Student Growth Objectives Setting SGOs and Developing High Quality Assessments

1. 2013-14 Student Growth ObjectivesSetting SGOs and Developing High Quality Assessments

2. Objectives for Today • Explain how SGOs can be an effective measure of student learning • Analyze the components of a well-formulated SGO • Determine the assessments that would be appropriate for SGOs • Evaluate the quality of pre-existing assessments • Develop a series of next steps to take back to your districts

3. Norms for Today Be mindful of your normal speaking patterns Remain engaged in the process Assume good faith

4. Determining Starting Points In your table groups do the following: • Briefly introduce yourselves to each other. • Discuss the hopes and fears you have about SGOs. • Each team write one hope and one fear - 5 word limit for each. • Share your hopes and fears with the larger group.

5. Determining Starting Points One Hope One Fear

6. Shrinking the Change

7. Teacher Checklist Individually, check the items that effective teachers do in your school. • Teach a curriculum that is aligned to standards. • Determine the needs of students using several methods including a variety of assessments. • Differentiate instruction based on the needs of students. • Set goals for students appropriate to their grade, subject, and readiness level. • Use high quality assessments to measure student performance. • Work in collaborative groups to improve student achievement. Workshop packet pg. 4

8. In Requiring Teachers to Develop SGOs, What Are We Asking Them To Do? • Teach a curriculum that is aligned to standards. • Determine the needs of students using several methods including a variety of assessments. • Differentiate instruction based on the needs of students. • Set goals for students appropriate to their grade, subject, and readiness level. • Use high quality assessments to measure student performance. • Work in collaborative groups to improve student achievement. • Formalize and document the process, and be recognized for doing these things well. Workshop packet pg. 4

9. 8. State regulations require all of the following for SGOs EXCEPT: Survey - Question 8

10. What is an SGO? • A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: • Specific and measureable • Aligned to New Jersey’s curriculum standards • Based on available prior student learning data • A measure of student learning between two points in time SGO Guidebook pg. 3

11. What Constitutes “Growth” In Student Growth Objectives For the purposes of SGOs, the Department is defining “growth” as an increase in learning between two points in time, such as that indicated by: • Acquisition of knowledge or skill from a particular starting point or readiness level. • Development of a portfolio indicating a change in skill or knowledge over a period of time. • Difference in learning on pre- and post-tests.

12. 1. For what percentage does the SGO rating count towards a teacher’s evaluation? Survey - Question 1

13. SGOs and AchieveNJ Survey - Question 1

14. 2. How many SGOs must a teacher set for evaluation? Survey - Question 2

15. SGOs in AchieveNJ - Requirements • All teachers who receive an SGP score must set between 1 and 2 SGOs. • Teachers who do not receive an SGP score must set 2 SGOs. • A teacher develops SGOs in consultation with his or her 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 on students’ prior learning data when available. • A teachers final SGO rating is determined by the principal. SGO Guidebook pg. 5 Survey - Questions 2, 4

16. SGOs in AchieveNJ - Recommendations The remainder of this workshop provides recommendations and useful guidance on how to go about making the SGO process valuable for educators and students.

17. Attributes of SGOs and SGO Development • Teacher-created • Tailored • Collaborative • Process-based • Flexible

18. Distinguish Between General and Specific SGOs • Working in your district groups, and using the examples provided, determine the attributes that distinguish a general SGO from a specific SGO. • Share your answers with your table group. SGO Guidebook pg. 5-7 Workshop packet pg. 5

19. General or Specific SGOs Example 2: A music teacher teaches two sections of orchestra, two sections of guitar, and one of strings. He sets one of his SGOs for orchestra, and one for guitar, thereby including the majority of his students. His assessments are portfolio-based and include components fromeach of the four visual and performing arts standards. Example 3: A kindergarten teacher has 14 students and uses a locally-developed portfolio to assess her students. She sets one of her SGOs for all of her studentsbased on their growth as measured by 5 out of 7 domains in the portfolio.

20. General or Specific SGOs Example 1: A 4th-grade elementary team focuses an SGO on science. In consultation with the middle school science teacher, the team develops a portfolio assessment that requires the students to demonstrate the critical standards-based skill of scientific thinking and practice. Each teacher sets an SGO for her individual class based on the starting point of her students. Students build a science portfolio throughout the year. At the end of the year, the team sits together to collaboratively grade the portfolios using a rubric.

