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:Chertock, Christensen, Haner, Hunter, O’Hayre Date:Tues, Apr14, 2015 (3rdQtr)

Goal Crafting/Developmentfor SG 8.1 – Group Goal

STEP 1: Data Review & Focus
Data/Context that prompted the focus for the goal /
  • Common Core
  • Alignment of 9th and 10th World History classes at SW & SC
  • Laying out key historical thinking skills and establishing goals for 9th and 10th History classes that increase in complexity
  • We have focused for two quarters on the skill of analyzing the Origin, Purpose, Value & Limitations of a source, and one quarter on digging deeper into the element of Purpose by having students identify the argument within a text.
  • After District Social Studies training on the Smarter Balanced Constructed Response-style Test Questions, we determined that the next level of depth is to develop student growth in the area of comparing two different claims (from two different authors/texts) on the same issue.

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?) / (CCSS.ELA-LITERACY.RH.9-10.6) – Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
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? ) / * Give students (or students find through research) two or more texts on the same topic. Students will be asked to summarize the different claims and compare how they differ. They will also need to cite key details to support their answer. We will use a common rubric in all our classes; it will be identical as we score each assessment (from baseline through summative).
Growth Measures (What measures will be used to demonstrate growth and learning?) / We will do this same task (using varied primary and secondary sources) at least once per unit. These are our “dipstick” measures. The Summative assessment will happen by the end of 4th quarter. They will do this within the Middle East unit following two guest speakers representing the Palestinian and Israeli perspectives on the Palestinian-Israeli Conflict.
Timeframe (When will success be measured? What is the instructional timeframe?) / There will be roughly 7 weeks of instruction between the baseline data collection and the summative assessment (from mid-April to the early June).
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: / Student Achievement Goal: Most students (75% or above) will achieve Proficiency on the common rubric.
Student Growth Goal: Most or all students (80-100%) will improve their scores from the Baseline Measure to the Summative Assessment.
Average Growth Target
Clear evidence of growth for some students would be: / Achievement: Some students (50%) will achieve Proficiency on the common rubric.
Growth: Some students (50-75%) will improve their scores.
STEP 4: State the Goal
Goal: (What is the final goal statement?) / Students will be able to compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

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