Eugene School District 4J

A: Yes. Example: If a teacher teaches 3 sections of Biology and 2 sections of Environmental Science and he/she selects biology for their student goal area of growth, he/she would use data for all three sections. If there are some 8^th grade students in all of the classes that are being tested that year on OAKS, they would have to do a goal for those 8^thgrade students using the OAKS data as one of the assessments.

A: Yes, as science is tested in the 8^th grade, teachers teaching 8^th grade science would need to use OAKS as one of their multiple measures. A teacher may set goals using disaggregated data with a focus on the area they teach and does not have to include subject areas they don’t teach.

A: The overall performance rating is based on claim, evidence and impact and the SLGO constitute 10% of the overall effectiveness. ODE may issue different guidelines in the future and changes will be shared with staff promptly.

A: Yes SLGO are part of the Effectiveness and Growth Systems and are required as part of the final summative evaluation.  However, principals and administrators will be working with teachers/specialists to ensure that established goals are progressing according to the SMART objectives set in the goals.  Refer to the SLGO SMART Goals Scoring Rubric.

A: Specific student growth (i.e raw percentage) should be based on baseline data, not on the number of trimesters.  Teachers who teach one trimester versus two should shape their goals based on their students and their needs.

A: Synergy is the student information system that includes attendance, IEPs, etc.  It does not include assessment data and other points of on-going growth data.  The Data Portal is the central hub for data that you are referencing and needing for SMART goals—http://staff.4j.lane.edu/~loureiro_o/data.html

You may need assistance from your principal/administrator to access, sort and distribute the data from this site.

A: English teachers would not be limited to OAKS reading data and in fact, a balance of a variety of measures for writing is best practice. Teachers should use OAKS writing data when it is available, which would be after June.

A: Once the SLGO SMART goals are designed and approved by the principal/administrator, licensed staff will start collecting the information needed to measure student progress as defined in the SLGO SMART goal, including baseline scores and relevant student work.

The collection and analysis of data will continue throughout the course or school year to monitor student growth and progress towards the goals. This process should be the focus of discussions mid-year (January), mid-course, or at other times, and adjustments to strategies can be made according to student progress. Licensed staff is responsible for collecting and organizing documents and evidence of student progress as outlined and defined in the Guide to Developing 4J Student Learning and Growth Objectives (SLGO) Plan. At the end of the course or school year, licensed staff will meet with their principal/administrator to review results. SLGO SMART goal results will be evaluated using Eugene School District 4J Licensed Faculty and Principal/Administrator SLGO SMART Goals Scoring Rubric.

A: Teachers who are responsible for student learning in tested subjects and grades (i.e. ELA and Mathematics in grades 3-8 and 11) must use state assessments as one measure and will also select one or more additional measures from Category 2 or 3 [CHART] provide additional evidence of students’ growth and proficiency of the standards, and evidence of deeper learning and 21^st century skills.

ELA and Mathematic teachers in grades 3 and 11 may use other assessments aligned with the state assessment as their base-line data if state assessment data for the preceding years is not available. For example, Easy CBM may be used for Reading.

A:  Baseline and trend data include multiple, appropriate, and consistent assessments such as screening, diagnostic, District benchmark and state benchmark assessments, progress monitoring, past assessment data, and/or pre-assessment results (e.g., easyCBM) or other performance data sources (e.g., classroom measures, authentic assessments, attendance, behavioral data, measures of college and career readiness, discipline, dropout rates, ODT, graduation rates, etc.).

A:  SLGO SMART goals:

• Reinforce evidence-based instructional practice: The goal process aligns with good instructional practice in which teachers/specialists set goals for their students and use data (formative and summative) to track student progress and modify instruction based on student needs.
• Strategies are adaptable: Goals should be revised throughout the school year and strategies revised based on changes to curriculum, assessment, or student needs.
• Engage all teachers/specialists in demonstrating impact on student growth and learning: The goal process allows teachers and specialists the opportunity to focus on the specific objectives they believe are important to achieve with the own students. Student growth or progress is assessed using the measures that are most relevant to students and content areas.
• Help develop collaborative communities: When goals are developed by teams of teachers or specialists, the teams may include but are not limited to content area teachers, grade-level teachers/specialists. (ODE)

A:  SLGO SMART goals provide a clear connection between instruction, assessment, and student data. Teachers/Specialist employ a range of instructional strategies, skills and techniques to affect outcomes for student academic learning, growth, critical thinking, social emotional and behavior. For example, SLGO SMART goals can specifically include evidence-based practices that reinforce the expectations for all students to be college and career ready.

