Nevada Educator Performance Framework Goal Setting and Planning Tool
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Information
Academic Year: 2020-20201
Educator Name: Kevin Tumbagahan
Course/Subject/Grade Level(s):MUSIC 3
Interval of Instruction: Click here to enter text.
Student Learning Goal – Make it S.M.A.R.T.
(Specific and Strategic, Measurable, Action Oriented & Achievable, Realistic, Relevant and Results-Focused, Timed and Tracked)
All educators evaluated with the NEPF are required to set a Student Learning Goal (SLG) and Professional Practice Goal (PPG) as described in
the NEPF protocols. A SLG is a long-term, measurable, academic goal set for students to accomplish by the end of a course. Developing a SLG
includes identifying the most important learning content for the year alongside teachers of the same content area (if possible), reviewing student
academic data, setting a long term goal for identified students, measuring the long term goal along the way and evaluating student attainment of
the goal at or near the end of the school year. Although Nevada law states that the evaluation of a probationary teacher or administrator in
his or her initial year of employment as a probationary teacher or administrator must NOT include student performance data, these
educators are still required to set an SLG as part of the NEPF protocol.
The Professional Practice Goal focuses on the educator’s Instructional (teachers) or Instructional Leadership Practices (administrators) that
support the achievement of the SLG.
Directions: Use the sections below to write a Student Learning Goal (SLG) and Professional Practice Goal (PPG). Questions and
criteria are designed to help guide the goal writing process.
1. Complete the details for each goal element in the descriptions column.
a. Guiding questions in the description column are provided for your reference, and may not pertain to all SLG/PPGs.
2. The educator and evaluator use the criteria column and its contents as a guide/rubric to create the SLG/PPG, and throughout
the review and approval process.
3. The final step is for the educator and evaluator to agree and sign the form signifying understanding of the SLG/PPG
expectations.
The SLG and PPG will be reviewed as part of the Mid-Cycle Goal Review. At that time, if necessary, the goal may be revised. The
evaluator will add comments to the appropriate section below to record any changes made, and provide a brief summary of the Mid-
Cycle Goal Review discussion.
Nevada Department of Education – NEPF –Educator Goal Setting and Planning Tool – July 2019 – Page 1
Nevada Educator Performance Framework Goal Setting and Planning Tool
Determining Needs
Question: What is the priority content and learning that is expected/needed?
Element Description Criteria
What is the biggest learning challenge(s)? Identifies priority content and learning based on
Teaching the math standard from a music perspective. Students are still current students’ abilities and/or trend data
struggling with rhythm notation/reading. Combining it with a math standard (strategic)
might prove to be difficult. In the Initial Data with Carter/Testa’s class, 0% of Focuses on appropriate knowledge/skill for the
Needs students answered the question. course, grade level and student population
Assessment
Uses data to identify student needs and
identifies sources of information about students
(e.g., test scores/performance from prior years
etc.)
Why is this topic/focus important/priority? How is it essential to present and Provides a clear explanation why the content is
future content learning? an appropriate focus and/or area of need
Rationale One of my goals Is to raise the ability of all students to recognize and read (relevant)
rhythmic patterns. Using math standards can serve to provide a different Explains how identified priorities align with
medium to teach rhythm patterns outside of a standard music curriculum. I school/district goals
Need/focus is aligned to the following standards… Represents big ideas or essential skills students
Aligned CCRA 1, CCRA 4, MD.3.A, MD.3.B, (EQ).10, (3)R.3.S need to attain for success at the next level
Standards Focuses on standards-based enduring skill
which students are expected to master
Goal Setting and Development of S.M.A.R.T. Goal
Question: Where are the students at the beginning of instruction with respect to the goal?
Element Description Criteria
What information is being used to inform the creation of the SLG and Data about current student performance is
establish the amount of growth/achievement that should take place within included (measurable)(includes trend data, if
Baseline the time period? appropriate/available)
Data or The information being used is rhythm values of quarter notes, half notes, Summarizes the educator’s analysis of the
Information and eighth notes. Standard rhythm values for Grade 3 elementary music. baseline data by identifying student strengths
and weaknesses (specific)
Nevada Department of Education – NEPF –Educator Goal Setting and Planning Tool – July 2019 – Page 2
Nevada Educator Performance Framework Goal Setting and Planning Tool
Question: Based on what is known about the students, where should they be performing by the end of the interval of
instruction, and how will they demonstrate their knowledge/skills?
