developing student growth objectives in all content areas donna mcinerney, ed.d....
TRANSCRIPT
Online Discussion Site
Go to:
http://todaysmeet.com/SGO-FEA
• Post questions, share information, etc.
• Room will remain “open” until Sept. 30, 2013.
• Use it after the workshop to continue discussion.
Today’s Agenda
A. Introduction & Overview 1. Overview of NJ Evaluation System
B. SGO Basics 2. SMART SGOs3. Achievement and Progress Goals4. 4 Types of SGOs
BREAK (15 minutes)
C. SGO Development Process & Timeline 5. Developmental stages & timeline
D. Assessment Practices1. Formative Assessments2. Webb’s Depth of Knowledge3. Classroom Assessments4. Considerations when choosing or
developing a quality assessment.
E. Wrap-up Activities5. Review SGO Template6. Revisit KWL Self-Reflection
LUNCH (45-60 minutes)
F. SGO Design Template Review1. Sample walk-through of SGO template-online tool
G. Data Considerations in Developing SGOs1. The role of data in developing SGOs2. Collaborative analysis of data and development of
SGOs
H. Facilitate Development of Teachers’ SGOs I. Creating a SMART SGO - Using the template,
participants begin developing/creating their SGO1. Table Groups – Samples from content areas as
models for SGO Writing2. Debrief/Groups Report Out- Examples from each
content area shared with group
I. Next Steps Planning at the School and District Level
J . Concluding Points
K. Feedback form
Morning Session Afternoon Session
1. Understand Student Growth Objective (SGO) requirements.
2. Understand and apply the SMART-based SGO development process.
3. Effectively lead professional staff in the creation of standards-based, assessment-driven SGOs.
Desired Outcomes
ACTIVITY #2
What do I…KNOW? What do I… WANT to KNOW?
CONCERNS that I HAVE...
NJDOE SGO Requirements
SGOs:Understanding and Ability
Self-Reflection
6
Let’s take our…SGO 101
Pre-assessment!
Activity #1
7
Introduction to Student Growth Objectives
September
January
June
SLOsG
In New Jersey…
9
What is a Student Growth Objective?
According to the NJDOE (2013):
“Student Growth Objectives (SGOs) are academic goals for groups of students that are aligned to state standards and can be tracked using objective measures.”
10
What is a Student Growth Objective?
A Student Growth Objective must be:
• Annual, specific and measureable• Based on growth and achievement • Aligned to NJ/CC curriculum standards • Based on available prior student learning
data • A measure of what a student has learned
between two points in time• Ambitious and achievable• A collaborative process between teacher
and supervisor• Approved by the principal
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
COMPLIANCE
PROCESSvs.
SGO SETTING: “THE CONTEXT”
SGO SETTING: PROCESS
SGO DESIGN TEMPLATE
COMPLIANCE!
SGO SETTING
Teacher Practice
Performance on a teacher practice
instrument, driven primarily through
observation
Stu. Growth
PercentileState-calculated
score that measures individual teacher’s
ability to drive growth on NJ ASK
NJASK
Stu. Growth
ObjectiveLocally-calculated
score that measures an individual
teacher’s impact on stu. achievement
Inputs of Effective Teaching
Outcomes of Effective Teaching
Summative Rating
Overall eval. score that combines the
multiple measures of practice and student
progress
N.J.A.C. 6A:10-4.1
Introduction to Teacher Evaluation
Teachers in Tested Grades 4-8
Student Growth Percentiles (SGPs)… FYI
All students can show growth.• Student Growth Percentiles (SGP) measure how
much a student has learned from one year to the next compared to peers with similar academic history from across the state.
• Students scored on a scale from 1 – 99.
• Growth baseline established by student’s prior learning as measured by all of student’s NJ ASK results.
http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml
For More Information…NJDOE SGP video
Tested Grades and Subjects (Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures
* The NJDOE will look to incorporate other measures where possible and percentages may change as system evolves.
Teachers in Tested Grades
Teacher Evaluation: Introduction
Teacher Practice
Performance on a teacher practice
instrument, driven primarily through
observation
Stu. Growth
ObjectiveLocally-calculated
score that measures an individual
teacher’s impact on stu. achievement
Inputs of Effective Teaching
Outcomes of Effective Teaching
Summative Rating
Overall eval. score that combines the
multiple measures of practice and student
progress
N.J.A.C. 6A:10-4.1
Introduction to Teacher Evaluation
Teachers in Non-Tested Grades/Areas
Non-Tested Grades and Subjects:Student Achievement will be 15% in SY 13-14. Teacher Practice will be 85%.
