Welcome Back to School! Opening Day for Teachers

1. Welcome Back to School!Opening Day for Teachers 2013-2014 Board of Education Review

2. Agenda: Day 1 AM 8:00- 11:30 • Recognition • What’s New? • Inspiration • Shifting Gears! AchieveNJ • Observations and Evaluations • Student Growth Objectives (SGO) • 2013-2014 Professional Development Opportunities • Crisis Management • Lunch on your own 11:30-12:30 Focus

3. Agenda: Day 1 PM 12:30-3:00 • Presentation Wendy and Barb • Connect Outlook to Gmail • Data spreadsheets • Google Classroom • Kid Friendly standards

4. 2013-2014 What’s New? • Strategic Planning • Web site criteria • Green initiative • Use of Google • Community Relations • EFLS-Technology Showcase • PTO- Harlem Wizards • Dress Code • Password cheat sheet Click here Click here

5. Click here!

7. Little Silver School District DEAC Carolyn Kossack – Superintendent Pamela Albert Devine- Point Road Principal Dennis Morolda- Markham Place Principal Christie Robinson- Director of Special Services Angie Rosen- Director of Curriculum and Instruction Lorre Weisman-Board of Education member Donna Clause - PR Teacher Laura DiPietro - PR Teacher Tara Dunne- PR Teacher Carol Moser- MP Teacher Sylvia Wittenberg- MP Teacher Jen Salvo- Parent

8. District Data Team - DDT Carolyn Kossack – Superintendent Pamela Albert Devine- Point Road Principal Dennis Morolda- Markham Place Principal Christie Robinson- Director of Special Services Angie Rosen- Director of Curriculum and Instruction Michael Grant -Board of Education member K – JaneMarieNowell 1 – Laura DiPietro 2 – RoseMarieColao 3 – Rachel Cruz 4 – Allison Capone 5 – Gina Daniels 6- Lauren Maynes 7 – Liz Snevily 8 – Eileen Lesch & Kim Christman

9. Observations and Evaluations All longs announced All shorts unannounced Long: domains 1, 2, and 3 Short: domains 2 and 3

10. Walkthroughs Every teacher 4 X

11. Lesson Plans • Submitted electronically Weekly- Monday by noon • Evaluation linked to Language in Domain 1 • Reviewed with feedback given 4 times throughout year

12. Danielson Evaluation

13. Why Do We Need the Common Core? Click here

19. Rigor and Mastery “The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.” –from Bambrick-Santoyo, Driven by Data

26. Student Growth Objective • 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 SGOs Click here

27. SGOs and AchieveNJ Survey - Question 1

28. Step 3 – Set Growth Objectives Page 15

29. Establish a Scoring Guide Page 16

30. All Teachers • 2 SGO’s per teacher in grades Pre-K-3 and non tested subjects. • 1 SGO per teachers in grades 4-8 and tested subjects. • Task 1: Agree upon or complete the assessment instrument or strategy. • Task 2: Collect data from students using the assessment instrument or strategy in September. • Task 3: Write and get approval of a Student Growth Objective (SGO) based on the states requirements by November 1, 2013. • Task 4: Complete a post assessment in the Spring of 2014 and use the data to measure student growth as part of the teacher evaluation.

31. 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. SGO Guidebook pg. 5

32. 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.

34. Getting Started

36. 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

37. 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.

38. 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.

39. Performance Rubric

42. SGOs and SMART goals Workshop packet pg. 6

43. 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.

44. How SMART is your SGO? Specific. Measurable. Ambitious but Achievable. Relevant. Time Related Separate handout

45. A Tiered SGO Study Island SGO Guidebook pg. 19 Workshop packet pg. 8

46. 5 Steps of the SGO Process Step 1 Choose or develop a quality assessment aligned to NJCCCS or CCSS. Step 2 Determine students’ starting points. Step 3 Set ambitious and achievable SGOs with the approval of the principal. Step 4 Track progress, refine instruction. Step 5 Review results and score in consultation with your principal/supervisor. Some detail on each of these steps can be found in the SGO Quick Start Guide SGO Guidebook pg. 8 Survey - Question 9

47. Step 1 – Choose or Develop a Quality Assessment 3 components • Assessment Scope Determine the instructional period, the appropriate standards, and the educational goals that will be captured by the assessment. • Assessment Quality Choose or develop an assessment, analyze for quality, and modify as necessary. • Collection of Evidence Ensure that scoring and administration of school-based assessments relies on valid, reliable, and practical systems. SGO Guidebook pg. 10

48. Wednesday Sept. 4th 2013 On Professional Development webpage

49. Professional Development