STUDENT GROWTH AND PROFESSIONAL GOAL SETTING FORM Student Learning and Growth Goal may be developed as a team. (example: District or regional leadership team.) Administrator: Mrs. Margaret Brown

Contract Status: Permanent

School: Super Middle and high School

School Year: 2013-14

Evaluator: Dr. Ed Smith

Date: October 25, 2013

Content/Standard Student Learning Goal 1 (SLG 1) 

The goal is being written around which grade/subject/level/standard?

Context 

Goal-Setting Conference



What are the characteristics or special learning circumstances of my school? What are the demographics of my school? (IEP, 504, TAG, etc.)

Student Attendance Super High School (area for focus but goal will encompass both schools) Super Middle School Current Enrollment: SHS 194 Grade 9 44 10 51 11 45 12 54 SMS 126 Grade 6 38 7 46 8 42 SHS Mobility Rate of 28% SMS Mobility Rate of 22%

Attendance rates for 2012-13 indicate that SMS was at 93.2% (outstanding) and SHS 88.5% (In Need of Improvement) Baseline Data  What are the learning needs of my school’s students?  What are the assessments or evidence sources used?  Attach supporting data/pre-assessment. Student Growth Goal Statement 

(SMART=Specific and Strategic; Measureable; Action oriented: Rigorous, Realistic, and Results-focused; Timed and Tracked)

Types of Measures/Evidence for SLG  

Category 1 is mandatory for one goal if available. You must use a second measure of assessment if data is not available by June. Categories 2 & 3: Multiple measures of assessment are not required.

Check all that apply & specify.

Strategies  

What methods or interventions will I incorporate into my professional practice? Provide specific actions that will lead to goal attainment

Attendance rates for 2012-13 indicate that SMS was at 93.2% (outstanding) and SHS 88.5% (In Need of Improvement). A recent study by ECO Northwest indicated SHS has the worst chronic absenteeism rate (34% missing at least 15 days of school) of any metro school district For the 2013-14 school year, the attendance rate for SHS as measured on the ODE AYP report card will increase from the current 88.5% to at least 92% (deemed Outstanding) The rate will then remain Outstanding and/or increase in subsequent years. The students identified as “chronically absent” will increase the number of days present by at least 8 days during the 2013-14.  Category 1: State or National Standardized Test: __________________  Category 2: Common national, international, regional, district-developed measures: _________________________________________________

 Category 3: School-wide measures:

School wide Attendance __________________________________________________________

Counselors and administrators, with the input of a focus school leader, have beginning touches of a new K-12 Attendance Policy that will be implemented at the start of the 2013-14 school year. After 5, non-school related absences from any 1 class period, the classroom teacher will place a personal phone call to the parent/guardian. After 10 absences, the school counselor will make the phone call, with a truancy letter explaining policy mailed

Resources and Support: 

What instructional support, resources, and professional development do I need to achieve my goals?

home by administration. After 15 absences, there will be a scheduled meeting involving parent/guardian, school principal, and the district’s truancy officer. An attendance contract will be put into place. Further absences will affect grade/credit status.  Develop school/district attendance policies and procedures (draft above)  Offer training and information to all staff members as per policy  Faithful adherence to final attendance policy Time to collaborate, develop, and implement policy th

Content/Standard Student Learning Goal 2 (SLG 2) 

7th and 8 grade Math

The goal is being written around which grade/subject/level/standard?

Context  What are the characteristics or special learning circumstances of my school?  What are the demographics of my school? (IEP, 504, TAG, etc.)

88 students th 12 IEP students and 4 504 in 7 Grade th 16 IEP students in 8 Grade 4 TAG in Grade 7 8 TAG in Grade 8 th

Baseline Data   

What are the learning needs of my school’s students? What are the assessments or evidence sources I used? Attach supporting data/pre-assessment.

Student Growth Goal Statement  (SMART=Specific and Strategic; Measureable; Action oriented: Rigorous, Realistic, and Results-focused; Timed and Tracked) Types of Measures/Evidence for SLG  

Category 1 is mandatory for one goal if available. You must use a second measure of assessment if data is not available by June. Categories 2 & 3: Multiple measures of assessment are not required.

Strategies 

What methods or interventions will I incorporate into my professional practice? Provide specific actions that will lead to goal attainment

Resources and Support: 

What instructional support, resources, and professional development do I need to achieve my goals?