*The Department will look to incorporate other measures where possible and percentages will change as system evolves.
Teachers in Non-Tested Grades/Subjects
Teacher Evaluation: Summative EvaluationNon-Tested Grades and Subjects
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Component Raw Score Weight Weighted Score
Teacher Practice Eval. Instrument
3.0(Effective) X 85% 2.55
Student Growth Objectives (2)
3.5(Full
Attainment)X 15% .525
Sum of the Weighted Scores 3.075
3.075
Teacher Evaluation: Summative EvaluationTested Grades and Subjects
Principal Evaluation: Introduction
New evaluation systems for Principals will include the following components:
Principal Practice
Performance on a principal
practice evaluation instrument
School SGP
State-calc. score that
measures a principal’s
ability to drive growth in ELA
and math
Average SGO
Locally-calc. score that
aggregates the perf. of all teachers in a
school on SGOs
Admin. Goals
Locally-calc. score that
measures a principal’s impact on
stu. achievement
Summ. Rating
Overall eval. score that
combines the multiple
measures of practice & outcomes
Eval. Leadshp.Outputs that define how
well a principal is
leading imp. of the eval
system
Inputs Student/Teacher Outcomes
Principal Evaluation: SGP and SGO Components
• Principals whose students have SGPs will receive the average school-wide SGP score.
• Principals will be placed in 3 categories: Multi-Grade SGP Principal, Non-SGP Principal, Single-Grade SGP Principal. Component weighting will differ across categories.
• Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.
School SGP
SGO Average
Components Multi-GradeSGP Schools Non-SGP Schools Single Grade
SGP Schools
Principal Practice Instrument 30% 30% 30%
Evaluation Leadership 20% 20% 20%
SGO Average 10% 10% 10%
School SGP 30% 0% 20%
Principal Goals 10% 40% 20%
Total Percentage 100% 100% 100%
Inputs
Student/TeacherOutcomes
Principal Evaluation: A Look at All Components
PROCESS!
SGO SETTING
Introduction to
SMART
SGO
What does it mean to be…
SM
AR
T
?
SMART SGOS ARE…
S … Specific
M … Measurable
A … Attainable/Ambitious
R … Results-driven
T … Timed
SMART SGOS ARE…
Specific Measurable Attainable/Ambitious
Results-driven
Timed
The SGO should be simplistically
written, and clearly defined.The SGO should
focus on a specific content area or
skill.
The SGO should be measurable
and provide tangible evidence
that you have achieved the
objective.
The SGO should be attainable; reasonably
challenging both you and your students, but
clearly defined so that it can be
achieved.
The SGO should focus on
measuring outcomes, not
activities.
The SGO should
be organized around a
timeframe that presents a
reasonable sense of urgency.
Growth vs. Achievement Goals
GROWTH ACHIEVEMENT
Students’ post-assessment scores will be ___% greater than the pre-assessment.
On the post-assessment, ___% of students will achieve a score of ___ or higher.
30
SGOs can be GROWTH
and/or ACHIEVEMENT goals.
IS THIS SGO . . . .
During the 2013-14 school year, Language Arts students will improve their accuracy, fluency and comprehension.
SMART
During the 2013-14 school year, all of my 3rd grade Language Arts students will demonstrate measurable progress in the reading skills of accuracy, fluency and comprehension. All students will achieve at least 1 year’s gain as measured by the Star Reading Enterprise Assessment. Students in the below grade level band will attain at least 1.2 year’s gain.
IS THIS SGO . . . .
32
During the 2013-14 school year, English 1 students will improve their written expression and mechanics/ usage skills.
SMART ???
SPECIFIC MEASURABLE ATTAINABLE/AMBITIOUS
RESULTS-DRIVEN
TIMED
33 PARCC (parcconline.org)
Making It SMARTer…
34 PARCC (parcconline.org)
IS THIS SGO . . . .
