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Student Growth Objectives

Student Growth Objectives. For Health and Physical Education Teachers. Presenters: Debra Serafin and Linda Guerrini. Introductions. Introductions. Let’s Play BINGO!. Activity #1. Objectives for Today. Understand what SGOs are and how they apply to Health and Physical Education

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Student Growth Objectives

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  1. Student Growth Objectives For Health and Physical Education Teachers Presenters: Debra Serafin and Linda Guerrini

  2. Introductions

  3. Introductions

  4. Let’s Play BINGO! Activity #1

  5. Objectives for Today • Understand what SGOs are and how they apply to Health and Physical Education • How to develop SMART SGOs for Health and Physical Education students that measure student growth • Be able to explain to your supervisor/principal how you will measure student growth and what NJCCC standards are being addressed

  6. Tools at Your Table Participant Workbook New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education Markers and posterpaper Post it pads – post questions on the parking lot

  7. Self Assessment Activity #2 Activity Sheet #2

  8. Brutal Facts About SGOs I have to create my SGOs by November 15th?! OMG!

  9. We’re here to help you! Lets get started!

  10. So what are student growth objectives? Student Growth Objectives are long-term academic goals that teachers set for groups of students.

  11. What will be required of all health and physical education teachers? Teachers who do not receive an SGP score (non-tested subjects) 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 measurableand based on students’prior learning datawhen available. A teacher’s final SGO rating is determined by the principal.

  12. Teachers Recommended The SGO Process Official SGO process Consult with evaluator to discuss SGO rating Consult with evaluator to approve SGOs Step 1: Choose an assessment Step 4: Track progress, refine instruction September By Nov. 15* By Feb. 15 By end of school year Step 2: Determine students’ starting points Step 3: Set SGO Adjustments made to SGOs with approval Step 5: Review results and score *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

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

  14. Time for Change!

  15. SGO Common Language

  16. General or Specific SGO’s 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. General Specific • Focused • Includes a particular subgroup of a teacher’s students, and/or • Includes specific content or skill • 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

  17. General or Specific SGOs GeneralSpecific A second grade physical education teacher finds on the Motor Skill Assessment Inventory that a disproportionate number of students were unable to explain and perform movement skills with developmentally appropriate control in isolated and applied settings. He/she sets one of the SGOs to deal with this particular group of students. NJCCCS: 2.1.2.A.1, 2.5.2.A.1-2, 2.5.2.A.4 particular skill. An A 9-12thgrade physical education teacher has five sections of mixed grades and 150 students. The general SGO includes all 150 students, and incorporates a significant proportion of fitness related content standards and skillshe/she will teach between October 15 and May 1, the week before the department-wide assessment. NJCCCS: 2.1.12.A.1-2, 2.2.12.B.1-2, 2.5.12.A.1, 2.6.12.A.1-5

  18. What Constitutes “Growth”In Student Growth Objectives • For the purposes of SGOs, the DOE is defining “growth” as an increase in learning between two points in time as 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.

  19. Activity Sheet #3

  20. Activity Sheet #3

  21. Assessments in Health and Physical Education

  22. Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf

  23. What other assessments can be used in Health and/or Physical Education? BRAINSTORMING ACTIVITY World Café Activity #4 (4 sheets of poster paper) Technology, Performance Based, Cognitive, Alternate Assessments

  24. Assessment QualityTypes of Assessments

  25. Assessment- Portfolios • Through documentation, portfolios should show the stages of learning and provide a record of student growth. • Portfolios should demonstrate mastery of student learning objectives that are connected to the curriculum and aligned to state standards. • Teachers should collaborate on portfolio contents (evidence of student learning and progress), assessment procedures, as well as procedures for the review (Rubrics) of the portfolios with the students. • Rubrics need to be developed to be used by both the student and teachers to gauge the quality of the work.

  26. We need to get students from POINT A to POINT B

  27. What does DATA look like?

  28. Examples of Student Growth: Motor Skills Observational Performance Rubric • RUBRIC: 4= Performs all 3 key elements listed 3= Performs 2 of 3 key elements listed 2= Performs 1 of the 3 key elements listed 1= Cannot perform skill NJCCCS: 2.5 - 2.A.1

  29. Measuring Student Growth: Motor Skills Pre-Test Grade 1 – September 2013

  30. Measuring Student Growth: Motor Skills Post-Test Grade 1 – March 2013 Activity Sheet #5

  31. Cognitive Assessment: Locomotor Movements Assessment Sheet Sample: 1. Circle the picture of the animal that is not travelling at a low level: 2. Circle the picture of the animal that gallops to travel fast: 3. Circle the picture of the animal that hops to travel: 4. Which of the following moves at the fastest speed?

  32. Break

  33. Let’s Talk AboutSMART Goals

  34. SGO’s and SMART Goals

  35. How SMART Is This SGO? SGO Guidebook pg.17

  36. How SMART is this SGO?

  37. A Tiered SGO SGO Guidebook pg. 19

  38. How SMART is this SGO? • In your groups, 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. Activity Handout #6

  39. Student Growth Objective • 80% of 9th grade students who attend 85% of the time will score at or above the Healthy Zone (HZ) on at least two or more of the fitness tests as measured by the criterion referenced scores on the Fitnessgram. The pre-test will be given within the first weeks of school; the post-test will be given by April.

  40. Student Growth Objective

  41. Are These SMART SGOs? • All students will demonstrate increased competency in throwing and catching skills by moving from developing to targeted or targeted to exceeds targeted on the corresponding rubrics. (Grade 1) NJCCCS 2.5.A • All students will demonstrate increased competency of the FITT training principle by moving from developing to targeted or targeted to exceeds targeted on the corresponding rubric. (Grade 7) NJCCCS 2.6.A New Jersey Dept. of Ed.

  42. Student Growth Objective Development Process

  43. Review Student Data • What data can be collected? • Pre-test • Results from Fitness Assessment Identify your Student Population • What is the make-up of your classes? • Grade • Subject

  44. Targeted Standards, Academic Concepts, Skills and Behaviors • What standards and concepts will be identified for the SGOs? • What skills will students have to master? • What behaviors will students need to show improvement?

  45. Observable Student Needs Are there any observable needs identified for a specific group of students? For example: • Based on the pre-test given to all of the students in my five physical education classes, it was noted that no student in my adaptive class (of 12 students) scored higher than a 25 on knowledge and application of the five health-related fitness concepts.

  46. Identify Evidence Sources to Measure Student Growth • Look at the targeted standards, academic concepts, skills and behaviors that were noted previously, what will be the sources of evidence collected to measure student growth in this area? What assessments will be used to assess student growth? • Will it be knowledge or performance based (or both)? • Will there be a pre-test and post-test administered? • Will a rubric be used?

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