Transcript Administrator Student Growth Goal Planning

Student Growth Goal
Planning
Sept 2014
S
Targets for Today
S Understand the components of Student Growth Goals
S Evaluate a sample “SGG” to determine if it meets criteria
S Better understand and be able to explain the Student
Growth Percentile score on STAR reports
S In order to measure teachers’ contribution to
student academic progress at the classroom
level and administrators’ contribution at the
school or district level, Oregon is using the
Student Learning and Growth (SLG) goals
process.
S SB 290 allows each teacher and administrator
to establish a set of classroom or administrative
practices and student learning goals that are
based on the individual circumstances of the
teacher or administrator.
Brainstorm
S In your position, what are you responsible for related to
student academic (standards based) outcomes?
S What evidence can be used to demonstrate these outcomes?
Brainstorm Cont.
S In your position, what are you responsible for related to
increasing student access to learning or creating conditions
that facilitate student learning?
S What evidence can be used to demonstrate these outcomes?
S Direct measures provide a straightforward method for
assessing student learning of content-specific standards in
tested and non-tested subjects. A reading assessment given in
third grade class or performance assessment in music class are
both examples of direct measures.
S Some educators may use direct measures that focus on skill
development if these domains reflect their primary job
function and responsibilities. For example, a school counselor
may set goals and assess learning related to the guidance
curriculum he/she teaches.
S Indirect measures are related to increasing student access to
learning or creating conditions that facilitate student learning.
Indirect measures may be used by educators and administrators
whose responsibilities are related to non-academic aspects of
schooling.
S Examples of indirect measures include graduation/dropout
rates, discipline referral, attendance/tardiness rates, teacher
retention/recruitment rates, etc.
S For example, a school counselor or administrator accountable for
student attendance could use attendance rates as a measure.
Remember:
S In order to measure teachers’ contribution to
student academic progress at the classroom
level and administrators’ contribution at the
school or district level, Oregon is using the
Student Learning and Growth (SLG) goals
process.
Questions for Conferences
S Which student outcomes are you focused
on/emphasizing within your assignment or area of
direct responsibility?
S What do we have in common?
S District/School level?
S Building team?
Required Components of SGGS
S Aligned to standards and clearly describe specific
learning targets students are expected to meet.
S Classroom Context/Students
S Description of Assessments
S Baseline Data
S Student Learning and Growth Goal
S Strategies
S Professional Learning and Support
Targeted Goals:
S An individual SLG goal that is focused on a particular
group of students must include all students in that group
with which the goal is aligned.
S Within the course or class for which the goal is written,
particular students or groups of students may not be
excluded.
Measuring Growth
S Renaissance Growth Video
Measuring Growth
S STAR Assessments provide information about student’s growth
between two testing periods in the same year
S Allows a teacher and school to ask whether student growth is
adequate, accelerated, or less than expected
S After our Winter Benchmark and our Spring Benchmark, we will be
able to generate “Growth Reports” for each student in the classroom.
S A school report will allow the principal to see overall growth of the
school and for each teacher. Class reports allow teacher to see growth
for each student in their class.
Student Growth Percentile
S
SGP compares a student’s growth to that of his academic peers nationwide.
S
“Academic peers” are students at a similar achievement level and the same
grade level.
S
SGP gives a clear picture of whether growth is more or less than expected
S
SGP is expressed on a 1-99scale, with scores between 35-65 considered about
average.
S
66-99 is considered exceptional growth
S
0-34 is considered limited growth
Student Growth Percentile
S A student who scores very low in the beginning of the
school year may not reach “proficiency” by the spring,
however, they may make more growth than is typical
for their Academic Peers!
S A student who is performing well above grade level is also
compared to their academic peers. There may be less
“absolute” growth in students at the top of the scale, but
their rate of growth is still compared to the average growth
of other students who are well above grade level.
Writing Student Growth Goals
S A template:
By the end of the school year, each of my students will reach a
Student Growth Percentile score of between 35- 65 on the STAR
Reading assessment.
For each student, their SGP is based on their first assessment in the
Fall, so this goal is automatically “tiered” and relevant for all
students.
A Look at Growth Reports
S District Level
S School Level – Interactive
S School Level – Teacher detail
S Class Level – Interactive
S Class Level – Student detail
SGG Quality Review Checklist
SGG Scoring Rubric
S Administrators may limit their goals to one or more grade
levels or subjects, if baseline data indicates the need for such
a focus.
S Principals are required to set at least two goals, one of which must
focus on either reading or math and be measured using a direct
measure. If one goal is focused on reading, for example, the
second goal could focus on math, but that is not required.
S The second goal must, however, be an academic goal and must be
measured using a district-wide or school-wide assessment that is a
direct or indirect measure.