SMARTer !!!During the 2013-14 school year, 100% of the 25 9th grade students enrolled in English 1 Honors will demonstrate measurable progress in writing/written expression. Each student will improve by one (1) performance level in development of ideas, organization, clarity of language and knowledge of language and conventions on the district’s writing rubric, modeled from the PARCC rubric for analytic writing.
Furthermore, 80% of the students will score a “3” or better overall.
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During the 2013-14 school year, English 1 students will improve their written expression and mechanics/ usage skills.
SMART?
TYPES OF SGOS
NJDOE Overview – May 2013
WITH ALGEBRA EXAMPLES
TEACHER ATTAINMENT OF SGOS
Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf38
TYPE: GENERAL SGO
ELEMENTARY LITERACY
39
39
NJDOE, May 2013
SGOStatemen
t:
TYPE: GENERAL SGO
GRADE 6 MUSIC
40
SGOStatemen
t:
NJDOE, May 2013
GRADE 10 – INSTRUMENTAL MUSIC
TYPE: GENERAL SGO
NJDOE “Shifting Gears PowerPoint for Visual and Performing Arts Educators” – June 2013
42
GRADE 10 – INSTRUMENTAL MUSIC
NJDOE “Shifting Gears PowerPoint for Visual and Performing Arts Educators” – June 2013
43
(32-38students)
(39-45students)
(25-31 students)
(24 or fewer students)
GRADE 10 – INSTRUMENTAL MUSIC
(32-38students)
70% or more students met
goal.(32 students)
80% or more students met
goal.(39 students)
60% or more students met
goal.(27 students)
Less than 60% or more students
met goal.(1-26 students)
LEVELS OR RANGES
TYPE: TIERED GENERAL SGO
PHYSICS 1
44
SGOStatemen
t:
NJDOE, May 2013
TYPE: TIERED GENERAL SGO
Using the full attainment score range as a starting point, assigning of ranges to the other attainment standards as shown below is permissible. For consistency, 14% ranges are used.
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target
Target Exceptional (4)
Full (3) Partial (2) Insufficient (1)
Score 80% on
assessment
≥85% students(56 or more)
≥70% students(range 84-70%)
(45 or more)
≥55% students(range 69-55%)
(36 or more)
<55% students (fewer than 36)
SGO Statement: At least 75% of my 65 students will score at/above their designated target score on the end of course test.
TIERED SGO WITH RANGES SCORING PLAN AND WEIGHTED SCORE
Scoring Plan – Using Ranges
Preparedness groups
Target Score on Final
Assessment
Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores
Exceptional 4 Full 3 Partial 2 Insufficient 1
Low 70 >85% (31-36) >70% (25-30) >55% (18-24) <55% (0-17)
Medium 80 >85% (19-21) >70% (15-18) >55% (11-14) <55% (0-10)
High 90 >85% (8) >70% (6-7) >55% (4-5) <55% (0-3)
Results of SGO – Using Weighted Scores
Preparedness groups
Number of Students in
Group
Weight (Number of students in group/total students)
Number of Students Reaching
Target Scores
Objective attainment
LevelWeighted
score
Low 36/65 0.56 27 3 0.56x3 = 1.68
Medium 21/65 0.32 20 4 0.32x4 = 1.28
High 8/65 0.12 4 2 0.12x2 = 0.24
Total SGO Score 3.20
SPECIFIC/TARGETED STUDENTS
GRADE 8 LAL
47
3-5 students met goal.
6 students met goal.
7-8 students met goal.
0-2 students met goal.
SGOStatement
:
48
SPECIFIC/TARGETED FOR CONTENT/SKILL
BIOLOGY
SGOStatement
:
NJDOE, May 2013
TYPE: SPECIFIC/TARGETED CONTENT/SKILL
SGO Statement:
80% of students will score a “3” or better on the district DBQ assessment for using evidence to support a point of view.
Measuring Progress
For a teacher to earn a rating of…
4 3 2 190% or more students met goal.
80% or more students met goal.
70 or more students met their goal
Less than70% of students me their goal
Teachers can also use rubrics or portfolio assessments to measure student attainment. In this example the district created a rubric for U.S. History students to measure attainment of specific critical thinking skills.
