STUDENT GROWTH OBJECTIVES
Teacher Conferences and Approving High Quality SGOs
October 29th, 2013
Riggs Center, Camden
Objectives
• Describe the SGO timeline and principal and teacher
roles/responsibilities.
•
Understand more completely the components of a high
quality SGO.
• Identify the key areas in which SGO quality can be
improved to prepare for SGO conferences.
2
The Benefits of SGOs
SGOs:
1. Provide a useful and transparent student-achievement
performance measure for every teacher
2. Promote aligned curriculum, assessment, and standards
3. Improve student achievement when well-designed
3
Responsibility of Teachers
SGOs require teachers to:
• Be thoughtful about assessment, curriculum and
achievement
• Take ownership of the growth and achievement of their
students
• Set ambitious and achievable targets for themselves and
their students using data
4
Responsibility of Administrators
SGOs require administrators to:
• Support teachers in their work
• Set high but reasonable expectations for compliance and
quality
• Provide coaching and feedback
5
SGO Development and Approval Calendar
Date
Activity
October 2
Second round of SGO training for principals
October 3-10
Teachers begin to develop SGO assessments
October 10
Teachers refine assessments/begin to develop SGOs
October 18*
Teachers submit school-based assessments to principals for approval
October 21
Principal develops SGO consultation schedule
October 30*
Teachers submit 2 draft SGOs to principals
Principal consults with teachers on SGOs
November 7
Principal submits SGO approval inventory – round one
November 13
Teachers submit final SGOs to principal
November 15
Principal submits SGO approval inventory – round two
November 15
All teachers have 2 approved SGOs on file
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From Compliance to Quality
7
Key Components of a High Quality SGO
1. The SGO includes a significant proportion of students and
curriculum.
2. Starting points are determined using appropriate
measures that enable good learning targets to be set for
students.
3. The assessment fairly and accurately measures the
standards being taught.
4. The scoring plan reflects ambitious and achievable goals
for the teacher based on student data and the rigor and
scope of the assessment.
8
Choose Students, Courses, and Standards
All or Most Students
Significant Proportion
of Course Curriculum
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Set SGOs That Accurately Reflect Your Work
Teacher
SGOs
Examples
Teachers not using recommended LAL and Math assessments
1 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 students
Specific SGO focuses on use of
informational text by all students
2 courses/grades
One general SGO for all students in each
course
College Prep Biology – SGO 1
Honors Biology – SGO 2
More than 2
courses/grades
< 150 students
One general SGO for all students in each Spanish 1 (56 students) –SGO 1
of the two courses containing the highest Spanish 2 (43 students) – SGO 2
numbers of students
AP Spanish (8 students) – no SGO
Multiple
Grades/Classes
> 150 students
Choose a grade level or subject and
include students in that group
Art Teacher – 1st-5th grade (450
students)
5th –grade (85 students) – SGO 1
2nd –grade (72 students) - SGO 2
Pre-K
Two general SGOs in two developmental
domains from TS Gold
Literacy domain – SGO 1
Language domain – SGO 2
Self-contained
Special Education
Two general SGOs for math and LAL
using recommended assessments
Math – SGO 1
Literacy – SGO 2
10
Evaluate SGO quality and provide opportunities for revision
SGO Quality Rating Rubric
11
The SGO includes a significant proportion of students
and curriculum
Number of students in combined SGOs represents all or a large majority of
the teacher’s students.
Includes start and stop dates that include a significant proportion of the
school year/course length.
Names the NJCCCS group addressed by the SGO and references content at
the most specific level of applicable standards.
Includes a significant proportion of standards for which the teacher is
responsible during the instructional period.
Articulates how the majority of selected standards are critical to enduring
understanding of the subject area, success in future classes, and
readiness in college and career.
12
Science SGO
Grade:
Subject
9
Name of Assessment
Physical Science
Number of Students Interval of Instruction
21
Semester
Full year
10/1/13 to
4/30/14
Teacher-developed Physical Science Assessment
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
This SGO includes one of my science classes and the NJCCCS related to forces and motion
NJCCCS physical science 5.2.12 E (forces and motion)
Science assessment –
60 multiple choice (4 choice), 5 short response questions.
