STUDENT GROWTH OBJECTIVESDeveloping and Approving High Quality

SGOs

Fall 2013

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Objectives for Today

• Provide the rationale for using SGOs in teacher evaluation

• Clarify general requirements of SGOs• Suggest recommended approaches for improving SGO

quality and approving SGOs that teachers submit• Identify markers of high quality SGOs using a rubric

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Determining Starting Points

Where are you in this process? Have you/your staff:• Read the SGO guidebook?• Worked through the SGO modules?• Examined the exemplars on the state’s website?• Begun training in SGOs?• Created/Approved SGOs?

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Why Are Teachers Required to Set SGOs?

TEACHNJ requires all teachers to have multiple measures of student learning included in their evaluation; SGPs are available for some teachers

Setting SGOs allows all teachers to have multiple measures of student learning

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What Are the Benefits of SGOs?

SGOs: 1. Provide a useful and transparent student-

achievement performance measure for every teacher

2. Promote reflective and collaborative teaching practice

3. Promote aligned curriculum, assessment, and standards

4. Are flexible and can be used in any teaching circumstance

5. Can conform to a variety of needs across district, school and classroom

6. Improve student achievement when well-designed

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What Are the Challenges of SGOs?

1. Variability in targets and assessments reduces comparability

2. Lack of standardization may lead to reduced quality and rigor

1. Do not expect SGOs to conform to the scientific model of SGPs

2. SGOs form another type of measure that will increase the accuracy of a teacher’s rating

3. Goal setting (e.g. using SMART goals) has been widely and effectively used to improve performance, provide recognition, and make personnel decisions in many fields

BUT REMEMBER

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Overarching MessageSchool 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 clearly3. Encourage collaboration and consult with teachers4. Evaluate SGO quality and provide opportunities for

revision

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High ExpectationsSGOs 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 SuccessPrincipals 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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SGO Recommendations

From Compliance to Quality

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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SGOs Are Similar to SMART Goals

* Not to be confused with “specific” SGOs as distinct from “general” SGOs. All SGO statements should be specific as stated in a SMART goal.

Typical Usage

of SMARTSGOs 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

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High ExpectationsSGPs 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 ExpectationsMultiple 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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What Constitutes a Significant Proportion of Students and Curriculum?

• Using the examples provided, discuss whether the teacher’s measure(s) of student learning (SGOs, and SGPs if appropriate) include a significant portion of the students and curriculum for which the teacher is responsible?

• If not, suggest how this can be improved.

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Early Childhood Teacher

Example 1: A kindergarten teacher has 14 students and uses her school’s portfolio system to assess her students. She sets one of her SGOs for all 14 of her students based on their growth in all 10 CCSS reading standards for literature and informational text. She sets her second SGO based on their growth in all 7 CCSS math standards related to counting and cardinality.

 Example 2: A first grade teacher has 8 students and uses the DRA2 to assess her students. She sets one of her SGOs for all of her students and to include the standards incorporated by the DRA2. She sets a second SGO towards the CCSS math standard - count to 100 by ones and by tens.

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High School Teacher

Example 3: A 10th-grade social studies teacher has five sections of US History 1 and has 102 students. One of his SGOs includes all 102 students, and incorporates 75 percent of content standards and skills he will teach between October 15 and May 1, the week before the department-wide assessment.

Example 4: During the first few weeks of class, a 10th-grade social studies teacher discovers that many of his students are unable to clearly use evidence to support their points of view. He sets one of his SGOs to address this particular skill.

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4th-grade Teacher

Example 5: A 4th-grade general education elementary team develops an SGO for science. In consultation with the school’s science specialist, the team develops a portfolio assessment that requires their students to demonstrate the critical standards-based skill of scientific thinking and practice. Each teacher sets an SGO scoring plan 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 and Specific SGOs

GeneralSpecific

• 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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Meeting the “Significant” ThresholdTeacher SGOs Notes/Examples

Non-tested Grades and Subjects1 course/grade One general SGO for all students

plus one specific SGO (may be a targeted content/skill or group of students)

General SGO includes 70% history standards and all studentsSpecific SGO focuses on use of informational text by all students

2 courses/grades One general SGO for all students in each course

Algebra 1 – SGO 1Geometry – SGO 2

More than 2 courses/grades

One general SGO for all students in each of the two courses containing the highest numbers of students

Spanish 1 (56 students) –SGO 1Spanish 2 (43 students) – SGO 2AP Spanish (8 students) – no SGO

Elementary Two general SGOs for all students in two developmental domains or two subject areas

Literacy domain – SGO 1Language domain – SGO 2Math – SGO 1 Science – SGO 2

Tested Grades and Subjects (receive an SGP score)All One or two SGOs (district

discretion), general or specific

SGP provides one broad measure of student performance. Teachers and districts determine SGO makeup based on needs.

