Student Growth Goal Setting Guide – 8.1 This guide will assist teachers in creating student growth goals for students and evaluators in having the conversations with teachers that are needed in order to evaluate the implementation and success of those goals. For the 2014-2015 school year, all Shoreline teachers on the Focused evaluation are being evaluated on Criterion 8 only. Therefore teachers need to write a goal for S.G. 8.1 – Establish Team Student Growth Goal. This work is best done in an instructional team or PLC group.

Step 1: Review SIP & Establish a Focus for Student Growth Goals/ Identify Standard CONTEXT: Think about your content area and the standards/skills that you teach. Ask yourself and your instructional team these questions.  In our discipline, what do our students struggle with (standards/skills)?  Where can we find data to tell us more?  What does that data tell us?

LEARNING STANDARD: Ask your team these questions.  Which big idea is supported by the learning goal?  Which content standards are associated with this big idea?  Why is this learning goal important and meaningful for students to learn?  In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the standards or big idea being measured?  Identify the instructional period for the learning goal (benchmark period, fall to spring, one semester) and why this time span is appropriate and sufficient.

Step 2: Identify/Select Assessments and Determine Timeframe Assessments should be standards-based, of high quality, and designed to best measure the knowledge and skills found in the learning goal. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.

 Describe the baseline assessment(s) (such as performance tasks, projects and their corresponding rubrics) that measure students’ understanding of the learning goal.  Describe the growth assessment(s) (such as performance tasks, projects and their corresponding rubrics) that measure students’ understanding of the learning goal.  Explain how student performance is defined and scored using the assessments. Include the specific rubric and/or scoring criteria to be used.  How often will you collect data to monitor student progress toward this learning goal?  How will you use this information to monitor student progress and to differentiate instruction for all students (Criterion 6 and 8)/ students in the subgroup (Criterion 3) toward this learning goal?

Step 3: Establish Learning Targets Targets: identify the expected outcomes by the end of the instructional period for the instructional group. Although achievement of the team goal is not evaluated (there is no 8.2), it is expected that the team will establish learning targets. Review the rubric language for 3.2 and 6.2. The terms are intentionally vague. This provides an opportunity to allow the teacher teams and administrator to have deep reflective conversations based on the specific context of the classroom including the unique and specific needs of the students. Having a one size fits all definition of “none, some, most and nearly all” may inhibit the deep conversations that are supposed to be taking place between the teacher and principal. Use performance data to describe specific starting points and specific expected outcomes for students.

Step 4: State the Goal

1 2014-2015 Criterion 8 Goal Setting Form - Shoreline School District Write a short description of what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and curriculum.

2 Student Growth Goal Setting Form Focused Criterion 8

Teacher Name: Bagley, Bloomberg, Fawcett, Kotwis, McCartney (Physical Science PLC ) Date: 10/2/14

Goal Crafting/Development for SG 8.1 – Group Goal STEP 1: Data Review & Focus Data/Context that In order to effectively carry out a scientific investigation, students must be prompted the focus for able to design and write a clear and concise procedure describing how to the goal conduct the laboratory. Essential Learning CCSS: HS modeling (S4 on Venn Diagram) Standard NGSS: Dimension #1, Practice 3 (Planning and Carrying Out Investigations) (To what essential and #8 (Obtaining, evaluating, and communicating information). standard(s) or significant learning in the content Practice #3: “A major practice of scientists is planning and carrying out a area does this goal relate? systematic investigation, which requires the identification of what is to be What do you want the recorded and, if applicable, what are to be treated as the dependent students to know?) (manipulated) and independent (responding) variables. Observation and data from such work are used to test existing theories and explanations or to revise and develop new ones.”

STEP 2: Identify Measures and Determine Timeframe Baseline Measures Pre-test writing a procedure with no instruction. Common rubric used (What measure(s) will be (see attached). used to determine baseline data in order to assess learning? ) Growth Measures Additional labs procedure writing and quizzes/tests that students (What measures will be complete after instruction and intervention. Common rubric used (see used to demonstrate attached). growth and learning?) Timeframe (When will End of quarter 2 success be measured? What is the timeframe?) STEP 3: Establish Learning Targets (Targets may be developed collaboratively with principal). Using data regarding students’ starting points, identify the targets expected for “high” and “average” growth. Explain how these targets demonstrate ambitious, yet realistic goals. High Growth Target On a 4-point rubric, students will advance 3-points in one category within Evidence of high growth the rubric. for all or nearly all students would be: Average Growth Target On a 4-point rubric, students will advance 1-point in one category within Clear evidence of growth the rubric. for some students would be: STEP 4: State the Goal Goal: (What is the final Students will be able to construct an accurate and appropriate procedure goal statement?) for a scientific investigation. By the end of first quarter, on a 4-point rubric, students will advance 1-point in one category within the rubric. 3 2014-2015 Criterion 8 Goal Setting Form - Shoreline School District This goal ties into NGSS Practices #3 and #8.

Principal Feedback:

Is this goal related to your PLC Goal? Yes No If “yes” indicate the names of the team members also working on this goal: If “no” explain:

______Part 2: Implementation of Goal (Questions to discuss at student growth conference)

What instructional strategies could you use to enable all student to meet this standard?

What will you do to assist students who haven’t met standard? ______Part 3: Looking at Formative Data (Questions to discuss at Mid-year Progress Review)

What does your formative data tell you about student progress toward goal?

What engagement strategies could you explore that could yield formative data? ______

Part 4: Goal Results – Not Applicable for Criterion 8. (Use this rubric to help set growth targets) Rubric Unsatisfactory Basic Proficient Distinguished language SG 3.2 & Growth or Multiple sources of Multiple sources of Multiple sources of 6.2 achievement data growth or growth or growth or from at least two achievement data achievement data achievement data points in time shows from at least two from at least two from at least two no evidence of points in time show points in time show points in time show growth for most some evidence of clear evidence of evidence of high students. growth for some growth for most growth for all or students. students. nearly all students.

4 RUBRIC - Writing Scientific Lab Procedures 4 3 2 1 Exceeds standard At standard Approaching standard Below standard Meets criteria for ‘3’ A sketch of the experimental Missing one component Missing two Sketch and AND sketch is set-up is included and of a ‘3’. components of a ‘3’. Labels exceptionally neat and includes appropriate labels. accurate. Meets criteria for ‘3’ Manipulated and responding Missing one component Missing two Manipulated AND descriptions of the variables are clearly of a ‘3’. components of a ‘3’. and responding variables are very indicated in the procedure. variables detailed. The procedure The procedure identifies at The procedure identifies The procedure identifies more than least three controlled two controlled variables. identifies less than Controlled three controlled variables. two controlled variables variables, AND does variables. not leave any critical variable uncontrolled. Meets criteria for a ‘3’ The procedure specifically Missing one component Missing two AND indicates an indicates when to record of a ‘3’ AND has less than components of a ‘3’ appropriate number of data, and that more than 3 “conditions” or “data AND has less than 2 Data collection trials for the time one trial will be done per points” “conditions” or available AND includes data point. “data points”. at least 5 “conditions” or “data points”. Meets criteria for a ‘3’, Steps are numbered, and the Missing one component Missing two AND procedure is procedure is logical and of a ‘3’. components of a ‘3’. Formatting and exceptionally clear and detailed enough to be Clarity well-written. repeated by a peer in a similar manner.

5 2014-2015 Criterion 8 Goal Setting Form - Shoreline School District