SLG Goals: Reflecting on the First Attempt

Oregon Collaboration GrantStatewide Grantee Meeting

November 21, 2013

It’s Not Business as Usual A well-functioning evaluation system goes beyond the checklists commonly used in schools. A system must: (1) specify what must be measured, (2) define how it will be measured, (3) clarify how the measures will be applied consistently, (4) lay out a plan for providing feedback and continuous support, and (6) have buy-in and leadership from key stakeholders. It will also highlight how to use the evaluation results to improve school culture, educator practice and student outcomes.

– “Getting It Right,” NBPTS, 2011

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Formative Assessment: True of False?

Indicate your answer for each of the following statements about SLGGs and the new Teacher Evaluation Process.

True or False?1. All teachers must write two SLGGs.

DEPENDS

All teachers who meet the definition provided by ODE will write two SLGGs. (.5 FTE and 135 days)

Teachers of grades 3-8, & 11 who are teachers of record for mathematics and/or Reading/ELA assessed by OAKs will write one SLGG based on OAKs.

True or False?2. SLOs are long term goals for student learning.

SLOs are long term goals based on student data, are aligned with current curriculum standards, and are focused on student growth.

True or False?3. Teachers may choose team SLGGs or create

individual ones.

We value the power of collaborative teams and encourage teams to use data proactively to meet the needs of students.

True or False?4. All teachers will be evaluated every year.

Contract teachers will be evaluated using the Teacher Rubric every two years. They will update the Student Growth component yearly.

Probationary teachers will be evaluated on the Teacher Rubric and Student Growth every year until tenured.

True or False?5. SLGGs are approved in consultation with your

evaluator.

All educators will have a goal setting conference with their primary evaluator to discuss and finalize their SLGGs.

True or False?6. ODE has created templates and tools to inform

and expedite the SLGG writing process.

The ODE Student Learning & Growth Goal Template and Handbook are two examples of tools that have been developed to support the SLGG writing process.

Student Learning & Growth Goal. A specific, rigorous, long-term goal for groups of students that represents the most important learning during an interval of instruction.

Determined in consultation with evaluatorFlexible and job-specific Data-rich process

A definition…

Trends from Around Oregon

Achievement goals

Evaluators telling educators what subject they must write their SLG goalsSchoolwide or School Improvement Goals

Goals written without first collecting baseline data

Goals do not measure growth for all students

Five Components of the Professional Growth Cycle

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Every educator conducts an

assessment of practice against

Performance Standards.

Every educator conducts an

assessment of practice against

Performance Standards.

Every educator prepares to strategically

identify professional practice and

student learning goals.

Every educator prepares to strategically

identify professional practice and

student learning goals.

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Example: Achievement vs. Growth

During the 2013-14 school year scores will improve from 65% of students meeting benchmark to 80% on the OAKs math assessment

To

During the 2013-14 school year students in Tier 1 will improve 15 point; Students in Tier 2 will improve 12 points and Students in Tier 3 will improve 8 points on the district math assessment

OR

During the 2013-14 school year all students will improve 2 levels on the math problem solving rubric

Goal Setting Guidance and Templates

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http://www.ode.state.or.us/search/page/?id=3904

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Apply What You Have Learned

Examine the sample Student Learning and Growth Goal

See where there are areas for improvement

Modify or create a new goal

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District SLG Goal ProcessDevelopment

Revision

Review

Finalize

“If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome.”William J. Slotnik

QUESTIONS???