Sign-Off at Initial collaborative Meeting:

 Category 1: State or National Standardized Test: _Math_________________

 Category 2: Common national, international, regional, district-developed measures: _________________________________________________

 Category 3: School-wide measures: __________________________________________________________

Check all that apply & specify.



2012- 13 30% of 6 Grade met or exceeded the state Standards in Math with an average score of 215 th 2012-13 65 % of 7 Grade met or exceeded the State Standards in Math with an average score of 226 th Sept. 2013 32% 7 Grade met or exceeded standards on Practice Test th Sept. 2013 56% 8 grade students met or exceeded the state standard on Practice tests th th All 7 and 8 grade students will improve their math OAKS scores: All 7th grade students will increase their total score by at least 22 on the 2014 OAKS. th All 8 Grade students will increase their total score by 18 on the 2014 OAKS

1. 2. 3. 4. 5. 6. 7.

Analyze all assessment data in Math. Develop Fall Assessments for baseline data. Develop Formative assessments Provide PD in effective teaching strategies in Math Contact districts with effective strategies Attend Math PLC sessions Observe all Math Classes and meet regularly with teachers

Formative assessment Professional Development in Leading for Improvement Funding for the PLC to plan and work together Time to collaborate with other administrators and teachers

Date: __________ Administrator: ______________________ Evaluator: ___________________

Professional Growth Goal Statement:  

How has my Self-Assessment and assessment on Domains 1-4 informed this goal? How is my goal measureable? What evidence will I collect?

Strategies:  

Year-End Goal Conference

Mid-Year Review



What professional development will help me accomplish my goal? How will achieving my professional growth goal improve student learning? How might I team with colleagues to successfully achieve my goal?

My administrative self-assessment clearly indicates that I need to improve in my ability to positively affect change with regard to student attendance. Not only is this an area that is reflected on yearly AYP reports, but research clearly shows that that student attendance is directly linked to academic achievement, mastery of essential skills, and graduation rates. I will focus on the areas of Teaching and Learning, as well as creating a Safe, Efficient, and Effective Learning Environment. Meeting the attendance goal will help me with my other goals (Essential Skills, increased Graduation Rate, decrease in Drop-Out percentage) Research effective attendance policies/practices in schools with high attendance rates. Research Chronic Absenteeism

Collaborative Mid-Year Goal Review  

What progress has been made? Attach supporting data

Strategy Modification  What adjustments need to be made to my methods and interventions?

Administrator Signature:

Date:

Evaluator Signature:

Date:

Evaluator Signature:

Date:

End-of-Year Data  What does the end of the year data indicate?  Attach data Reflection on Results  Overall, what worked or what refinements should be made? Professional Growth Plan Implications  How can I use these results to support my professional growth?

Administrator Signature:

Date:

Appendix B

STUDENT GROWTH AND PROFESSIONAL GOAL SETTING FORM Student Learning and Growth Goal may be developed as a team. (example: PLT) Administrator: ________________________________

Contract Status: _____________________________________

School: _____________________________________

School Year: ________________________________________

Evaluator: ___________________________________

Date: ______________________________________________

Content/Standard Student Learning Goal 1 (SLG 1)

Goal-Setting Conference

Context

Baseline Data

Student Growth Goal Statement

Types of Measures/Evidence for SLG

Strategies

Professional Learning and Support:

Sign-Off at Initial collaborative Meeting:

Date: __________ Administrator: ______________________ Evaluator: ___________________

Professional Growth Goal Statement:

Professional Learning and Support:

Mid-Year Review Year-End Goal Conference

Collaborative Mid-Year Goal Review

Strategy Modification Administrator Signature:

Evaluator Signature:

Date:

Evaluator Signature:

Date:

End-of-Year Data

Reflection on Results

Professional Growth Plan Implications Administrator Signature:

Content/Standard Student Learning Goal 2 (SLG 2)

Context

Goal-Setting Conference

Date:

Baseline Data

Student Growth Goal Statement

Types of Measures/Evidence for SLG

Strategies

Date:

Professional Learning and Support:

Year-End Goal Conference

Mid-Year Review

Sign-Off at Initial collaborative Meeting:

Date: __________ Administrator: ______________________ Evaluator: ___________________

Collaborative Mid-Year Goal Review

Strategy Modification Administrator Signature:

.

Date:

Evaluator Signature:

Date:

Evaluator Signature:

Date:

End-of-Year Data

Reflection on Results

Professional Growth Plan Implications Administrator Signature:

Date: