Student Learning and Growth Goal Setting 14-15
ODE REVISED GUIDELINES FOR DEVELOPING AND EVALUATING STUDENT LEARNING AND GROWTH (SLG) GOALS.
The goal setting process will look very similar than in the past. The main changes require more specific details when completing goal forms.
THREE CHANGES ARE REQUIRED:
1. Educators must identify a specific content standard(s) they are addressing. These should be a specific state or national standard (or school standard if developed to address a state or national standard). A statement such as “Common Core State Standards in Math” is not specific enough.
Example from 1st grade math goal:
Common Core State Standards for Mathematics 1.OA 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums.
Example standards from 8th grade science goal:
8.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data.
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.
8.3S.3 Explain how scientific explanations and theories evolve as new information becomes available.
2. SLG Goals must be expressed as growth goals, not achievement goals. Growth goals address expectations for all students to the same standards but allow for reasonable, various levels of learning and growth, depending on how students are performing at the start of the course/class.
Example that meets:
100% of students will demonstrate growth toward mastery of the content of the Visual Arts as measured by performance on a range of performance tasks.
Students who earned a 2 on the first quarter will earn at least a 3 or 4 on 4th quarter.
Students who earned a 3 on the first quarter will earn at least a 4 on a similar performance task in the 4th quarter.
Students who earned a 4 on the first quarter will earn at least a 4 on a more complex performance task in the 4th quarter.
Example that does not meet:
80% of students will earn at least a 3 on a visual performance task. This example does not include all students, does not reference baseline data, and includes the same targets for all students.
3. Educators must include a rational for selecting the goal. This is simply a detailed description of the reasons for selecting this specific area for a goal. It should include a discussion of the starting point of the students (baseline data) and the importance of the specific content.
Example from middle school science:
The science team has determined that for the MS to continue to grow in science, emphasis must be placed on inquiry. Fro students scoring at a 1 or 2, they must show significant progress if they are to meet College and Career Readiness targets.
Example from elementary math:
This area was selected as it was 20% lower in overall performance on the district assessment. As a team, it was decided that fluency must increase at earlier grades for students to master math skills at the upper grades. The tiers for specific performance levels are made to facilitate interventions and focus to bring students performing at lower levels on track with their peers by the end of the 3rd grade.