analyze
Student
Data
Step 3:
Determine
focus of
SGG
Step 4:
Select or
develop
assessment
Student Growth Goals
Step 5:
Develop a
SMART
Goal
statement
and
rationale
Step 3: Determine focus of SGG
Remember that:
•Elementary: year-long & entire class is covered
•Secondary: length of actual class/course & biggest amount of
students possible (common preps)
Tiered targets within a course-level SGG
•If data analysis shows wide range of skill/ability
•Different targets for different groups of students
•Can choose to have individual targets as well
Student Growth Goals
Examples of Tiered Targets Goal
1.From Oct to January, all students will meet their target score as measured by the American
Government pre-/post-assessment:
Baseline Score Range
Target Score on Post-Test
20-30
70
31-50
77
51-70
85
71-85
90
86-95
96
2.From Fall ‘13 to Spring ’14, all students at __ level will improve their reading fluency by 25
wpm, students at __ level improve by 35 wpm, and Sts at __ will improve by 40wpm, as
measured by an ORF assessment.
Student Growth Goals
OAKS & Growth Goals
It is just practice this year 2013-14
Not about:
•How many kids “meet” or “exceed” OAKS
•How much I “grow” the number of kids who meet/exceed
Based on OAKS Growth targets
•Oregon Growth Model – DO NOT USE FOR SGG
In 3-years or by 11th grade, these targets aim to get students
to “Meets”
•Typical Growth Model –
Use this model with trend data to help you write goal
Based on prior year's score, this is what 50%ile typically
score in their current year
Student Growth Goals
OAKS & Growth Goals
Reading - 3rd to 4th Grade Growth
3rd Grade 4th Grade Typical
Score
Target Growth
186
187
188
189
190
191
192
193
194
195
210
210
210
210
210
211
211
211
212
212
200
200
200
201
201
202
203
204
204
205
3rd Grade 4th Grade Typical
Score
Target Growth
197
198
199
200
201
202
203
204
205
206
213
214
214
214
215
215
216
216
216
217
Student Growth Goals
207
208
210
211
212
213
214
214
215
216
Example OAKS Goal – 4th Grade
By June 2014:
•50% of 4th grade students will meet their growth target (see
attached data) as measured by OAKS-Reading 4th grade exam; this
is using the typical growth (50%ile) model. Additionally, students
who do not meet or exceed their growth target will be within at
least -7 RIT scores of their target (so all students are expected to
show growth).
•100% of students will grow by at least 30% on the pre-/-post
comprehension test, with at least half of students growing by 50%.
Student Growth Goals
Example OAKS Goal – 11th Grade
By June 2014
•55% of 11th grade students in my class who have not yet passed
OAKS-Math (and will thus be taking it again) will demonstrate
growth on the OAKS Math for 11th grade at or above the 50%ile
(typical growth). Since statistically only about 50% of students hit
this growth target, having over 50% hit it is quite rigorous. I will
expect all students who do not hit the target to be within at least 5-7 RIT scores of their typical growth target and still show growth.
Student Growth Goals
Step 4: Select or develop an assessment
Step 1:
ID Core
Content &
Standards
Step 2:
Gather &
Analyze
Student
Data
Step 3:
Determine
focus of
SGG
Step 4:
Select or
develop
assessment
Student Growth Goals
Step 5:
Develop a
SMART
Goal
statement
and
rationale
Step 4: Select or develop an assessment
Guiding Questions:
•Is this assessment the best way to measure student progress
toward the objective?
•Does this assessment allow all students to demonstrate
developmentally appropriate growth?
•Does this assessment follow district and state guidelines?
•How will I ensure assessments are graded in a fair and unbiased
manner?
Student Growth Goals
Step 5: Develop SMART Goal Statement
Step 1:
ID Core
Content &
Standards
Step 2:
Gather &
Analyze
Student
Data
Step 3:
Determine
focus of
SGG
Step 4:
Select or
develop
assessment
Student Growth Goals
Step 5:
Develop a
SMART
Goal
statement
and
rationale
Step 5: Develop SMART Goal Statement
Growth goals developed with specific indicators of growth
 Guiding Questions:
•How was the baseline data used to inform the growth goal?
•Are tiered targets appropriate for the student population included in the SGG?
•Are expectations rigorous yet realistic?
Rationale for growth goal was well developed
 Guiding Questions:
•How will this goal address student needs?
•Why is this goal important?
•What baseline data informed this goal?
•How will attainment of this goal help the student learn necessary content for future
grade levels?
Student Growth Goals
Process Point #5
Answer this question as a table and have
someone record your answers on the Process
Worksheet (yellow):
•Considering the information we have heard this far,
what are our next steps in-building?
Record all questions on your table's Questions
Sheet (blue)
Student Growth Goals
Draft Your Goal
Draft a goal based on baseline data
Make sure it is growth:
• All students
• Considers baseline
• Is not an achievement goal
Make sure it is S.M.A.R.T.
THEN…
• Rotate to another group's goal
• Give them feedback on their goal using the criteria above
Student Growth Goals
A Possible Goal
Student Learning Objective
Statement:
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 indicators of the
rubric.
A good goal statement is
one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound
Student Growth Goals
Strategies for the Goal
Students will….
I will….
use a writer’s notebook for writing
practice, specifically developing ideas and
focusing on specific audiences for specific
purposes.
implement strategies learned during Rigor
and Relevance training and develop writing
prompts for students to use in their writer’s
notebooks.
refine my implementation of the
standards, researching and implementing
engaging and rigorous teaching strategies
that deepen student understanding of
organizational structures and uses in their
own writing.
refine my use of ongoing formative
assessment to impact daily instruction by
teaching students to lead classroom
discussions and peer reviews. I will
incorporate these in practice.
analyze organizational structure of
narrative, informational/explanatory, and
argumentative writing and apply to their
own writing.
participate in peer response groups to
give/receive feedback on audience
awareness, purpose, and idea development.
Student Growth Goals
District Expectations
Elementary
• Two SGGs and professional goals by Oct 15th
Secondary
• If you teach a year-long course, two SGGs and
professional goals by Oct 15th.
• If you teach a semester or quarter class a
minimum of professional goals and SGGs
timeframe identified (+ goal if applicable to
first term) by Oct 15th.
Student Growth Goals
Target Check
 I can explain the difference between a growth goal and
achievement goal.
 I can list, model and explain the five steps in the student growth
goal setting process.
 I can summarize the goal parameters/expectations for a variety of
teaching assignments.
 After analyzing a data set, I can write a SMART student growth
goal.
Student Growth Goals
55