21. General or Specific SGOs SGOs can be classified as “general” or “specific.” However, in some cases, the line between these is blurry. It is better to think of general and specific SGOs being on a continuum. GeneralSpecific • Broad • Includes a significant proportion of the curriculum and key standards for a given course • Includes all, or a significant number, of a teacher’s students • Focused • Includes a particular subgroup of a teacher’s students, and/or • Includes specific content or skill

22. General or Specific SGOs A 10th-grade social studies teacher has five sections of US History 1 and has 102 students. His general SGO includes all 102 students, and incorporates a significant proportion of content standards and skillshe will teach between October 15 and May 1, the week before the department-wide assessment. GeneralSpecific A 10th-grade social studies teacher finds on the free response portion of the pre-assessment many students were unable to clearly use evidence to support their points of view. He sets one of his SGOs to deal with this particular skill.

23. 3. When should SGOs be set? Survey - Question 3

24. The SGO Process Teachers Recommended Official SGO process Consult with evaluator to approve SGOs Consult with evaluator to discuss SGO rating Step 1: Choose an assessment 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 SGO Adjustments made to SGOs with approval Step 5: Review results and score *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Survey - Question 3

25. SGOs and SMART goals Workshop packet pg. 6

27. SGO Guidebook pg.17 Workshop packet pg. 7

28. How SMART is your SGO? • In your district teams, study the SGO provided. • Using the SMART framework, annotate this SGO to identify which components align with a S-M-A-R-T goal. • Share your findings with the group.

29. How SMART is your SGO? Separate handout

30. A Tiered SGO SGO Guidebook pg. 19 Workshop packet pg. 8

31. Break

32. 5 Steps of the SGO Process 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 SGO Guidebook pg. 8 Survey - Question 9

33. Step 1 – Choose or Develop a Quality Assessment 3 components • Assessment Scope Determine the instructional period, the appropriate standards, and the educational goals that will be captured by the assessment. • Assessment Quality Choose or develop an assessment, analyze for quality, and modify as necessary. • Collection of Evidence Ensure that scoring and administration of school-based assessments relies on valid, reliable, and practical systems. SGO Guidebook pg. 10

34. Assessment ScopePlanning • Determine the instructional period, the appropriate standards, and the educational goals that will be captured by the assessment. • In your district teams, complete the planning guide. • Make note of the questions that you were able to answer easily and those that provided more of a challenge. • Share your findings with your table group. Workshop packet pg. 9

35. Assessment ScopePlanning Workshop packet pg. 9

36. Assessment ScopeWhat do you want your students to KNOW?

37. Assessment ScopeWhat do you want your students to DO?

38. Assessment ScopeCritical Decisions About Critical Standards • In district teams, review the social studies standards provided. • Which standards are foundational for success in this class and beyond? • Which standards will lead to enduring understanding? • Which of these standards will be taught during the SGO instructional period? • Identify a group of standards that fit these criteria and write them on the Standards Alignment and Coverage form. • Share your findings with your table group.

39. Assessment ScopeCritical Standards SGO Guidebook pg. 26 Workshop packet pg. 10

40. Assessment QualityTypes of Assessments • Choose or develop an assessment, analyze for quality, and modify as necessary. • 3 Options • Purchase a new assessment or select an existing one • Create a new assessment locally • Modify an existing assessment

41. Assessment QualityTypes of Assessments SGO Guidebook pg.10

42. Assessment QualityStandards Alignment and Coverage • In district teams, refer to the social studies assessment provided. • Using the Standards Alignment and Coverage Check form, make a note of the items in the assessment that are aligned to the standards you have identified. • How would you judge the alignment? Use a scale of 1-10.

43. Assessment QualityStandards Alignment and Coverage SGO Guidebook pg. 26 Workshop packet pg. 10

44. Assessment QualityDepth of Knowledge 4 minute video explaining DOK using the Gettysburg Address Workshop packet pg. 11

45. Assessment QualityDepth of Knowledge How rigorous is your assessment? • Choose several items from your assessment. • Categorize them as level 1-4 on the Assessment Rigor and Depth of Knowledge Analysis form. • Discuss what modifications of this assessment may be necessary.

46. Assessment QualityDepth of Knowledge SGO Guidebook pg. 27 Workshop packet pg. 12

47. Assessment QualityValidity and Variety SGO Guidebook pg. 28 Workshop packet pg. 13

48. Collection of Evidence • Ensure that scoring and administration of school-based assessments relies on valid, reliable, and practical systems.

49. Collection of EvidenceQuality Rubrics Strong rubrics ensure that a student’s knowledge of a subject or skill is accurately assessed. • Identify the knowledge and skills being measured • Differentiate between high and low achievement • Clearly identify and describe levels of performance for each element • Determine component weighting as necessary • Create and share with colleagues to ensure rigor and alignment to common expectations

50. Collection of EvidenceQuality Rubrics Differentiate between high and low achievement Identify the knowledge and skills being measured Clearly identify and describe levels of performance for each element