Orting School District
Student Growth Goal Setting
My area of focus for inquiry: __________________________________________________________________________
__________________________________________________________________________________________________
PLC
Student growth criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice
and student learning.
8.1: Establish team student growth goals. Consistently and actively collaborates with other grade, school or district team members
to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the
year.
Team
Goals
Focus learning content
High quality measures
Monitor growth and
achievement
Whole Group
Student growth criterion 6: Using multiple student data elements to modify instruction and improve student learning.
6.1: Establish student growth goal. Establishes appropriate student growth goals for whole classroom. Goals identify multiple, highquality sources of data to monitor, adjust, and evaluate achievement of goals.
6.2: Achievement of student growth goal. Multiple sources of growth or achievement data from at least two points in time show
clear evidence of growth for none/some/most/all or nearly all students.
Goals
Focus learning content
High quality sources of
data
Monitor, adjust and
evaluate achievement
of goals
Evidence of growth
Subgroup
Student growth criterion 3: Recognizing individual student learning needs and developing strategies to address those
needs.
3.1: Establish student growth goal. Establishes appropriate student growth goals for subgroups of students not reaching full learning
potential. Goals identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goals.
3.2: Achievement of student growth goal. Multiple sources of growth or achievement data from at least two points in time show
clear evidence of growth for none/some/most/all or nearly all students.
Goals
Focus learning content
High quality sources of
data
Monitor, adjust and
evaluate achievement
of goals
Evidence of growth
Orting School District – Teaching, Learning and Assessment – October 2013
Sample
Sample 1 - Student Growth Goal Setting
My area of focus for inquiry: Assessment tasks are aligned with the learning targets and allow students to demonstrate
complex understanding and/or skill related to the learning targets (A2).______________________________________
PLC
Student growth criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice
and student learning.
8.1: Establish team student growth goals.
Consistently and actively collaborates with other grade, school or district team members to establish goal(s), to develop
and implement common, high-quality measures, and to monitor growth and achievement during the year.
Team
Goals
Focus learning
content
High quality
measures
Monitor growth and
achievement
6th grade math: Brian and Renee
By May, 6th grade students will improve their fall score by a minimum of 1 point on 2-point
SBAC math items.
Learning standards we are targeting for this goal:
Students demonstrate a full and complete understanding of…
 Concepts and procedures
 Problem solving and correct processes
 Providing sufficient reasoning to support conclusions
1. On-demand pre-assessment SBAC item in October/November
2. Performance assessment items December through April
3. On-demand post-assessment SBAC item in May
 Baseline of each students’ knowledge (see attached individual student data form)
 Monitoring of each students’ growth
Is this a SMART goal?
Specific
By May, 6th grade students will improve their fall score by a minimum of 1 point on 2-point SBAC math
items.
Measurable By May, 6th grade students will improve their fall score by a minimum of 1 point on 2-point SBAC math
items.
Achievable This is rigorous - students will need to learn the math concepts and problem
solving/processes/communicating reasoning – but it’s achievable.
Relevant
To meet standard, students need conceptual understanding as well as knowing how to think and reason
like a mathematician.
Time-based By May, 6th grade students will improve their fall score by a minimum of 1 point on 2-point SBAC math
items.
Orting School District – Teaching, Learning and Assessment – October 2013
Whole Group
Student growth criterion 6: Using multiple student data elements to modify instruction and improve student learning.
6.1: Establish student growth goal.
Establishes appropriate student growth goals for whole classroom. Goals identify multiple, high-quality sources of data
to monitor, adjust, and evaluate achievement of goals.
6.2: Achievement of student growth goal.
Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for
none/some/most/all or nearly all students.
Goals
Focus learning
content
High quality sources
of data
Monitor, adjust and
evaluate
achievement of
goals
Evidence of growth
By May, students in my classes will improve their fall score by a minimum of 1 point on 2-point
SBAC math items.