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Developing SGOs in Particular Circumstances• Special Education teachers

– Option 1 - educators in inclusion class collaborate on a common SGO for all students

– Options 2 - ICS teacher sets SGO for students with IEPs– Use IEP goals to help inform SGOs for particular students or

groups of students– SGOs for non-academic growth may be used in exceptional

circumstances

• Small Student Populations– Use multiple assessment strategies for each student, expand

testing window

• Very large student populations– Set SGOs only for one or two grade levels/courses

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Developing SGOs in Particular Circumstances• Semester courses

– Option 1 - set 2 SGOs (one per semester) before Nov 15, adjust scoring plan in second semester by Feb 15

– Option 2 - set 2 SGOs for first semester

• Marking period courses– Set goals for several marking periods and aggregate into one

SGO– Set one SGO per marking period

• Educational staff other than classroom teachers– SGOs are not required for this group but if set could be

based on non-academic measures that address:• Education programming• Outreach effectiveness• Targeted program improvement

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

TEACHERSThe 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

RecommendedOfficial SGO process

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Set high expectations and encourage collaborationStep 1 – Choose or Develop a Quality Summative Assessment

1. Assessment ScopeWhat do you want your students to know and be able to do?

2. Assessment QualityIs your assessment a fair and accurate measure of student performance?

3. Collection of EvidenceIs the scoring and administration of school-based assessments reliable and fair?

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Assessment ScopeWhat do you want your students to KNOW?

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Assessment ScopeWhat do you want your students to DO?

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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

• Purchase a new assessment or select an existing one

• Create a new assessment locally• Modify an existing assessment

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Planning for SuccessInventory Existing Assessments

Assessment Inventory - Middle SchoolContent Area Current Assessments Available Questions and Notes

  Course Formative Interim Summative      

LAL

         

         

         

         

         

         

         

         

         

         

         

         

         

         

         

               

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Assessment QualityAlign Assessment to Critical Standards

SGO Guidebook pg. 26

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Evaluate SGO QualityUse an Assessment Quality Checklist

SGO Guidebook pg. 28

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Training Modules For TeachersConsider Recommending Teachers Use These During the SGO Development Process

• Use this step-by-step guide for choosing or developing an assessment in teams or individuallyAssessments

STUDENT GROWTH OBJECTIVES (SGOs)

Training Module 2 – Assessments

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Table of Contents

Content Page Content Page

How To Use This Training Module 3 Make a Plan 11

Objectives 4 Plan In More Detail 12

5 Steps To the SGO process 5 Three Steps for Assessments 13

Begin With the End in Mind 6 Assessment Scope 14 -17

Assessments are Central 7 Assessment Quality 18-23

Assessments Will Improve Over Time 8 Collection of Evidence: Quality Rubrics 24-26

Three Choices for Assessments 9 Summary 27

What Constitutes Quality? 10 Resources 28-36

Use the links in the table to go directly to a page. Navigate back to the table using this button.

Back to Table of ContentsAssessments

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Assessments Are Central

Assessments are central to SGOs. They measure what students have learned in relation to the SGO you have set. Whatever form they take, they must be chosen or developed thoughtfully in order to provide a high quality measure of this learning. Different subjects and grades call for different types of assessments. Some examples of types of assessments are shown below.

Traditional Assessments Portfolio Assessments Performance Assessment

• District, school, and departmental tests, e.g., modified final exams*, benchmark exams

• State and national exams (except the math and ELA NJ ASK), e.g., NOCTI, AP

• Writing sample • Lab 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

*End of course and final exams might need modifications for SGO purposes. See page 15.