HISTORY
The SGO Development Process
STUDENT GROWTH
OBJECTIVESPROCESS
PREPARESGO
SCORESGO RESULTS
DEVELOPSGO
IMPLEMENT AND MONITOR SGO
SGO SUBMISSION& APPROVAL
MID-YEAR SGO REVIEW
PRE-APPROVAL STAGE
EVIDENCE COLLECTION
FOCUSEDSTRATEGIES
SGO REVIEWand
EDUCATOR SGO SCORE
PREPARE SGOPREPARE SGO
KEY TASKS ESSENTIAL QUESTIONS Review student data Identify student population Target specific and enduring
academic concepts, skills or behaviors from Standards
Address observable student
need(s) Identify evidence sources to
measure student growth
Establish goals for student growth
Which students are being
addressed? What is being taught?
Which content standards are
being targeted?
Does the content selected represent essential knowledge and skills that will endure beyond a single test date, be of value in other disciplines, and/or necessary for the next level instruction?
DEVELOP SGODEVELOP SGO
KEY TASKS ESSENTIAL QUESTIONS • Understand SMART Goal design • Practice writing SMART Goals • Determine the rationale for SGO
• Decide if the SGO will be “progress” and/or “achievement” focused
• Decide if…General or General-tiered? Specific to a group of students? Specific in content or skill?
• Determine and write the SGO(s)
• Why choose this learning content,
evidence or target? • What source(s) of data did you examine
in selecting the SGO(s)? • What is the starting level of learning for
students in the class? What strengths and weaknesses were identified?
• Is the SGO(s) rigorous and measurable? • What is the target level of growth or
performance that students will demonstrate?
• Do I expect all students to make the same
amount of growth, regardless of where they start from, or should I set differentiated goals?
IMPLEMENT and MONITOR SGO
Focused Strategies
IMPLEMENT and MONITOR SGO
Focused StrategiesKEY TASKS ESSENTIAL QUESTIONS
• Determine strategies and supports.
Consider evidence-based and differentiated strategies aligned to district and school initiatives, content-based best practices, and grade level expectations
• Determine the plan for the actions to be implemented throughout the implementation timeframe
• Plan for the documentation of the
strategies • Consider the availability of
supplemental supports to further strategies
• Does the SGO(s) provide a clear
focus for instruction and assessment?
• Do the strategies meet the students’
needs and align with learning styles? • Are the strategies consistent with
district, school and programmatic best practices?
• What is the plan for documenting
student progress and monitoring student growth?
• Is the implementation plan
rigorous? Structured?
IMPLEMENT and MONITOR SGO Evidence Collection
IMPLEMENT and MONITOR SGO Evidence Collection
KEY TASKS ESSENTIAL QUESTIONS • Monitor student progress
• Collect data toward meeting SGO(s) • Administer end-of-term assessment,
formal post-test, etc. or review rubric-based portfolio/performance assessments
• Collect final results regarding student
growth using the evidence source(s) identified
• In this final collection of evidence, the
educator will note the percentage of targeted population that did not meet, met, and exceeded their student growth targets.
• What assessments(s), student work
product(s), or other evidence sources will be used to measure whether students met the objective?
• Assessment types? How are the results
reported? • Accessibility to assessment results ? • Is the assessment valid and reliable? • Why is this the best evidence for
determining whether students met the objective?
• What are the trends in the data?
SCORE SGO RESULTSSCORE SGO RESULTS
KEY TASKS ESSENTIAL QUESTIONS • Review SGO(s) results and scores
• Educator will report the percentage of targeted population that did not meet, met, and exceeded their student growth targets
• Submit final results of SGO(s) to principal/supervisor
• A teacher’s supervisor and/or a member of the School Improvement Panel will calculate a rating for the SGOs (required by NJDOE).
• Final SGO score for educator is included as part of summative evaluation
• What is the expected outcome
(target) by the end of the instructional period?
• Did the students meet the expected goals of the SGO(s)?
• What were the final results of the SGO? Achieved? Not Achieved?
• What score did the educator achieve? Was there a summative evaluation conference to discuss the accomplishment of the SGO(s)?
