Welcome Back to School!
Opening Day for Teachers
Agenda: Day 1 AM
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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
Agenda: Day 1 PM
•Presentation Wendy and Barb
•Connect Outlook to Gmail
•Data spreadsheets
•Google Classroom
•Kid Friendly standards
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•Strategic Planning
•Web site criteria
•Green initiative
•Use of Google
•Community Relations
•EFLS-Technology Showcase
•PTO- Harlem Wizards
•Dress Code
•Password cheat sheet
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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
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 – JaneMarie Nowell
1 – Laura DiPietro
2 – RoseMarie Colao
3 – Rachel Cruz
4 – Allison Capone
5 – Gina Daniels
6- Lauren Maynes
7 – Liz Snevily
8 – Eileen Lesch & Kim Christman
Non-tenured
Teachers years
1&2
• Two long
• One short
Non-tenured
Teachers years
3&4
• One long
• Two short
Tenured
Teachers
• One long
• One short
Domain 1:
Planning and
Preparation
Domain 2:
Environment
Domain 3:
Instructional
Practices
Professionalism
20%
30%
30%
20%
Domain 4:
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
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
Click here
SGOs and AchieveNJ
Survey - Question 1
Step 3 – Set Growth Objectives
Attainment of Student Growth Objective
Exceptional
4
Teacher has
demonstrated an
exceptional
impact on
learning by
exceeding the
objective.
Page 15
Full
3
Teacher has
demonstrated a
considerable
impact on
learning by
meeting the
objective.
Partial
2
Teacher has
demonstrated
some impact on
learning but did
not meet the
objective.
Insufficient
1
Teacher has
demonstrated an
insufficient
impact on
learning by falling
far short of the
objective.
Establish a Scoring Guide
Target Score
Attainment Level in Meeting Student Growth Objective
80% or Higher
on Final
Assessment
Exceptional
4
Full
3
Partial
2
Insufficient
1
Percent of
Students
Meeting Target
Greater than
84%
70-84%
55-69%
Less than 55%
Page 16
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.
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
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.
Getting Started
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.
General
Specific
•
Broad
•
Focused
•
Includes a significant proportion of
the curriculum and key standards
for a given course
•
Includes a particular subgroup
of a teacher’s students, and/or
•
Includes specific content or
skill
•
Includes all, or a significant
number, of a teacher’s students
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.
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 portfoliobased 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.
Performance Rubric
Grade:
Subject
Number of
Students
Interval of Instruction
Full year
Semester
SGO Type
Name of Assessment
Other ________
General
Specific
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
Student Growth Objective
Baseline Data
(Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year,
as well as any additional student data or background information used in setting your objective.)
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
SGOs and SMART goals
Typical Usage
of SMART
SGOs Must Be
SGOs Require a Teacher to
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
S
Specific
Workshop packet pg. 6
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.
43
How SMART is your SGO?
Separate handout
44
A Tiered SGO
Baseline Data and Preparedness Groupings
(Please include the number of students in each preparedness group. Summarize the information you used to produce
these groupings. Provide any additional student data or background information used in setting your objective.)
Based on the Physics
Study Island1 pre-assessment, students are grouped into 3 levels of preparedness.
These groupings are also supported by prior year’s math scores. See attached.
Low – 36 students scored 35-49%
Medium – 21 students scored 50-66%
High – 8 students scored 67-80%
Student Growth Objective
Preparedness Group
Number of Students in
(e.g. Low, Medium, High) Each Group (Total)
Target Score on PostAssessment (%)
Number of Students
Required for “Full
Attainment”
Low
36/65
70
25-30
Medium
21/65
80
15-18
High
8/65
90
6-7
SGO Guidebook pg. 19
Workshop packet pg. 8
45
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
46
Step 1 – Choose or Develop a Quality Assessment
3 components
1. Assessment Scope
Determine the instructional period, the appropriate standards, and
the educational goals that will be captured by the assessment.
2. Assessment Quality
Choose or develop an assessment, analyze for quality, and modify
as necessary.
3. Collection of Evidence
Ensure that scoring and administration of school-based
assessments relies on valid, reliable, and practical systems.
SGO Guidebook pg. 10
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Go to Little Silver webpage
2. Click on departments tab
3. Click on Professional Development
4.Click on staff portal
4. Password: leadlearn
5. Click on workshop that you want to attend or
participate in throughout the year.
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