Learning standards I am targeting for this goal:
Students demonstrate a full and complete understanding of…
 Concepts and procedures
 Problem solving and correct processes
 Providing sufficient reasoning to support conclusions
1. On-demand pre-assessment SBAC item in October/November
2. Performance assessment items December through April
3. On-demand post-assessment SBAC item in May
 Baseline of each students’ knowledge (see attached individual student data form)
 Monitoring of each students’ growth
Increase of 2 points – exceeds growth target
Increase of 1 point – meets growth target
No increase – below growth target
Orting School District – Teaching, Learning and Assessment – October 2013
Subgroup
Student growth criterion 3: Recognizing individual student learning needs and developing strategies to address those
needs.
3.1: Establish student growth goal.
Establishes appropriate student growth goals for subgroups of students not reaching full learning potential. Goals
identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goals.
3.2: Achievement of student growth goal.
Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for
none/some/most/all or nearly all students.
Goals
Focus learning
content
High quality sources
of data
Monitor, adjust and
evaluate
achievement of
goals
Evidence of growth
By May, students who did not meet standard on the MSP in 2013 (50% of my students) will
improve their fall score by a minimum of 1 point for 2-point SBAC math items.
Learning standards I am targeting for this goal:
Students demonstrate a full and complete understanding of…
 Concepts and procedures
 Problem solving and correct processes
 Providing sufficient reasoning to support conclusions
1. 1. On-demand pre-assessment SBAC item in October/November
2. Performance assessment items December through April
3. On-demand post-assessment SBAC item in May
 Baseline of each students’ knowledge (see attached individual student data form)
 Monitoring of each students’ growth
Increase of 2 points – exceeds growth target
Increase of 1 point – meets growth target
No increase – below growth target
Orting School District – Teaching, Learning and Assessment – October 2013
Sample 1 - Individual Student Data Form
1. Sample1
2. Sample2
3. Sample3
4. Sample4
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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20
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25.
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31.
32.
Included
in
subgroup
Oct/Nov
X
1
1
0
0
X
Dec
Jan
Feb
March
April
(preassess)
1
1
1
1
0
1
1
1
2
2
1
2
1
2
2
2
1
2
2
2
(postassess)
End
of
year
target
Growth
fall to
spring
Met
overall
growth
target?
1
2
2
1
2
2
1
1
0
1
2
1
below
meets
exceeds
meets*
May
Scoring: For each task/item, students will receive 1 point for correct math that demonstrates conceptual understanding
and one point for problem solving, correct processes, and communicating reasoning.
Fall to spring growth
__/__=___% of students met target in whole group (criterion 6)
__/__=___% of students in subgroup met target (criterion 3)
*Post assessment score not consistent with growth throughout the year
Orting School District – Teaching, Learning and Assessment – October 2013
Sample 2
Criterion 6: Use multiple student data to modify instruction and improve student learning.
CCSS Writing 11-12.9: Draw Evidence from literary texts to support analysis, reflection, and research.
Goal: Between September and May of the 2013-14 school year, students will improve their ability to draw evidence from literary texts to support analysis,
reflection, and research. At least 90% of students will improve at least one level of proficiency as measured by a four-point rubric.
Student
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Drew A. Blank
Luigi Bord
Xavier Breath
Bernadette Bridge
Bea Esser
Marge Inovera
Turner Loose
Joaquin Matilda
Dave Reckoning
Lou Scannon
Tristan Schaut
Kay Sera
Julie Verley
Frieda Wander
Obie Quiet
Baseline Essay
Class TimedWrite #1
2
2
1
1
3
2
1
2
1
1
2
3
2
4
1
2
3
2
2
3
2
1
3
2
2
2
2
3
3
2
Common
Formative
Assessment #1
3
3
2
2
2
2
2
3
3
2
2
3
3
4
1
Common
Formative
Assessment #2
3
3
3
1
3
3
1
2
4
2
3
3
2
4
1
Class Timed
Write #2
Overall Score??
Student
Growth
(Yes/No)
4
3
3
1
2
3
3
3
3
3
4
4
4
3
3
Multiple Measures of Student Growth Data Elements
Section 2(f) of RCW 28A.405.100 declares for teachers,
Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based,
school-based, district-based, and state-based tools. Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional
team within a school when the use of this data is relevant and appropriate. Student growth data elements may also include the teacher’s performance as a member of the overall
instructional team of a school when use of this data is relevant and appropriate. As used in this subsection, “student growth” means the change in student achievement between two points in
time.
Orting School District – Teaching, Learning and Assessment – October 2013