SGO SUBMISSION FOR APPROVAL (by 11/15/13)SGO SUBMISSION FOR APPROVAL (by 11/15/13)
CONSIDERATIONS CONSIDERATIONS • Based upon the educators
role/position, 1-2 SGO(s) will be set and the most appropriate assessment measure will be utilized to determine if the target is met or not
• The educator will submit the draft SGO(s) to his/her principal/supervisor for approval. The administrator will review each SGO and ensure that they meet the established criteria
• The SGO(s) will then be approved or will be returned for further revision, with specific directions as to which component(s) need revising
• A mid-year meeting between the
educator and the principal/supervisor is recommended
• Conference is scheduled at approximately the halfway point of the specified SGO interval
• A review of progress, a discussion of any issues, and adjustments to the SGO growth target may be made upon mutual agreement in situations where the goals are either too rigorous or not rigorous enough
SGO MID-YEAR REVIEW (by 2/15/14)
SGO MID-YEAR REVIEW (by 2/15/14)
IMPORTANT DATESIMPORTANT DATES
SGO PROCESS TIMELINE
ASSESSMENT
SGOActivity # 4a:
Survey of Assessment Practices
The “Heart” of the SGO
58
Linking AssessmentIn the Classroom
with Student Growth
and Achievement59
WHERE ASSESSMENT COUNTS!
Consider Formative Assessment!
Consider Summative Assessment!
60
Activity - Brainstorm with Others
FORMATIVE ASSESSMENTS
61
Examples
• Observations• Questioning• Discussion• Journals• Assignments• Projects• Pop Quizzes (not-graded) • Exit/Admit Slips• Learning/Response Logs• Graphic Organizers• Peer/Self Assessments • Written Questions / Exercises
• with Short, Extended or • Multiple-choice Answers
• Practice Presentations• Diagnostic Tests • Visual Representations• Kinesthetic Assessments • Individual Whiteboards• Four Corners• Think Pair Share • Appointment Clock• Simulations/Business Games• Conferencing/Reviews• Meaningful Homework Assignments
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
FORMATIVE ASSESSMENTS
62
Webb’s Depth of Knowledge
63
Webb’s Depth of Knowledge
64
Creating Classroom Assessments
65
• Develop assessments collaboratively. • Align all assessments with NJCCCS or CCSS. • Align all assessments with district, school and department
goals. • Make sure all the content in your SGO is covered in the
assessment. • Incorporate test items that vary in levels of difficulty. • Include a sufficient number of test items to ensure rigor. • Collaboratively determine possible modifications to meet the
needs of students. • Develop rubrics to assess essay responses. • Make sure content- and skill-based rubrics are specific and
address multiple levels of proficiency.
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
Suggested NJDOE Guidelines
Resources from NJDOE SGO Guidebook (2013), pg. 26
67
NJDOE SGO Guidebook, 2013 – pg. 2768
NJDOE SGO Guidebook, 2013 – pg. 2769
Activity #4b: What Assessments are Utilized in Your School for Measuring Learner Progress?
Complete the chart on Pages 27-28.
and/or
Activity #4c: Considerations When Choosing or Developing a Quality Assessment
Complete the chart on Page 32.
ASSESSMENT ACTIVITY
70
THE SGO TEMPLATE - IN CONTEXT ALL THINGS CONSIDERED!
71
What do I…KNOW? What do I… WANT to KNOW?
CONCERNS that I Have...
NJDOE SGO Requirements
SGOs:Understanding and Ability
WHAT DO WE STILL NEED TO KNOW?
Self-Reflection Revisited…
Time for Lunch!
INTRODUCING THE SGO BLUEPRINT: CONTEXT
Context: Describe the student population being served by your SGO. In addition, offer any information related to special learning circumstances that you believe to be important.
20 Visual Arts-3 students2 students have delayed fine
motor skills3 Special Needs (other)2 ELL5 5042 Academic Enrichment
(Note: Adapted from: Rhode Island Department of Education (RIDE). Retrieved March 12, 2013 from:
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO_Exemplars/Elem_FA-VisualArts.pdf
)
INTRODUCING THE SGO BLUEPRINT: TIMELINE
Timeline:Describe the instructional time interval.
Interval of Instruction:
All students receive instruction once per week, for 40 minutes, throughout the year, as part of an Expressive Arts Cycle program.
INTRODUCING THE SGO BLUEPRINT: LEARNING CONTENT/COMPETENCIES
Learning Content and Competencies:Describe the specific content, concepts, and/or topics around which the SGO will be organized and measured.
