what is an sgo?
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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 - PowerPoint PPT PresentationTRANSCRIPT
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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
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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.
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1. For what percentage does the SGO rating count towards a teacher’s evaluation?
a) 10
b) 15
c) 20
d) 15 for teachers in non-tested grades and subjects and 20 for teachers with an SGP
Survey - Question 1
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2. How many SGOs must a teacher set for evaluation?
a) All set only 1
b) All set only 2
c) All set between 1 and 2, depending on district discretion
d) 1 or 2 for teachers with SGPs, 2 for teachers in non-tested grades and subjects
Survey - Question 2
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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.
Survey - Questions 2, 4SGO Guidebook pg. 5
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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.
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Attributes of SGOs and SGO Development
• Teacher-created
• Tailored
• Collaborative
• Process-based
• Flexible
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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
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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 from each 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 students based on their growth as measured by 5 out of 7 domains in the portfolio.
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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.
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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
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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 skills
he will teach between October
15 and May 1, the week before
the department-wide
assessment.
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.
GeneralSpecific
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3. When should SGOs be set?
a) Annually, before the beginning of the school year
b) Annually, during the first few weeks of the school year
c) Annually, at some point during the year at the teacher’s discretion
d) Once, at the beginning of the school year to be used over the next few years
Survey - Question 3
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September By Nov. 15* By Feb. 15 By end of school year
Teachers
The SGO Process
Consult with evaluator to
approve SGOs
Adjustments made to SGOs with
approval*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Step 1: Choose an
assessment
Step 2: Determine students’ starting points
Step 3:
Set SGO
Step 4: Track progress, refine instruction
Step 5: Review results and
score
Consult with evaluator to discuss SGO
rating
Recommended
Official SGO process
Survey - Question 3
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SGOs and SMART goals
Typical Usage
of SMART
SGOs Must Be
SGOs Require a Teacher to
S Specific Specific Describe how many students learn “what” or grow by “how much”
M Measurable Measurable Compare starting points to ending points using assessments of some type
A Achievable Ambitious but Achievable
Determine a reasonable amount of growth according to knowledge of students
R Relevant Relevant Align SGOs to standards
T Time-related Time-related Set an appropriate instructional period
Workshop packet pg. 6
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Grade: Subject Number of Students
Interval of Instruction
Full yearSemester Other ________
Name of Assessment SGO Type GeneralSpecific
Rationale for Student Growth Objective(Please include content standards covered and explanation of assessment method.)
Student Growth Objective
Baseline Data(Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target ScoreTarget Score Exceptional (4) Full (3) Partial (2) Insufficient (1)
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Grade: Subject Number of Students
Interval of Instruction
9 Physics 1 65 Full yearSemester Other ________
Name of Assessment
Department-developed Physics 1 assessment
SGO Type GeneralSpecific
Rationale for Student Growth Objective(Please include content standards covered and explanation of assessment method.)
This SGO covers all of my students, all of the physical science standards that are part of NJ standards related to physics and many appropriate science practice standards:NJCCCS physical science 5.2.12 D-ENJCCCS science practices 5.1.12 A-D (as appropriate)Physics 1 assessment – Written: 60 multiple choice (4 choice), 5 short response questions,Practical: students design a simple apparatus, take measurements and collect data.Student Growth ObjectiveAt least 70% (45/65) of my students will attain a score of 80% or above on the end of course test.Baseline Data(Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)
Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52%.
SGO Guidebook pg.17 Workshop packet pg. 7
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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.
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A Tiered SGO
Workshop packet pg. 8
Baseline Data and Preparedness Groupings(Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.)
Based on the Physics 1 pre-assessment, students are grouped into 3 levels of preparedness. These groupings are also supported by prior year’s math scores. See attached.Low – 36 students scored 35-49%Medium – 21 students scored 50-66%High – 8 students scored 67-80%Student Growth ObjectivePreparedness Group(e.g. Low, Medium, High)
Number of Students in Each Group (Total)
Target Score on Post-Assessment (%)
Number of Students Required for “Full Attainment”
Low 36/65 70 25-30Medium 21/65 80 15-18
High 8/65 90 6-7
SGO Guidebook pg. 19
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5 Steps of the SGO Process
Step 1 Choose or develop a quality assessment aligned to NJCCCS or
CCSS. Step 2Determine students’ starting points.Step 3Set ambitious and achievable SGOs with the approval of the
principal. Step 4Track progress, refine instruction.Step 5Review results and score in consultation with your
principal/supervisor.
Survey - Question 9SGO Guidebook pg. 8
Some detail on each of these steps can be found in the SGO Quick Start Guide
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Step 1 – Choose or Develop a Quality Assessment 3 components
1. Assessment Scope
Determine the instructional period, the appropriate
standards, and the educational goals that will be captured by the assessment.
2.Assessment Quality
Choose or develop an assessment, analyze for quality,
and modify as necessary.
3.Collection of Evidence
Ensure that scoring and administration of school-based
assessments relies on valid, reliable, and practical systems.
SGO Guidebook pg. 10
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Assessment ScopePlanning
1. 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
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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.
