Student Learning Goals SLGs Introduction and Overview Big
Student Learning Goals (SLGs): Introduction and Overview
Big !
“SLG goals are detailed, measurable goals for student learning and growth developed collaboratively by educators and their evaluators. They are based on student learning needs identified by a review of students’ baseline skills. ”
Growth is… “…a change in student achievement for an individual student between two or more points in time. ” US Department of Education (2009)
Another Perspective 1 Student 2 Points in Time Elements of Growth 1 Growth Outcome
• Tiered goals could also utilize other data, such as attendance, to establish groupings.
A clear statement which identifies the relevant content or skills students will grow in mastery of over the course of this goal. Content Standards/Skills Example: 8. 3 S. 2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Suggest new investigations based on analysis of results. The assessment or instrument which will be used to measure student learning and growth. Oregon currently divides assessments into one of two categories (see below). In addition to identifying the category, the specific measure (e. g. , DRA, AP Test – US History) must be explicitly identified. Assessments / Data Source Assessment Categories Category 1 – SMARTER Balanced and Extended Assessment *Not required in 2016/17* Category 2 – All other measures of student learning and growth. Please Note: Per ODE, a Category 2 measure must be consistently administered and scored either districtwide or school-wide. Using this guidance, a PLC-developed measure, such as a common pre-and-post assessment, would be valid for use in a SLG. A measure developed and used in only one classroom would not be considered valid for use.
Identification of the number of students measured by the SLG, and a description of the relevant demographics, characteristics, and learning needs of the student population. Relevant characteristics are unique to each SLG, and may include (but are not limited to): Context/Students Gender / Race / Ethnicity TAG Status ELL Status IEP/504 Status Context should be used, when appropriate, to inform decisions regarding growth targets and appropriate strategies/supports. Information regarding students’ current performance, which will be used as the “starting point” from which growth will be measured. Baseline data should generally be derived from the same measure/assessment (or type of measure/assessment) that will be used at the conclusion of the goal. Baseline Data It may be helpful to summarize trends or patterns in the baseline data. Sources of baseline data will vary by school, grade, and/or subject. Data can be presented in a variety of ways, including as a list, table, or as an attached file.
A clear statement of desired student growth outcomes for 100% of the student population measured by the SLG. The goal statement should specifically identify the length of the goal, both the baseline and end-of-goal data sources, and differentiated growth expectations. Growth expectations should be rigorous, yet realistic. An example goal statement structure is: Student Growth Goal (Targets) / Goal Statement Rationale By [[DATE]], 100% of [[SCHOOL NAME]]’s [[STUDENT POPULATION]] students will demonstrate growth in their [[ASSESSMENT AND RESULT BEING MEASURED]] as compared to their [[SPECIFIC BASELINE DATA]]. Growth will be differentiated as follows: Baseline Data Point Growth Outcome 1 2 2 3 A detailed description of the reasons for selecting this specific goal and growth targets. A complete rationale should explain why the goal is important to students, and why the growth targets are appropriate.
Strategies Professional Learning and Support Identification of the ways in which the educator (or administrator, for principals/assistant principals) will support students in attaining the goal statement and growth outcomes identified. Strategies can be adjusted throughout the year, and should provide concrete steps by which the goal’s author will attempt to accomplish the goal. Opportunity for the goal’s author to identify areas where additional learning, resources, or support are needed to assist students in successfully completing the goal and attaining the growth outcomes identified. This section is most powerful if then used to inform the educator’s Professional Growth Goal and to focus upon impactful or high-leverage professional learning opportunities.
Category 1 Oregon’s State Assessments • Smarter Balanced • Extended Assessments Category 1 is not required to be used as a data source for 2016 -17! (see next slide) Category 2 Commercially or Locally Developed Measures; Other State Measures • DRA • OAKS Science • PLC-Developed Pre- and Post-Assessments for Units of Study • District-Developed Assessments • Other (With Principal Approval) • ELPA is not recommended for 2016 -17, as baseline results from 2015 -16 are not currently available.
At ODE’s request, all 2016 -17 educators, regardless of grade level or subject, are encouraged to write two (2) Student Learning Goals (SLGs) utilizing Category 2 as a data source. Category 1 (Smarter Balanced) is a permissible data source, but is not required. It may be challenging to write meaningful goals which inform instruction when using a summative measure.
Baseline Data Is baseline data used to make data-driven decisions for the SLG goal, including student information from past assessments and/or pre-assessment results? Student Growth Goal (Targets) Is the SLG goal written as a “growth” goals v. “achievement” goal? (i. e. growth goals measure student learning between two or more points in time and achievement goals measure student learning at only one point in time. ) Does the SLG goal describe a “target” or expected growth for all students, tiered or differentiated as needed based on baseline data? Rigor of Goals Does the goal address specific knowledge and skills aligned to the course curriculum and based on content standards? Is the SLG goal measurable and challenging, yet attainable? Yes No
Approve this SLG?
By June 2017, 100% of XYZ Elementary’s 3 rd grade students will demonstrate growth in their DRA reading levels by attaining a DRA level of 38, which is considered to be “on grade level” for the end of 3 rd grade.
By June 2017, 100% of XYZ Elementary’s 3 rd grade students will demonstrate growth in their DRA reading levels as compared to their Spring 2015 DRA results. Growth will be differentiated as follows: DRA Level – Spring 2015 DRA Level by June 2016 1– 2 20 3 -4 24 6 – 10 28 12 – 14 30 16 – 18 34 20 – 24 38 28 – 34 40 38 – 40 50
Does My 2015 -16 SLG Meet?
Draft a 2016 -17 SLG
This category applies when approximately 90% of students met their target(s) and approximately 25% of students exceeded their target(s). This category should only be selected when a Level 4 substantial number of students surpassed the overall level of attainment established by the (Highest) target(s). Goals are very rigorous yet attainable, and differentiated (as appropriate) for all students. This category applies when approximately 90% of students met their target(s). Results within a few points, a few percentage points, or a few students on either side of the target(s) should be Level 3 considered “met”. The bar for this category should be high and it should only be selected when it is clear that all or almost all students met the overall level of attainment established by the target(s). Goals are rigorous yet attainable and differentiated (as appropriate) for all students. Level 2 Level 1 (Lowest) This category applies when 70 -89% of students met their target(s), but those that missed the target missed by more than a few points, a few percentage points or a few students. Goals are attainable but might not be rigorous or differentiated (as appropriate) for all students. This category applies when less than 70% of students meet their target(s). If a substantial proportion of students did not meet their target(s), the SLG was not met. Goals are attainable, but not rigorous. This category also applies when results are missing or incomplete.
- Slides: 29