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Science SGO
Grade:
Subject
9
Name of Assessment
Physical Science
Number of Students Interval of Instruction
65
Semester
Full year
10/1/13 to
4/30/14
Department-developed Physical Science assessment
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
This SGO includes all of my physical science students, all of the NJCCCS related to physics
and all of the science practice standards:
NJCCCS physical science 5.2.12 C, D and E (forms of energy, energy transfer and
conservation, forces and motion)
NJCCCS science practices 5.1.12 A-D
Physical Science assessment –
Written: 60 multiple choice (4 choice), 5 short response questions,
Practical: Students design a simple apparatus, take measurements and collect data.
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Key Components of a High Quality SGO
1. The SGO includes a significant proportion of students and
curriculum.
2. Starting points are determined using appropriate
measures that enable good learning targets to be set for
students.
3. The assessment fairly and accurately measures the
standards being taught.
4. The scoring plan reflects ambitious and achievable goals
for the teacher based on student data and the rigor and
scope of the assessment.
15
Possible Sources of Baseline Data
Data Points
Beginning-of-course diagnostic tests
or performance tasks
Grades/performance in current year
Examples and Notes



Department-generated pre-assessment
Early course test
Rubric-based assessment

Based on all aspects of work during the
first few weeks of school
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One Option - Using Multiple Measures to Determine
Student Growth Potential
Student ID
Prior Test
Scores
Current Year Test Scores
Markers of Future Success
Preparedness
Group
NJ ASK 8
Math
Unit 1
Unit 2
Average
Score
Class
participation
Takes
retakes
Completes
homework
Total Points
1
230
100
97
98.5
Yes
Yes
No
2
High
2
202
90
95
92.5
Yes
Yes
Yes
3
High
3
211
95
95
95
Yes
Yes
Yes
3
High
4
241
85
86
85.5
Yes
No
No
1
High
5
263
90
92
91
Yes
No
Yes
2
High
6
284
90
85
87.5
Yes
No
Yes
2
High
7
199
91
88
89.5
Yes
Yes
Yes
3
High
8
201
57
75
66
No
Yes
No
1
Low
9
144
50
58
54
No
No
No
0
Low
10
182
58
58
58
No
No
No
0
Low
11
143
62
83
72.5
Yes
Yes
No
2
Medium
12
171
78
83
80.5
No
Yes
No
1
Medium
NJ ASK Math
Score
<200
200 – 249
200 – 300
Current Year Test
Score Average
<70
70 – 85
85 – 100
Number of Future
Success Markers
0–1
1–2
2–3
Preparedness
Group
Low
Medium
High
Target Score on
Summative
70
80
90
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Starting points are determined using appropriate
measures
Multiple, high quality measures are used to thoughtfully determine students’
starting points and select standards to include in the SGO.
Pre-assessments, if used, are administered fairly and provide a rigorous and
accurate measure of the skills and content knowledge students need to succeed in
the course.
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[c1]Use multiple measures to determine starting points.
Using a pre-assessment alone provides limited information for the teacher and makes it difficult to set targets for stud
Science SGO
Baseline Data
(Please include what you know about your students’ performance, skills, or
achievement levels at the beginning of the year, as well as any additional student data
or background information used in setting your objective.)
Department-developed Physical Science pre-assessment.
Average score was 32%.
19
[c1]Use multiple measures to determine starting points.
Using a pre-assessment alone provides limited information for the teacher and makes it difficult to set targets for stud
Science SGO
Baseline Data
(Please include what you know about your students’ performance, skills, or
achievement levels at the beginning of the year, as well as any additional student data
or background information used in setting your objective.)
Scores on department-developed Physical Science pre-assessment and grades to
date.
Average score on the physics pre-assessment was 32%.
Students were grouped according to both data points. (see attached)
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Key Components of a High Quality SGO
1. The SGO includes a significant proportion of students and
curriculum.
2. Starting points are determined using appropriate
measures that enable good learning targets to be set for
students.
3. The assessment fairly and accurately measures the
standards being taught.
4. The scoring plan reflects ambitious and achievable goals
for the teacher based on student data and the rigor and
scope of the assessment.
21
Evaluate SGO quality and provide opportunities for revision
SGO Quality Rating Rubric
22
Math and LAL Teachers
Grade
SGO Types
Recommended Assessments
K-5
6-8 nondepartmentalized
One Math
One LAL
SMI
DRA
6-8 Math
Two Math
6-8 LAL
Two LAL
MAP
End of Unit Assessments (optional)
DRA
MAP
9-12 Math
Two Math
MAP
End of Unit Assessments (optional)
9-12 LAL
Two LAL
MAP reading
MAP language
23
Non-math and LAL Teachers and Those Not Using
Recommended Assessments
• Locally-developed assessments
• Use the Recommended SGO Assessment Approval
Process
24
Assessments Approval Process
• Teacher evaluates her own assessment(s) using the appropriate forms
• Teacher submits the assessment and completed forms by the deadline
and in the format required by the principal.