Back to Table of ContentsAssessments

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Assessments Will Improve Over Time

The SGO process will improve and become easier with time. Choosing or developing quality assessments is an aspect of the process with which teachers may initially struggle. In the first year, you should make a good faith effort to use the most appropriate assessments for your students based on the guidelines on the following pages. As you become familiar with the SGO process and the strengths and weaknesses of your assessments, you should modify and improve them each year.

Back to Table of ContentsAssessments

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What Constitutes Quality?

A quality SGO hinges on the quality of the assessment used to measure it. The checklist below identifies the most important components of a quality assessment. Includes the subject/grade-level content standards to which the SGO has been

set. Measures the depth of knowledge appropriate to grade level and subject. Incorporates items of varied difficulty. Incorporates items requiring higher-order thinking skills. Contains an appropriate number of items and assortment of item types. Is written in a simple, clearly worded, and accessible way for all students. Has carefully constructed rubrics for tasks and open-ended questions. Is an appropriate length.

Back to Table of ContentsAssessments

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Make a Plan

The following pages will help you choose or develop a quality SGO assessment. In order to begin this work, use a planning guide. This will help you address some important questions and develop a work plan so that you work consistently towards a clear goal.

Back to Table of ContentsAssessments

Individually, or with your colleagues, complete this planning guide. If you have an assessment you are already using, have it available for your discussion.

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Assessment ScopeDetermine the Instructional Period

Data from the SGO assessment should be available in time for your annual conference.* Therefore, the assessment you develop should include only what you have taught before the time of the assessment.

* This is not required by law. However, having this data available for the annual conference simplifies the process of evaluation. If the SGO rating is not available until after the annual conference, the teacher and principal must meet again to discuss the summative rating once the data becomes available.

Back to Table of ContentsAssessments

With your colleagues and supervisor, decide upon an appropriate instructional period. Refer to the planning guide you completed earlier in this module if you have already made this decision.

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Assessment ScopeDetermine the Standards To Be Taught

Once you have determined the educational goals in your district and the instructional period for the SGO, you need to determine which standards you will teach during this period. This may require a good deal of collaboration between you and your colleagues, especially if you are using a department-wide assessment.

Back to Table of ContentsAssessments

When discussing this issue, use the following questions to guide your decision making. Which of these standards will I be teaching during the SGO instructional

period? Which standards are foundational for the success of my students in this

class and beyond? Which standards will lead to enduring understanding?

Complete the first two columns of the Standards Alignment and Coverage Check form as you work through this process.

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Assessment QualityAlign the Assessment To the Standards

  Now you know which content standards you will be teaching, review your assessment item by item and determine which items correspond to which standards. Complete the third column of the Standards Alignment and Coverage Check form with this information.

Each identified standard should be included in the assessment. The standards you determine are most important should have multiple items associated with them. If there are areas to improve, work with your colleagues to develop some more items. Consider developing a work plan to coordinate this process as discussed earlier in this module.

The next several steps of this process assume you have an assessment whose quality you are evaluating.

Back to Table of ContentsAssessments

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ResourcesPlanning Guide Back

Assessments

Planning Guide for Choosing or Developing a Quality

Assessment (PDF | Word)

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ResourcesStandards Alignment and Coverage Form

Back

Assessments

Standards Alignment and Coverage Check (PDF | Word)

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

TEACHERSThe 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

RecommendedOfficial SGO process

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Step 2 – Determine Students’ Starting Points In SGOs a Growth Target Does Not Have to Be a Post-Test Score Minus a Pre-Test Score

The Center for Assessment states:

“[In SGOs] the role of student growth is embedded within the process of establishing performance targets for groups of students depending on some rough sense of where they start, rather than in the technical measurement of change in student performance.”

SGO Guidebook pg. 3

Set targets of growth or achievement on a summative assessment based on the review of students’ baseline data or information about students’ prior knowledge and skills at the start of the instructional period.

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Using Pre-assessments

If you decide to use a pre-assessment as a way to determine your students’ starting points, consider the following questions:

What information will the pre-assessment provide regarding each student’s learning trajectory?

What are the advantages and disadvantages in making pre- and post- assessment identical?

Do you have a carefully controlled testing environment? Is there a chance that students will have access to the pre-assessment at the time of the post-assessment?

How many questions are on the pre-assessment that students will not know the answer to? How will this affect your students?

