Post on 07-Mar-2018
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Overarching Message School Leaders and Teachers Can Realize the Benefits of SGOs While Working to Address the Challenges
1. Set high expectations within a culture of shared success
2. Plan thoroughly and communicate clearly
3. Encourage collaboration and consult with teachers
4. Evaluate SGO quality and provide opportunities for revision
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High Expectations SGOs Reflect What Effective Teachers Already Do
Effective Teachers
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.
SGOs Ask All Teachers to Adopt Effective Practices Plus
Document some of these practices and be recognized for generating growth and achievement in their students
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Shared Success Principals and Teachers Share Responsibility for the Quality and Success of SGOs
According to the law: • A teacher develops SGOs in consultation with his or her supervisor. • A teacher’s final SGO score is determined by the supervisor.
According to the State’s Evaluation Leadership Rubric for Principals, highly effective principals will:
• Ensure SGOs are recorded, monitored, and assessed accurately while enabling real-time learning from pursuit of objectives
• Make certain all teachers create rigorous, curriculum-aligned SGOs with specified methods of assessing achievement of goals
In AchieveNJ, all principals receive a rating for the components listed above plus:
• An average score of all the SGO scores of his or her teachers (10%)
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SGO Requirements
A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: • Specific and measurable
• 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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SGO Requirements
• All teachers who receive an SGP score must set 1 or 2 SGOs.
• Teachers who do not receive an SGP score must set 2 SGOs.
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High Expectations SGPs and SGOs Share An Important Attribute
SGP score captures a significant proportion of the curriculum and students for which the teacher is responsible (4-8th grade math and ELA teachers)
The SGO score captures a significant proportion of the curriculum and students for which the teacher is responsible
(teachers who do not get an SGP)
SGP SGO
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High Expectations Multiple Measures of Student Learning Account for a Significant Proportion of Students and Course Curriculum
All or Most Students
Significant Proportion of Course Curriculum
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General and Specific SGOs
General Specific
• Captures a significant proportion of the students and key standards for a given course or subject area
• Focuses on a particular subgroup of students, and/or specific content or skill
For teachers whose general SGO already includes all of their students, or those who receive an SGP
Most teachers will be setting this type of SGO
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Types and Examples of SGOs
Practice SGP SGO Summative
TEACHERS: SG0
Type of SGO Definition Examples (from Algebra I class)
General
Focused on the teacher’s entire student population for a given course.
Includes large proportion of
curriculum standards.
Covers all students in a teacher’s Algebra I classes and aligned
comprehensively with course
standards.
General -
tiered goal
Same as above, but with student
goals tiered by preparation levels
Same as above, but with student
goals tiered by preparation levels.
Specific —
student group
Focused on a subgroup of students
that need specific support.
Covers a group of students that
scored below 45 percent on the
pre-test.
Specific —
content/skill
Focused on specific skills or content
that students must master.
Covers New Jersey Common Core
State Standards related to
quadratic functions and modeling.
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General SGO: Elementary Literacy
Measuring
Progress
For a teacher to earn a rating of ...
4 3 2 1
*90% or more
students met
goal
*80% or more
students met
goal
*70% or more
students met
the goal
*Less than 70%
of students met
goal
Goal 80% students increase at least one proficiency level on the Text
Reading and Comprehension (TRC) assessment.
*These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal.
Practice SGP SGO Summative
TEACHERS: SG0
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General SGO: 6th-Grade Music
Measuring
Progress
For a teacher to earn a rating of ...
4 3 2 1
90% or more
students met
goal
80% or more
students met
goal
70% or more
students met
the goal
Less than 70%
of students
met goal
Goal 80% students will master 7 of 9 skills measured by the
district-developed 6th grade music rubric
Practice SGP SGO Summative
TEACHERS: SG0
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Tiered General SGO: Physics 1
Preparedness Group Number of Students in Each Group Target Score on Post-Assessment (%) Low 36/65 70
Medium 21/65 80 High 8/65 90
Measuring Progress For a teacher to earn a rating of ...
4 3 2 1
Low 85% or more
students in the
tier met goal
75% or more
students in the
tier met goal
65% or more
students in the
tier met the goal
Less than 65%
of students in
the tier met goal Medium
High
Goal 75% students will meet their designated target scores on
the Physics 1 post-assessment
Practice SGP SGO Summative
TEACHERS: SG0
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Specific Goal: Targeted Biology Standard
Specific Goal:
Targeted
Standard
The average student score on questions related to Standard
5.1.12.B (scientific thinking and design) will increase from
40% to 80% on final exam.
Measuring
Progress
For a teacher to earn a rating of ...
4 3 2 1
90% or more
students met
goal
80% or more
students met
goal
70% or more
students met
the goal
Less than 70%
of students
met goal
Practice SGP SGO Summative
TEACHERS: SG0
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Specific Goal: Targeted Students (8th-Grade LAL)
Practice SGP SGO Summative
TEACHERS: SG0
Specific Goal:
Targeted
students
6/8 students who scored in the low range on the pre-
assessment will increase 10 words per minute over their
baseline score on the Oral Reading Fluency Assessment.
