FAQ Category Archives: Student Learning and Growth Objective (SLGO) & SMART Goals

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 … Continue reading →

A: Yes, as science is tested in the 8th grade, teachers teaching 8th 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 … Continue reading →

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 … Continue reading →

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 … Continue reading →

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 … Continue reading →

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 … Continue 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 … Continue reading →