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Assessment QualityTypes of Assessments
2. 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
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Assessment QualityTypes of Assessments
Traditional Assessments
Portfolio Assessments
Performance Assessment
• District, school and departmental tests e.g., modified final exams, benchmark exams
• State and national exams (except the NJ ASK), e.g. NOCTI, AP
• Writing and reflection sample
• Laboratory research notebook
• Portfolio of work• Project-based
assessment• Teaching Strategies
Gold®
• Lab Practicum• Sight reading in music• Dramatic performance • Skills demonstration• Persuasive speaking• DRA™2
SGO Guidebook pg.10
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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.
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Assessment QualityDepth of Knowledge
4 minute video explaining DOK using the Gettysburg Address
Workshop packet pg. 11
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Assessment QualityDepth of Knowledge
• 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.
How rigorous is your assessment?
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Collection of Evidence
3. Ensure that scoring and administration of school-based assessments relies on valid, reliable, and practical systems.
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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
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Collection of EvidenceQuality Rubrics
Grades 9-12 Common Core History and Social Studies RubricsKey Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.Needs Specific Improvement
Approaching Meets Expectations Exceeds
Lacks specific details from the text
Does not connect details to the text as a whole.
Contains some specific details from the text but omits the most important ones
Attempts to connect details to the text as a whole.
Cites specific evidence to support the analysis of the text-Connects insights from specific details to the text as a whole.
Meets expectations and performs one of the following:Brings in outside information from prior knowledge/other sourcesDemonstrates a connection between the historical context of the document and the modern day.
Identify the knowledge and skills being measured
Clearly identify and describe levels of performance for each element
Differentiate between high and low achievement
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Collection of Evidence Administration and Scoring of Assessments
What are the most valid, reliable, and practical ways to administer and score school-based assessments in your district?
• In your district team discuss the following:
Will assessments be administered in one sitting or several?
Should the students’ teacher be the one administering the
assessment?
Who should score the assessments?
Would professional development in scoring or other
aspects of assessment be useful in your district?
• Open up the discussion at the table and share your ideas.
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5 Steps of the SGO Process
Step 1 Choose or develop a quality assessment aligned to NJCCCS or
CCSS. Step 2Determine students’ starting points.Step 3Set ambitious and achievable SGOs with the approval of the
principal. Step 4Track progress, refine instruction.Step 5Review results and score in consultation with your
principal/supervisor.
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7. Which of the following data sources can be used to determine students’ starting points? Check all that apply.
A rigorous and carefully constructed pre-assessment
Grades from the student’s prior year classes relevant to the current class
Test scores from the prior year in relevant classes
Grades from the current year
Survey - Question 7
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Step 2 – Determine Students’ Starting PointsExamples
Survey - Question 7
Source of Performance Data to Determine Students’ Starting Points
Examples and Notes
Grades/performance in current year Based on all aspects of work during the first few weeks of school
Beginning-of-course diagnostic tests or performance tasks
Department-generated pre-assessment Early course test
Prior-year test results that assess knowledge and skills that are pre-requisites to the current subject/grade
NJASK for math, LAL and science DRA for reading End of course assessments
Test results in other relevant subjects from prior years
A physics teacher uses results of her students’ math tests from last year
Students’ grades in previous classes Teachers should make sure they understand the basis for the grades given by students’ previous teachers
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Step 2 – Determine Students’ Starting PointsMultiple Sources of Data
Student Portfolio Score (June
2013)
Pre-Assessment (Sep 2013)
Preparedness Group
1 89 76 High2 68 43 Low3 78 54 Medium4 86 66 Medium
A 9th-grade LAL teacher has two sets of data readily available: a department-wide pre-assessment that is based on the content and structure of the final assessment and scores on the portfolio that the students completed the previous year.
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5 Steps of the SGO Process
Step 1 Choose or develop a quality assessment aligned to NJCCCS or
CCSS. Step 2Determine students’ starting points.Step 3Set ambitious and achievable SGOs with the approval of the
principal. Step 4Track progress, refine instruction.Step 5Review results and score in consultation with your
principal/supervisor.
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Step 3 – Set Growth ObjectivesScoring Rubric
Attainment of Student Growth ObjectiveExceptional
4Full3
Partial2
Insufficient1
Teacher has demonstrated an exceptional impact on learning by exceeding the objective.
Teacher has demonstrated a considerable impact on learning by meeting the objective.
Teacher has demonstrated some impact on learning but did not meet the objective.
Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.
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Step 3 – Set Growth ObjectivesSGO Scoring Guide
Target Score
Attainment Level in Meeting Student Growth Objective
80% or Higher on
Final Assessmen
t
Exceptional4
Full3
Partial2
Insufficient1
Percent of Students Meeting Target
Greater than 84%
70-84% 55-69% Less than 55%
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Step 3 – Set Growth ObjectivesTiered SGO Scoring Guide
Groups
Target Score on
Final Assessment
Objective Attainment Based on Percent of Students Achieving Target Score
Exceptional 4
Full 3
Partial 2
Insufficient 1
Low 70%At least 90%
At least 80%
At least 70%
Less than 70%
Medium 80%
High 90%
Workshop packet pg. 7
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5 Steps of the SGO Process
Step 1 Choose or develop a quality assessment aligned to NJCCCS or
CCSS. Step 2Determine students’ starting points.Step 3Set ambitious and achievable SGOs with the approval of the
principal. Step 4Track progress, refine instruction.Step 5Review results and score in consultation with your
principal/supervisor.