S.M.A.R.T. Growth Plans (combining PGPs and SLOs)

Section 2: Student Impact Goals (SLO)

 Currently, the state law calls for educator evaluations to “take into account student growth and assessment data … using multiple measures that may include student learning objectives.”    Within the Growth Plan, we will refer to this portion as the Student Impact Goals.  The Growth Plan may constitute multiple measures if there are two or more goals associated with student growth and assessment data.  States such as Indiana and Rhode Island require two while limiting teachers to four goals.   Therefore, we recommend a minimum of three total goals  (1 Teacher Action and 2 Student Impact Goals) and a maximum of 5 total goals (i.e. 3 Teacher Action and 2 Student Impact Goals).   Local superintendents agreed on the following requirements:
  • Priority Content: What are the most important knowledge/skills students must attain?
    • Identify essential standards or competencies to be measured for this goal, standards should align to state or national standards adopted by the district.
    • Baseline Data/Information: Where were my students prior to my class with respect to the standards or foundational standards needed for the priority content?
      Consider student achievement in previous grade/course or information from previous teacher(s).  Pre-test data is not required but may be used as an option 
  • Rigor of Student Impact Goal (or Rigor of Target): Based on what is known about the current students, what will they be expected to know/do and how will they demonstrate their knowledge/skills?
    • Write a student goal for groups of students or individual students that is specific, measurable, rigorous yet attainable for the specified interval of instruction.
      Goal is broad enough to capture the major content of an extended instructional period yet focused enough that it can be measured
    • Provides rationale on how the goal(s) is both rigorous yet attainable for this group of students
  • Quality of Evidence: What evidence will be collected (not uploaded), utilized and reflected upon?
    • Describes what evidence will be collected both mid-term (optional) and at the end of the interval of instruction (see Section 3 for Quality of Evidence).
Click the picture above to enlarge.

How to complete the Student Impact section
After meeting with department or grade level about priority knowledge and skills to measure student achievement, consider collaborating together to write two or three Student Impact Goals.  The Student Impact Goals are based on the essential components of Student Learning Objectives (SLO).  An SLO scoring guide (WI) describes the process well: “The educator engages in a comprehensive, data-driven process that results in student growth.  The Educator sets rigorous (and attainable) goals; skillfully uses appropriate assessments; continuously monitors progress; adjusts instruction based on progress monitoring data.”  Extensive SLO guidance can be found online with Rhode Island DoE, a RttT state focused on SLOs, please strive to keep these simple, compliant and meaningful.

Accessing the Resources

The components of the blank Template can be placed in systems like PIVOT, iObservation and Frontline, or simply use the Google Doc.  There is also a  Guidance Doc that supports the criteria for completing the template.  Districts will differ on how thorough they expect Growth Plans, to see three different size samples, click below for:
  • Algebra 1 folder (minimally compliant, mid-size and thoroughly complete).  
  • 1st Grade folder (includes reading and math at three different 'sizes' depending on district
  • At the Ottawa Area Center, two teachers wight SXI students wrote rigorous yet attainable growth targets for ELA Core Skills and Math Core Skills in a center-based program.  
A tour of the Google Drive Folder, including how to make your own copy of the materials will be coming soon.