Student Growth Objectives Developing and Approving High Quality SGOs

1. Fall 2013 Student Growth ObjectivesDeveloping and Approving High Quality SGOs

2. 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

3. 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?

4. 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

5. What Are the Benefits of SGOs? SGOs: • Provide a useful and transparent student-achievement performance measure for every teacher • Promote reflective and collaborative teaching practice • Promote aligned curriculum, assessment, and standards • Are flexible and can be used in any teaching circumstance • Can conform to a variety of needs across district, school and classroom • Improve student achievement when well-designed

6. What Are the Challenges of SGOs? • Variability in targets and assessments reduces comparability • Lack of standardization may lead to reduced quality and rigor • BUT REMEMBER • Do not expect SGOs to conform to the scientific model of SGPs • SGOs form another type of measure that will increase the accuracy of a teacher’s rating • 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

7. Overarching MessageSchool Leaders and Teachers Can Realize the Benefits of SGOs While Working to Address the Challenges • Set high expectations within a culture of shared success • Plan thoroughly and communicate clearly • Encourage collaboration and consult with teachers • Evaluate SGO quality and provide opportunities for revision

8. 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

9. 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%)

10. 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

11. 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.

12. SGO 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. From Compliance to Quality

13. 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.

14. 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) SGPSGO • 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)

15. 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

16. 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.

17. 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 studentsbased 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.

18. 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, a10th-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.

19. 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.

20. General and Specific SGOs GeneralSpecific • Captures a significant proportion of the students and key standards for agiven course or subject area • Focuses on a particular subgroup of students, and/orspecific content or skill Most teachers will be setting this type of SGO For teachers whose general SGO already includes all of their students, or those who receive an SGP

21. Meeting the “Significant” Threshold

22. 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

23. 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

24. The SGO Process Teachers Recommended Official SGO process • Consult with evaluator to approve SGOs • Consult with evaluator to discuss SGO rating 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.

25. Set high expectations and encourage collaborationStep 1 – Choose or Develop a Quality Summative Assessment • Assessment Scope What do you want your students to know and be able to do? • Assessment Quality Is your assessment a fair and accurate measure of student performance? • Collection of Evidence Is the scoring and administration of school-based assessments reliable and fair?

26. Assessment ScopeWhat do you want your students to KNOW?

27. Assessment ScopeWhat do you want your students to DO?

28. Assessment QualityTypes of Assessments • Purchase a new assessment or select an existing one • Create a new assessment locally • Modify an existing assessment SGO Guidebook pg.10

29. Planning for SuccessInventory Existing Assessments

30. Assessment QualityAlign Assessment to Critical Standards SGO Guidebook pg. 26

31. Evaluate SGO QualityUse an Assessment Quality Checklist SGO Guidebook pg. 28

32. 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 individually Assessments

33. Sample page STUDENT GROWTH OBJECTIVES (SGOs)Training Module 2 – Assessments

34. Table of Contents Sample page Use the links in the table to go directly to a page. Navigate back to the table using this button. Assessments • Back to Table of Contents

35. Assessments Are Central Sample page • 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. *End of course and final exams might need modifications for SGO purposes. See page 15. Assessments • Back to Table of Contents

36. Assessments Will Improve Over Time Sample page • 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. Assessments • Back to Table of Contents

37. What Constitutes Quality? Sample page 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. Assessments • Back to Table of Contents

38. Make a Plan Sample page 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. Individually, or with your colleagues, complete this planning guide. If you have an assessment you are already using, have it available for your discussion. Assessments • Back to Table of Contents

39. Assessment ScopeDetermine the Instructional Period Sample page 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. 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. * 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. Assessments • Back to Table of Contents

40. Assessment ScopeDetermine the Standards To Be Taught Sample page 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. 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. Assessments • Back to Table of Contents

41. Assessment QualityAlign the Assessment To the Standards Sample page The next several steps of this process assume you have an assessment whose quality you are evaluating. 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. Assessments • Back to Table of Contents

42. ResourcesPlanning Guide Sample page Back Planning Guide for Choosing or Developing a Quality Assessment (PDF | Word) Assessments

43. ResourcesStandards Alignment and Coverage Form Sample page Back Standards Alignment and Coverage Check (PDF | Word) Assessments

44. The SGO Process Teachers Recommended Official SGO process • Consult with evaluator to approve SGOs • Consult with evaluator to discuss SGO rating 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.

45. 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.” 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. SGO Guidebook pg. 3

46. Using Pre-assessments Sample page 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

47. Possible Sources of Baseline Data

48. Use Multiple Sources of Data to Increase Reliability 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.

49. Using Multiple Measures to Determine Student Growth Potential

50. The SGO Process Teachers Recommended Official SGO process • Consult with supervisor to approve SGOs • Consult with supervisor to discuss SGO rating 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.