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A Professional Development Session Designed to Support Turnkey Training on the Shifting Gears Initiatives. Student Growth Objectives. Objectives for Today . Understand how to use what you know about the CCSS and PARCC to create Student Growth Objectives (SGOs) that improve student achievement.

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A Professional Development Session Designed to Support Turnkey Training on the Shifting Gears Initiatives

Student Growth Objectives


Objectives for today
Objectives for Today Turnkey Training on the Shifting Gears Initiatives

  • Understand how to use what you know about the CCSS and PARCC to create Student Growth Objectives (SGOs) that improve student achievement.

  • Understand the process for developing SGOs that are meaningful and that meet the requirements of TEACH NJ.


What is a student growth objective
What is a Student Growth Objective? Turnkey Training on the Shifting Gears Initiatives


What are the requirements for sgos
What are the requirements for SGOs? Turnkey Training on the Shifting Gears Initiatives

  • All teachers who receive an SGP score must set 1 SGO.

  • Teachers who do not receive an SGP score must set 2 SGOs.

  • A teacher develops SGOs in consultation with the principal.

  • SGOs must be aligned to NJCCCS or CCSS and measure student achievement and/or growth between two points in time.

  • SGOs must be specific and measurable and based upon students’ prior learning data (when available).

  • A teacher’s final SGO rating is determined by the principal.


Types of sgos
Types of SGOs Turnkey Training on the Shifting Gears Initiatives

  • General SGOs are broad in scope. They include a significant proportion of the curriculum and key standards, and all, or a significant number of students.

  • Specific SGOs focus on a particular subgroup of students, or specific content or skill.

Page 5


Page 18 Turnkey Training on the Shifting Gears Initiatives


5 steps of the sgo process
5 Steps of the SGO Process Turnkey Training on the Shifting Gears Initiatives

Pre-Planning:Determine what you want students to know /be able to do.

Step 1

Choose or develop a quality assessment aligned to NJCCCS or CCSS.

Step 2

Determine students’ starting points.

Step 3

Set ambitious and achievable SGOs with the approval of the principal.

Step 4

Track progress, refine instruction.

Step 5

Review results and score in consultation with your principal/supervisor.

Some detail on each of these steps can be found in the SGO Quick Start Guide


Evidence based design apply the parcc process
Evidence-Based Design Turnkey Training on the Shifting Gears Initiatives(Apply the PARCC process!)

1. Determine Claims – standards-based, critical student performances

2. Identify Evidence – what students might say or do to demonstrate mastery

3. Design Tasks – assessments or assignments that will yield the needed evidence


The sgo process timeline
The SGO Process Timeline Turnkey Training on the Shifting Gears Initiatives

Teachers

KEY

Recommended steps for setting a good SGO

Official SGO process in regulations

Teachers, supervisors meet to discuss and set SGO w/ principal’s approval

Teachers, supervisors meet to discuss SGOs and other measures

Step 1: Choose or develop a quality assessment aligned to state standards

Step 4: Track progress, refine instruction

September By Nov. 15* By Feb. 15 By end of school year

Step 2: Determine students’ starting points

Step 3: Set ambitious and feasible student growth objectives

Adjustments to SGOs can be made with approval

Step 5: Review results and score

*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

Student Growth OBJECTIVES


What do you want students to know
What do you want students to know? Turnkey Training on the Shifting Gears Initiatives


What do you want students to be able to do
What do you want students to be able to do? Turnkey Training on the Shifting Gears Initiatives


Types of assessments
Types of Assessments Turnkey Training on the Shifting Gears Initiatives

Sources for assessments:

Use existing assessments Develop new assessments

Modify existing assessments Purchase new assessments

Page 10


Assessment quality alignment to standards
Assessment Quality Turnkey Training on the Shifting Gears InitiativesAlignment to Standards

Page 26


Assessment quality depth of knowledge
Assessment Quality Turnkey Training on the Shifting Gears InitiativesDepth of Knowledge

Page 27


Assessment quality variety and validity
Assessment Quality Turnkey Training on the Shifting Gears InitiativesVariety and Validity

Page 28


Create or select a rubric scoring system
Create or select a rubric/scoring system Turnkey Training on the Shifting Gears Initiatives


Determine students starting points
Determine Students’ Starting Points Turnkey Training on the Shifting Gears Initiatives

Page 13


Consider multiple sources of data
Consider Multiple Sources of Data Turnkey Training on the Shifting Gears Initiatives

A 9th-grade ELA teacher has two sets of data readily available: a department-wide pre-assessment based on the key competencies for grade 9 and grade 8 portfolio scores.

Page 14


Step 3 set growth objectives
Step 3 – Set Growth Objectives Turnkey Training on the Shifting Gears Initiatives

Page 15


Establish a scoring guide
Establish a Scoring Guide Turnkey Training on the Shifting Gears Initiatives

Page 16


Page 18 Turnkey Training on the Shifting Gears Initiatives


Thinking through sgo development
Thinking Through SGO Development Turnkey Training on the Shifting Gears Initiatives

By ____________ (date), I want ______________ (which students) to know _____________ and/or be able to _____________.

  • What evidence to I need?

    • What might students say or do to demonstrate mastery of these outcomes?

  • How will I elicit this evidence?

    • What kinds of tasks or assessment items will demonstrate this learning?

  • How will I score the tasks or assessments?

    • What kind of rubric or scoring criteria will I use to determine performance levels?


Thinking through sgo development1
Thinking Through SGO Development Turnkey Training on the Shifting Gears Initiatives

  • Where are the students now?

    • What tasks, assessments or data sources can be used to determine my baseline (students’ current proficiency levels)?

  • Where do I want to students to be?

    • What is a reasonable and ambitions target for students to achieve?

  • How will I measure and monitor students’ progress?

    • What interim tasks and assessments will elicit evidence of concept/skill development throughout the instructional period?


Full circle ending think pair share
Full Circle Ending: Think, Pair, Share Turnkey Training on the Shifting Gears Initiatives

How can we use what we know about the CCSS, PARCC and SGOs to improve student achievement?


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