Measuring
Progress
For a teacher to earn a rating of ...
4 3 2 1
7-8 students
met goal.
5-6 students
met goal.
3-4 students
met the goal.
0-2 of students
met goal.
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Set Growth Objectives Scoring Rubric
Attainment of Student Growth Objective
Exceptional 4
Full 3
Partial 2
Insufficient 1
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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Simple vs. Tiered SGOs – Sample Scoring Plans
Setting SGOs
Aggregate Baseline Data Average Score
Target Score For Final
Assessment
SGO Attainment/Percent of Students Meeting Target Score
Exceptional Full Partial Insufficient
52% 80% or Higher At least 90% At least 80% At least 70% Less than 70%
Aggregate Baseline Data Average Score
Group Target Score
For Final Assessment
SGO Attainment/Percent of Students Meeting Target Score
Exceptional Full Partial Insufficient
37% Low 70%
At least 90%
At least 80%
At least 70%
Less than 70%
55% Medium 80%
75% High 90%
Back to Table of Contents
Simple
Tiered
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Setting Attainment Standards
In order to make your goal measurable, it is important to specify what “full attainment” of your objective actually means. In order to do this, you must develop a quantitative value of student performance that shows your students have demonstrated “considerable” learning.
Setting SGOs
* 10-15% is the range suggested in AchieveNJ as a rule of thumb. However, this may vary depending on your class size and other factors.
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To work through this process, determine: A target score on the final assessment that indicates
“considerable” learning;; The number of your current students that could reasonably meet
this mark; The percentage of students in the course that this represents;
and A 10-15 percent range* around this number.
See an example on the next page.
Sample page
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Setting Attainment Standards: Score Ranges
Setting SGOs
Step in Setting “Full Attainment” Score
Example
A target score on the final assessment that indicates “considerable” learning.
You and your evaluator decide that 80% on a challenging assessment indicates “considerable” learning.
The number of your current students that could reasonably meet this mark.
Based on the data you collected to determine the starting points of your 65 students, your evaluator agrees with your assessment that about 50 of them could reasonably make the target score at the end of the year.
The percentage of students in the course that this represents.
50/65 x100 = 77% So 77% of the students could meet the target score of 80% on the assessment.
A 10-15% range around this number.
Using 14% as the range, calculate by adding 7 to and subtracting 7 from 77. This results in a range of 70% - 84%. So, at least 70% of students must meet the 80% target score for the you to fully attain your goal. This provides a flexible range that takes into account the inherent uncertainty in predicting student performance while still providing a reasonable instructional target.
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Sample page
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Completing a Simple SGO Form: Rationale
Setting SGOs
Grade: Subject Number of Students Interval of Instruction
9 Physics 1 65 Semester
Full year Other 10/1/13 to
4/30/14 Name of
Assessment Department-developed
Physics 1 assessment SGO Type General
Specific Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) This SGO includes all of my students, all of the NJCCCS related to physics as well as all of
the science practice standards: NJCCCS physical science 5.2.12 C-E (forms of energy, energy transfer and conservation,
forces and motion) NJCCCS science practices 5.1.12 A-D Physics 1 assessment – Written: 60 multiple choice (4 choice), 5 short response questions, Practical: students design a simple apparatus, take measurement and collect data.
An instructional time period is
chosen that allows a significant
proportion (70%) of the
curriculum to be taught while
allowing time for SGO data to
be gathered in time for annual
conferences .
This is one of Mr.
Newton’s SGOs. This general SGO is broad in
scope. He also sets a
specific SGO that
focuses on the
standards associated
with mechanics. He
documents this on
another form.
Over the past two years, the
physics department has developed
a final assessment. Mr. Newton
and his colleagues modify this so
that it can be used at the end of
April rather than as a final.
The assessment tests content and skills. The content
section includes short responses which are graded with a
carefully constructed rubric. The practical section is
administered on a different day than the written section.
This makes the assessment comprehensive but
manageable. Next year, Mr. Newton might consider incorporating Common Core writing standards in the assessment.
The three relevant physical science standards
and four science practice standards are
included in this SGO. There may be other
aspects in the physics course not included in
these standards but the SGO and assessment
is focused primarily on these seven.
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Sample page
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Scoring Plan
Preparedness
Group
Target Score
on Final
Assessment
Objective Attainment Based on Percent (and Numbers) of Students
Achieving Target Score
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)
Completing a Tiered SGO Form: Scoring Plan
Setting SGOs
For each group, the percent of students reaching the
target score is the same although the number of
students will be different if the groups are different
sizes.
Different target scores are
set based on readiness
level of groups students
Back to Table of Contents
Sample page
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SGO Resources at the NJDOE
• AchieveNJ website -
http://www.state.nj.us/education/AchieveNJ/
• Training modules for Small Groups
• Forms
• Guidebook
• Exemplars
• FAQs
• educatorevaluation@doe.nj.state.us or 609-777-3788