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 SIPEstablish 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 alldefinition 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.

Student Growth Goal SettingFormFocused Criterion 8

Teacher Name:Jen Etter Date:8/2014

Goal Crafting/Developmentfor SG 8.1 – Group Goal

STEP 1: Data Review & Focus
Data/Context that prompted the focus for the goal
Learning Standard
(To what standard(s) or significant learning in the content area does this goal relate? What do you want the students to know?) / CCSS – Writing Standard #1 – Write arguments to support claims in an analysis of substantive topics or texts
1a. Introduce precise, knowledgeable claims…
1b. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each…
1c. Use words, phrases, clauses, and syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons…
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? ) / Rows 1 and 2 of rubric for Embedded Assessment #2 Unit 1 applied to synthesis prompt from Close Reading Workshop #1 to determine baseline for students ability to generate a claim, support it with evidence, and organize their argument.
Growth Measures (What measures will be used to demonstrate growth and learning?) / Same rubric will be used to assess student timed writing from Activity 1.13 and Embedded Assessment #2.
Timeframe (When will success be measured? What is the instructional timeframe?) / One unit – maximum 8 weeks.
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 TargetEvidence of high growth for all or nearly all students would be: / All students will improve 1 level on the rubric. Or, if at the highest level on the baseline will maintain at the Exemplary level with more complex text.
Average Growth Target
Clear evidence of growth for some students would be: / 75% of students will improve 1 level on the rubric. Or, if at the highest level on the baseline 75% will maintain at the Exemplary level with more complex text.
STEP 4: State the Goal
Goal: (What is the final goal statement?) / Students will increase their score by 1 level on the SpringBoard rubric for Synthesis Paper or remain at the exemplary level while reading more complex text.
Students will improve in their ability to establish a claim, acknowledge counter claims, support claims with evidence from text, and organize arguments logically.

Principal Feedback:

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 language / Unsatisfactory / Basic / Proficient / Distinguished
SG 3.2 & 6.2 / Growth or achievement data from at least two points in time shows no evidence of growth for most students. / Multiple sources of growth or achievement data from at least two points in time show someevidence of growth for somestudents. / Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. / Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

Student Growth Goal Notes/Feedback:

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2014-2015 Criterion 8 Goal Setting Form - Shoreline School District