A:  Two (2) SLGO SMART goals are required. The teacher/specialists in collaboration with the principal/administrator set goals between which all students in a classroom, learning environment, or course are included. A course is considered a content and/or grade-specific class. For example Algebra 1 SLGO SMART goal would span the length of an Algebra 1 course, be it a year, a semester or a trimester. (ODE).

A:  SLGOs are based on student learning needs identified by a review of data reflecting students’ baseline skills.

A:  All teachers, specialists, instructors, and administrators must comply with the Effective and Growth Systems requirements. The following definitions apply in accordance with Senate Bill 290 and the Oregon Framework (ESEA Waiver):

Teacher: Any individual holding a Teacher Standards and Practices Commission (TSPC) teaching license or registration (ORS 342.125 & 342.144) or who is otherwise authorized to teach in the public schools of the state and who is employed as an instructor at .5 FTE and at least 135 consecutive days of the school year (as per ORS 342.840).

Instructor: Includes those individual who meet the definition used in ORS 342.121 “instruction includes direction of learning in class, in small groups, in individual situations, in the library and in guidance and counseling, but does not include the provision of related services, as defined in ORS 343.035(15), to a child identified as a child with a disability pursuant to ORS 343.146 when provided in accordance with ORS 343.041-343.065 and 343.221.” Instruction does include provision of specially designed instruction (special education) provided in accordance with 343.035(19). Please refer to ORS 343.035(15)(a) and ORS 343.035(18) for additional information.

Administrator: Any individual holding a TSPC Administrator license includes any licensed educator (ORS 342.125 & 342,144), the majority of whose employed time is devoted to service as a supervisor, principal, vice principal or director of a department or the equivalent in a fair dismissal district but shall not include the superintendent, deputy superintendent or assistant superintendent of any such district or any substitute employed by such a district.

Specialists: These educators may use measures of learning specific to academic subjects as well as to social, emotional, behavioral, or skill development including measures of their impact on students related to their job responsibilities.

English Language Development (ELD) Teachers: Teachers who only provide instruction in English Language Proficiency for English Learners are not considered teachers in “tested grades and subjects” because they are not providing instruction the content areas of ELA and Mathematics, but rather the language skills necessary to access those content areas. Consequently, they would not be required to set goals using Category 1 measure (state assessments). Teachers who provide both instruction in ELA or Mathematics and language proficiency are required to set goals using Category 1.

Teachers on Special Assignment (TOSA): Teachers who do not instruct students directly such as instructional coaches, or mentor teachers, etc. must include measures of their impact of school-wide and district-wide goals for student achievement and must include measures of their impact on students related to their job responsibilities.

(ODE)

A:  SLGO SMART goals describe clearly and specifically learning targets students are expected to meet. The goal defines which students and/or student subgroups are included in a particular goal, how their progress will be measured during the instructional time period, and why a specific level of growth has been set for students. SLGO SMART goals and process measure student learning and growth through various kinds of assessments (e.g. state tests, interim assessments, projects, portfolios, etc.) (ODE).

A:  SMART goals are defined as S=Specific & Strategic; M= Measurable; A= Appropriate, Achievable/Attainable; R= Realistic, Results-Focused, Relevant; T= time-Bound.  SMART Goals An Introduction and are used in the development of student growth goals Student Learning SMART Goals and Objectives and professional practice/development goals Professional Practice SMART goals.

A:  Student Learning and Growth Objectives (SLGO) are detailed, measurable goals for student academic growth to be achieved within a specific period of time. SLGOs are developed collaboratively by teachers/specialist and principals/administrators.