Starting Points Back to Table of Contents

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Possible Sources of Baseline Data

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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Use Multiple Sources of Data to Increase Reliability

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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Using Multiple Measures to Determine Student Growth Potential

Student ID

Prior Test Scores Current Year Test Scores Markers of Future Success

Preparedness GroupNJ ASK 8

MathUnit 1 Unit 2

Average Score

Class participation

Takes retakes

Completes homework

Total Points

1 230 100 97 98.5 Yes Yes No 2 High2 202 90 95 92.5 Yes Yes Yes 3 High3 211 95 95 95 Yes Yes Yes 3 High4 241 85 86 85.5 Yes No No 1 High5 263 90 92 91 Yes No Yes 2 High6 284 90 85 87.5 Yes No Yes 2 High7 199 91 88 89.5 Yes Yes Yes 3 High8 201 57 75 66 No Yes No 1 Low9 144 50 58 54 No No No 0 Low10 182 58 58 58 No No No 0 Low11 143 62 83 72.5 Yes Yes No 2 Medium12 171 78 83 80.5 No Yes No 1 Medium

NJ ASK Math Score

Current Year Test Score Average

Number of Future Success Markers

Preparedness Group

Target Score on Summative

<200 <70 0 – 1 Low 70200 – 249 70 – 85 1 – 2 Medium 80200 – 300 85 – 100 2 – 3 High 90

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

TEACHERSThe SGO Process

Consult with supervisor 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 supervisor to discuss SGO

rating

RecommendedOfficial SGO process

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Step 3 – Set Growth ObjectivesScoring Rubric

Attainment of Student Growth Objective

Exceptional4

Full3

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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Simple vs. Tiered SGOs – Sample Scoring Plans

Setting SGOs

Aggregate Baseline DataAverage Score

Target ScoreFor 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%

AggregateBaseline DataAverage Score

GroupTarget 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.

Back to Table of Contents

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. 

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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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Completing a Simple SGO Form: Rationale

Setting SGOs

Grade: Subject Number of Students

Interval of Instruction

9 Physics 1 65Semester Full year

Other 10/1/13 to 4/30/14

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 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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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

1Low 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

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SGO Example – “Tiered” Approach Back

SGO example (physics, 9th grade, tiered) (PDF | Word)

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Annotated SGO ExemplarsConsider Inspecting These to Become Familiar With the Strengths and Weaknesses of a Variety of SGOs

Exemplars on website

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Evaluate SGO quality and provide opportunities for revision Key Components in a High Quality SGO

1. Does the SGO include a significant proportion of students and curriculum?

2. Does the assessment fairly and accurately measure the standards being taught?

3. Are starting points determined using appropriate measures that enable good learning targets to be set for students?

4. Does the scoring plan reflect ambitious and achievable goals for the teacher based on the student data and the rigor and scope of the assessment?

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Evaluate SGO quality and provide opportunities for revision SGO Quality Rating Rubric

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Evaluate SGO quality and provide opportunities for revision SGO Quality Rating Rubric

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Evaluate SGO quality and provide opportunities for revisionPractice Using the SGO Quality Rating Rubric• Evaluate the SGO provided using the Quality

Rating Rubric• How close is this SGO to approval?• Discuss components of the SGO that can be

improved

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Evaluate SGO quality and provide opportunities for revision Suggested Review Process

1. Teacher evaluates her own SGO and assessment(s) using forms

2. Teacher submits SGO and assessment with corresponding paperwork to principal/supervisor (digital)

3. Principal reviews SGO and forms using quality rating rubric

4. Principal consults with teacher and provides feedback5. Teacher modifies SGO as needed and resubmits6. Principal approves SGO or sends back to teacher for

further revision before approving7. SGO added to file by November 15, 2013

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Plan thoroughly and communicate clearlyConsider the Following Steps When Planning for SGO Development and Approval

• Clarify organizational structure• Establish open lines of communication• Make key district/building policy decisions

regarding SGO length, structure, assessments, etc.• Develop, communicate, and implement a strategic

workplan

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Plan thoroughly and communicate clearlySample SGO Development and Approval Schedule

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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

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Final Thoughts on SGOs

• Continue doing what is effective for your students

• Use or adapt assessments that are already in use

• Support each other and collaborate• Don’t let perfection get in the way of the

good