Element Description Criteria
Considering all available data and content requirements, what target(s) can Identifies the expected outcomes for either the
students be expected to reach and which students will be included in the whole class or tiered targets as appropriate
SLG? Include course, grade level, and number of students. (this is the group on which the score on the SLG
My goal by March is that 70% of students in Carter/Testa are within the range will be based)
of meets expectations or exceeds expectations according to the rubric Uses baseline or pretest data to determine
Target(s) appropriate growth/proficiency target with clear
explanation of how targets are determined
Sets rigorous yet attainable/realistic targets that
are developmentally appropriate and
measurable
What is the rationale for setting the target(s) for student growth/proficiency Includes explanations for growth/proficiency
within the interval of instruction? targets that establish and differentiate expected
The measurable result of the performance task is the students are 1) able to performance for identified students (measurable,
count rhythm values 2) create a graph based on the rhythm values 3) write a attainable, results focused)
Rationale sentence that explains their finding. Describes student population and considers any
for Target contextual factors that may impact student
growth/proficiency, if subgroups are excluded,
explain which students, why they are excluded
What assessment(s) will be used to measure student progress toward the Identifies data sources used to meet the
goal? assessment criteria outlined in NEPF Protocols
Students will be given 4 assignment tasks for data collection/assessment. This Provides a plan for combining assessments if
Evidence learning task will always contain the following elements: rhythm value multiple summative assessments are used
Source(s) notation/reading, graph of some sort, and opportunity to justify work through a Uses appropriate measures for baseline,
sentence. These learning goals will only have one correct answer, therefore midcourse, and end of interval data collection
making tracking their growth easier. (timed/tracked)
Nevada Department of Education – NEPF –Educator Goal Setting and Planning Tool – July 2019 – Page 3
Nevada Educator Performance Framework Goal Setting and Planning Tool
Student Learning Goal
Question: What is the most important knowledge/skill(s) the students should attain by the end of the interval of instruction?
Element Description Criteria
Possible example: “Based on the data that _______________(x%) of my Identifies specific knowledge/skills students
students are currently performing ________________________(Standard(s)) should attain and/or specific student
as measured by ____________________________(assessments), my goal outcome/performance that will be affected
is that by the end of the interval of instruction, _________(x%) of my students Focuses on standards based enduring skill
will have achieved mastery/growth as measured by which students are expected to master for the
____________(assessments)”. course, grade level and student population
Goal Based on the data that 0% of Carter/Testa’s 3rd Grade Class have (relevant and realistic)
Statement mastered MD. 3.A and MD.3.B (Represent and interpret data), my Includes multiple sources of data to
demonstrate growth and impact on all students
goal is that by the end of the interval instruction in March, 70% of identified in SLG
my students in Carter/Testa’s 3rd Grade class will have achieved
growth as measured by different learning tasks using math
standards MD.3.A and MD.3.B
Professional Practice Goal
The educator uses the Self-Assessment Tool and/or previous evaluation to identify and set a professional practice goal (PPG). This goal should clearly
identify an Instructional Practice Standard(s) or Professional Responsibilities Standard(s) that aligns and provides support for achieving the SLG.
Nevada Department of Education – NEPF –Educator Goal Setting and Planning Tool – July 2019 – Page 4
Nevada Educator Performance Framework Goal Setting and Planning Tool
Element Description Criteria
“In order to help the students achieve the learning goal, I will Based on NEPF self-assessment and/or prior year
improve my practice on _______________(NEPF Standard (s)) evaluation
and measure my progress toward this goal by Identifies specific NEPF standard(s) (either
__________________.” Instructional/Instructional Leadership (admin) or a
In order to help students, achieve the Student Professional Responsibilities standards that
supports the SLG)
Professional
Learning Goal, I will improve my practice on Measureable and identifies specific
Practice Goal Standard 1, Indicator 1: Teacher makes clear the measures/assessments that will be used to
Statement determine progress toward goal
purpose and relevance of new learning for all
students and measure my progress toward this goal
using targeted activities. I will measure my progress
toward this goal by looking at the data for my SLG
and if the students were successful
What actions will you integrate into your daily/weekly routines? If Action steps are clearly described and necessary
you achieve this professional practice goal, is it highly likely to to attain the goal
Action Steps impact student performance on the SLG? Goal is realistically achievable given the
and Rationale Continue to revisit and practice rhythm recognition on a consistent timeframe and identified target
weekly baasis. Goal is relevant to expected outcomes and if
reached should have the effect expected
What evidence will be generated by taking the actions described Goal clearly identifies the timeframe from start to
Timeline and above? How and when will you show evidence of progress? finish with benchmarks identified throughout
Evidence of Students will be able to name, count, tap, and move to rhythm Identifies evidence that may be used to determine
Progress values. progress toward goal
For Evaluator Use Only
Evaluator Name: Click here to enter text.
Initial Approval Date: Click here to enter a date.
Educator’s Signature: Kevin Tumbagahan
Evaluator’s Signature: Click here to enter text.
(If SLG/PPG were revised please explain in notes section below and have educator and evaluator initial and date on signature lines above)
Mid-Cycle Goal Review Date: Click here to enter a date.
Mid-Cycle Goal Review Notes: Click here to enter text.
Nevada Department of Education – NEPF –Educator Goal Setting and Planning Tool – July 2019 – Page 5