• Principal reviews the assessment and forms to ensure the scope,
alignment, and quality of the assessment is appropriate for the content
area and grade level.
• The principal consults with the teacher and provides feedback and/or
approval as appropriate.
• The teacher modifies the assessment if necessary and resubmits to the
principal for approval.
25
Evaluate Assessment Quality
Align Assessment to Critical Standards
26
Evaluate SGO Quality
Use an Assessment Quality Checklist
27
Key Components of a High Quality SGO
1. The SGO includes a significant proportion of students and
curriculum.
2. Starting points are determined using appropriate
measures that enable good learning targets to be set for
students.
3. The assessment fairly and accurately measures the
standards being taught.
4. The scoring plan reflects ambitious and achievable goals
for the teacher based on student data and the rigor and
scope of the assessment.
28
Two Ways to Set Student Goals
Growth and Achievement
Growth
• Students will improve 30 points between the biology pre- and postassessment
• Students will increase their performance by 10% on several measures
of fitness
• Students will increase one level on the instrumental performance rubric
Achievement
• Students will score 80% on the social studies final assessment
• Students will score 3/4 on at least 8 components of the art portfolio
rubric
29
Simple vs. Tiered SGOs – Sample Scoring Plans
for Teachers Using Achievement Targets
Simple
Aggregate
Baseline Data
Score
Achievement
Target
4
3
2
1
52
80% or Higher
At least 90%
At least 80%
At least 70%
Less than 70%
Percent of Students Meeting Achievement Target
Tiered
Aggregate
Baseline Data
Average Score
Group
37
Low
70%
55
Medium
80%
75
High
90%
Achievement
Target
Percent of Students Meeting Achievement Target
4
3
2
1
At least 90%
At least 80%
At least 70%
Less than 70%
30
Simple vs. Tiered SGOs – Sample Scoring Plans
for Teachers Using Growth Targets
Simple
Starting
Performance
Level
Growth Target
Level 5
1 performance
level
Percent of Students Meeting Growth Target
4
3
2
1
At least 90%
At least 80%
At least 70%
Less than 70%
Tiered
Starting
Performance
Level
Group
Level 2
Low
Level 5
Medium
Level 7
High
Growth
Target
Percent of Students Meeting Growth Target
4
3
2
1
At least 90%
At least 80%
At least 70%
Less than 70%
1.5
performance
levels
1
performance
level
31
Suggested Scoring Plan for Math/LAL Teachers Using
Recommended Assessments
Scoring Plan
Preparedness
Group
Exceed, on, or up
to one year below
grade level
More than one
year below grade
level
Growth
Score
Increase at
least one
year or be
on grade
level
Increase
more than
one year
Objective Attainment Level Based on Percent Students
Achieving Target Score
Exceptional
(4)
Full
(3)
Partial
(2)
Insufficient
(1)
85-100%
70-84%
60-69%
0-59%
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The scoring plan reflects ambitious and achievable
goals for the teacher
Baseline data are used thoughtfully to set high quality targets for all
students.
Student achievement and/or growth targets are differentiated to be
ambitious and achievable for all or nearly all students.
Scoring range for “full attainment” accurately reflects a teacher’s
considerable impact on student learning. Scoring range is justified by
analysis of baseline data and the rigor of the assessment.
33
[c1]Set differentiated targets.
Setting an achievement target for the class as a whole might encourage the teacher to either teach to the middle or allow high performing studen
Science SGO
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target
Target
Score
80%
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
≥85% students
(18 or more)
≥70% students
(15 or more)
≥55% students
(12 or more)
<55% students
(fewer than 12)
34
[c1]Differentiated targets
set for each group of students based upon multiple measures of starting points.
Science SGO
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target
Group
Target Score
Low
70
Medium
80
High
90
Exceptional (4)
Full (3)
≥85% students
(56 or more)
≥70% students
(45 or more)
Partial (2)
Insufficient (1)
≥55% students <55% students
(36 or more)
(fewer than 36)
35
Questions?
36
Next Steps
• Collect copies of 2 SGOs and SGO assessments* from every teacher
• Complete consultations with teachers
• Continue to provide feedback and support as teachers improve their
SGOs and SGO assessments
• Submit initial SGO Approval Inventory on November 7th to district
* Locally-developed assessments only
37