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Student Learning Goals (SLGs): Introduction and Overview

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Title: Student Learning Goals (SLGs): Introduction and Overview


1
Student Learning Goals (SLGs) Introduction and
Overview
Last Revised 09/30/15
2
Whats The Big IDEA?
  • Senate Bill 290 has specific
  • goal-setting requirements for all licensed and
    administrative staff in the State of Oregon.
  • In 2015-16, licensed staff and administrators
    must write two (2) Student Learning Goals (SLGs).

!
3
What is a Student Learning Goal (SLG)?
  • 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.
  • -From the Oregon Department of Education
    Guidance for Setting Student Learning and Growth
    (SLG) Goals, June 2014

4
Who Completes SLGs?
  • Licensed staff who are
  • 0.5 total FTE or greater
  • Instruct students
  • Counselors / Child Development Specialists
  • Speech Pathologists
  • Principals / APs / ADs
  • Level Directors

5
What is Growth?
Growth is
a change in student achievement for an
individual student between two or more points in
time.
US Department of Education (2009)
6
What is Growth? Another Perspective
Elements of Growth
7
Which students do I find growth for?
  • Licensed Staff, Counselors, Speech Pathologists,
    and Others
  • All students in a particular class/course
    (between 2 goals)
  • Examples
  • A 4th Grade Class
  • 3rd Grade Music / PE Students
  • All periods of first semester Algebra I
  • Counselors, Speech Pathologists, and Special
    Education professionals may also identify groups
    of students by common skill or need.
  • Principals, Assistant Principals, Athletic
    Directors, Level Directors
  • All students in a particular grade level, course,
    or population (based upon school needs and
    between 2 goals)
  • Examples
  • All 4th Grade Students
  • 3rd Grade Music / PE Students
  • All periods of first semester Algebra I
  • All ELL students

8
How Do I Include Growth for All Students in Only
Two Goals?
  • ODE has shared the use of tiered, or layered,
    goals to establish unique growth targets for
    students relevant to their baseline
  • Tiered goals could also utilize other data, such
    as attendance, to establish groupings.

9
What Does a Tiered Goal Look Like?
10
SLG Key Elements
  • Specific
  • Measures knowledge/skill important to the
    class/course
  • Sets growth expectations for all students
    relative to each students baseline
  • Challenging, but attainable

11
The 2015-16 SLG Form What Does Each Section
Mean?
Content Standards/Skills A clear statement which identifies the relevant content or skills students will grow in mastery of over the course of this goal.   Example 8.3S.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.
Assessments / Data Source 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.   Assessment Categories Category 1 SMARTER Balanced and Extended Assessment Not used in 2015/16 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 district-wide 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.
12
The 2015-16 SLG Form What Does Each Section
Mean?
Context/Students 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)   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.  
Baseline Data 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.   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.
13
The 2015-16 SLG Form What Does Each Section
Mean?
Student Growth Goal (Targets) / Goal Statement 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 By DATE, 100 of SCHOOL NAMEs 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  
Rationale 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.  
Baseline Data Point Growth Outcome
1 2
2 3
14
The 2015-16 SLG Form What Does Each Section
Mean?
Strategies   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 goals author will attempt to accomplish the goal.  
Professional Learning and Support   Opportunity for the goals 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 educators Professional Growth Goal and to focus upon impactful or high-leverage professional learning opportunities.  
15
Where does SLG Data Come From?
Category 1 is not required to be used as a data
source for 2015-16! (see next slide)
16
A Note About SLG Data for 2015-16
  • ODE has submitted a waiver to the US Department
    of Education to authorize postponement of use of
    Smarter Balanced test results in SLGs until the
    2016-17 academic year. Although the US Department
    of Education has not yet approved this request,
    ODE has asked districts to take certain steps to
    move forward with the SLG process for this
    academic year.
  • At ODEs request, all 2015-16 educators,
    regardless of grade level or subject, will be
    required to write two (2) Student Learning Goals
    (SLGs) utilizing Category 2 as a data source.
  • Beginning in 2016-17, educators in grades 4-8
    teaching language arts or mathematics will be
    required to utilize a Smarter Balanced Median
    Student Growth Percentile (MSGP). Districts,
    including Salem-Keizer, will introduce and
    provide training on the use of MSGP during the
    2015-16 school year. We will continue to update
    educators on the status of this postponement
    request.

17
The SLG Approval Checklist
Baseline Data Yes No
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?    
18
Approve this SLG?
  • Large Group Activity

19
Approve This SLG?
By June 2016, 100 of XYZ Elementarys 3rd 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 3rd grade.
20
Approve This SLG?
By June 2016, 100 of XYZ Elementarys 3rd 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
21
Does My 2014-15 SLG Meet?
  • Individual Activity

22
Instructions Does My 2014-15 SLG Meet?
  • Using the SLG Approval Checklist, review one of
    your 2014-15 SLGs and determine if your goal
    meets all 2015-16 criteria.
  • If it does, congratulations! Consider how your
    goal might be utilized in 2015-16.
  • Is it still relevant and needed?
  • How might you update it for use this year?
  • If your goal does not meet all criteria, thats
    ok!
  • How might you modify your goal to meet in one or
    more of the areas of the checklist?

23
Draft a 2015-16 SLG
  • Table Activity

24
Instructions Draft a 2015-16 SLG
  • As a table, use the chart paper provided to draft
    a potential goal for use in 2015-16.
  • Be sure to
  • Choose a goal assessment and topic which will
    benefit your students and school.
  • Use the SLG Approval Checklist to make sure that
    your potential goal meets requirements.
  • Consider what you learned when you reviewed your
    own 2015-16 goal.
  • When finished, attach your chart paper to an open
    section of wall and stand with it as a group.

25
Instructions Pt. 2 Draft a 2015-16 SLG
  • Gallery Walk
  • As a group, take your SLG Approval Checklists and
    visit two other goals posted around the room.
  • Review the SLGs you visit using the Checklist. Do
    they meet the criteria? Why or why not?
  • Mark Approved or Revision Needed on the
    poster.
  • If revision is needed, indicate which checklist
    item(s) were not met.
  • Once you have visited and reviewed two SLGs,
    return to your SLG as a group.

26
SLG Scoring Table
Level 4 (Highest) 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 substantial number of students surpassed the overall level of attainment established by the target(s). Goals are very rigorous yet attainable, and differentiated (as appropriate) for all students.
Level 3 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 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 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.
Level 1 (Lowest) 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.
27
What are SLG Scoring Results Used For?
  • State Reporting of Aggregate Data
  • Completed by Central Office
  • Individual Results Shared via Report with
    Building Administrators (in Fall 2016)
  • Used for Initial Conference dialog, and to
    determine if additional conversation or support
    needed for 2016-17 goal development.
  • SLG results are not used for determining
    continued employment, contract status, Programs
    of Assistance for Improvement, or pay.

28
SLGs Closing Thoughts
  • SLGs are a new way of looking at data, and may
    challenge us in a variety of ways.
  • We have an opportunity to use this state
    requirement to our advantage by making
    intentional plans to support our students.
  • When writing goals, we dont always know what
    will be predictive of student growth (and thats
    okay). Part of the SLG process is exploring what
    works, and what doesnt.
  • The single greatest value in the SLG cycle is
    reflection. If results are not what we expect,
    what can we learn from that?

29
Questions or Feedback?
  • Contact Us!
  • Staff Quality and Staff Improvement
  • Human Resources Salem-Keizer Public Schools
  • Lancaster Professional Center
  • Ph. 503-399-3061
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