RI Visual Arts (3-4) and Design Standard 1
Students demonstrate knowledge and application of Visual Art and Design concepts:
a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast
b. applying basic strategies and techniques to address artistic problems
c. using observation to develop a visual representation of basic objects
d. maintaining a portfolio of self-created art work and explaining art concepts learned
INTRODUCING THE SGO BLUEPRINT: EVIDENCE
Evidence Considered: Describe all state-, district- and classroom-level assessments, that can be considered to support baseline data analysis.
At the end of last year I examined this cohort’s portfolios with the K-2 art teacher.
This showed that while students were working with line, color, and shape, and pattern, they were not obviously constructing composition, relating parts to the whole, developing attention to detail, or mixing representational and expressive techniques.
INTRODUCING THE SGO BLUEPRINT: BASELINE DATA
Baseline Data:Describe the specific pre-assessment(s) that you utilized to establish an understanding of current student performance. Appropriately organize and present the student performance data that was used to influence your SGO performance targets.
Visual Arts-3 Benchmark-I Assessment I
Administered BA-I during the first week of class.
Students are asked to draw a self-portrait from memory; then, using individual mirrors, students do an observation of their face and draw a self-portrait with paper and pencil.
Students are asked to reflect on the choices they made regarding concept and technique, and explain those choices verbally.
Through this assessment I am able to determine which techniques students relied on utilizing in their art, which they were comfortable using in descriptive speech, and how they articulated their process and choices.
Results (out of 6 possible): Level 4– 4; Level 3 – 6; Level 2– 8; and Level 1- 2
INTRODUCING THE SGO BLUEPRINT: SGO STATEMENT
SGO Statement:In careful consideration of the information provided in the sections above, present your SMART Student Growth Objective (SGO).
For the 2013-2014 Visual Arts-3 Cycle Program, 100% of my 20 students will demonstrate measurable progress in their ability to create portraits from observation in a variety of mediums (including drawing with oil pastels, printmaking, collage, and painting) that show evidence of problem solving using basic visual arts concepts (including visual composition, color, shape, as well as a mixture of representational and expressive techniques), as aligned to State Grade 3-4 VA Standards 1 and 3.
In careful consideration of student K-2 Portfolios, related artifacts and evaluative instruments, as well as individual performance data generated from my Visual Arts-3 Benchmark-I Assessment, all students will score at least a Level 3 (out of 6) on the 6-point VA-3 Rubric.
INTRODUCING THE SGO BLUEPRINT: INSTRUCTIONAL ACTION PLAN
Instructional Action Plan:
Describe key strategies intended to influence student growth during the defined timeline.
Instructional Strategy
Evidence of Impact
Timeline
Regular practice with different mediums
Product/Rubric Weeks 4-7
Creation & analysis of portrait collection
Journal Weeks 12-16
Observation & self-portraits
Portfolio/Rubric Weeks 23-30
INTRODUCING THE SGO BLUEPRINT:
STUDENT PERFORMANCE TARGETS AND SELF-EVALUATION
Student Performance Targets and Self-Evaluation of SGO Achievement: How will you define instructional success? Describe what you consider to be fair and reasonably challenging student and personal performance targets. The SGO score will represent 15% of your formal Summative Evaluation.
Student Performance Targets and Scoring
Highly Effective (4)
Effective(3)
Partially Effective(2)
Ineffective(1)
100% students score a Level 3 or higher on the 6-
point VA-3 Rubric;90% or more
students increase 2 or more levels.
100% students score a Level 3 or higher on the 6-
point VA-3 Rubric.
80% or more students score a Level 3 on the 6-
point VA-3 Rubric.
Less than 80% students score a Level 3 on the 6-
point VA-3 Rubric.
INTRODUCING THE SGO BLUEPRINT: RATIONALE
Rationale:Describe what you believe makes your SGO SMART, and feasible and worthy of implementation.
At this grade level students should expand the ways they draw and know that there is more than one way to depict figures. As the art teacher for grades 3-5, I work closely with the K-2 art teacher. In 2nd grade students begin to develop exposure to drawing from observation, but this is the first year this skill is explicitly discussed along with the differences of drawing from memory. In the past, learning how to look carefully at a subject has been a real challenge for students but drawing from observation is a crucial skill and students are often eager to develop their ability. It is developmentally appropriate for students to hone their ability to make conscious choices utilizing media, concepts and technique to represent the observable world. It is also critical that students become more mindful of how these choices affect their artwork and can describe these choices verbally. Students will be exposed to new mediums, including oil pastels and printmaking, whereas in the earlier grades they mainly utilized other drawing materials, cut paper, and paint. This expands their opportunity to make choices in their artwork and experiment with technique.
DATA-DRIVEN SGOS
Activity #5: Building an SGO
Elementary School Data Example
Ms. Adams – Grade 2
Assessment at a GlanceDRA Grade 2 Teacher: Ms. AdamsPre-assessment: Week of 9.15.12
StudentDRA Points
Earned (DRA Level)
Guided Reading Level
Comments
Anai 10 F ELLAngie 24 L Antonio 4 C ELLAshley 4 C Christopher 28 M Cristian 16 I ELLDavis 4 C Denisse 24 L Elvira 18 J Emely 10 F Francisco 28 M Freddy 8 E ELLGeraldine 8 E Jamie 28 M Jaymen 6 D ELLJonathan 18 J Katherine 24 L Kerem 24 L Malachi 28 M Michael 3 C Noel C. 4 C Randy 12 G enrolled /assessed 10.22Stefani R. 24 L ELL
Stephanie H. 4 C Tiffany 14 H 85
Assessment at a Glance
86
Assessment at a Glance
87
Middle School Data Example
Mrs. Smith – Grade 8
Assessment at a Glance
COURSE: Life Science– Grade 8 Science
STANDARDS:
LIFE SCIENCE – NJCCCS Standards:
STANDARD 5.3: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
STRANDS:A. Organization and DevelopmentB. Matter and Energy TransformationsC. InterdependenceD. Heredity and ReproductionE. Evolution and Diversity
ASSESSMENT CONSTRUCT:
TYPE: Pre-Assessment TIME FRAME: 45 minutes/1 class period/5 days week
QUESTION TYPES: MC: 19 CR: 6 ER: PT: 1
Mrs. Smith’s Class
STUDENT PRE-ASSESSMENTDATA
Tim 7Sanji 17Barb 18Sam 20
Shawn 21Janelle 22
Sara 24Jorge 25
Michael 27Joe 33Bill 33
Mickey 34Trevor 34John 43
Jaylen 43Sally 43Jose 44
Jennifer 45Alan 46
Shannon 65
CLASS SIZE 20 students
AVERAGE 32.2
RANGE 17 - 4629pt spread
High School Data Example
Mr. Washington
AP US Government and Politics
COURSE: AP US Government and Politics (Grades 10-12)STANDARDS:
This is a pre/post assessment that covers the following standards:
Adoption of Constitution Checks and Balances Citizen’s Beliefs about GovernmentCivil Rights and Liberties Election Laws Executive BranchFederalism Influences of Political Beliefs Interest GroupsJudicial Branch Legislative Branch Mass MediaPolitical Action Committees Political Participation Political PartiesPolitical Socialization Separation of Powers Theories of Government
ASSESSMENT CONSTRUCT:
TYPE: Pre-Assessment TIME FRAME: 45 minutes/1 class period/5 days week
QUESTION TYPES: MC: 39 FR: 11 PT: 0
Mr. Washington’s Class
AP US Government and Politics
AP US Government and Politics
# of Students Scoring between
0-15
# of Students Scoring between
16-31
# of Students Scoring between
32-47
# of Students Scoring between
48-63
# of Students Scoring between
64-79
# of Students Scoring between
80-95
# of Students Scoring
95 or Above
60 76 11 2 0 0 0
DATA ANALYSIS:
The Fall 2012 pretest assessment scores were evaluated to yield the following results:
Mr
AP US Government and Politics
Mr. Washington’s Data Analysis
Strategic SGO Planning
ACTIVITY #6
SGO DESIGN TEMPLATE
GUIDING THE SGO CONVERSATION
Activity #7 – Strategic District and School Planning
PlaceholderAdele’s slide
Table Talk: District and School Planning
100
NEXT STEPS…
SGOReview content area samples from other districts and states.
Write your own SGOs.
WRAP IT UP!
CONCLUDING POINTS
Precious Cargo…
SGO
Inside!
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Wishing you much professional success as you continue your work
in developing and implementing Student Growth Objectives.