Developing Student Growth Objectives
for All Content Areas
Dr. Donna McInerney, NJPSA/FEA Lead Program Developer
Dr. Brian Chinni, TMI CEO/Founder
Dr. Adele Macula, NJPSA/FEA Consultant/Progr. Dev.
Katie Schneekloth, NJPSA/FEA Consultant/Progr. Dev.
April 8, 2013
Desired outcomes…
•
•
•
2
understand “Achieve NJ” Student Growth Objectives
(SGOs) requirements;
understand and apply the S.M.A.R.T.-based SGO
development process; and
effectively lead professional staff in the creation of
standards-based, assessment-driven SGOs.
G
3
SGO SETTING
COMPLIANCE vs. PROCESS
4
Activity No. 1:
Let’s take our…
SGO 101 Pre-Assessment!
5
5
Activity #2: Self-Reflection
What do
I…KNOW?
NJDOE SGO
Requirements
SGOs:
Understanding
and Ability
6
What do I… WANT CONCERNS that
to KNOW?
I Have...
Compliance!…
7
What is a Student Growth Objective?
According to the NJDOE (2013),
“Student Growth Objectives (SGOs)
are academic goals for groups of
students that are aligned to state
standards and can be tracked using
objective measures.”
8
8
Introduction to Teacher Evaluation:
Teacher
Practice
Performance on a
teacher practice
instrument, driven
primarily through
observation
Inputs of
Effective
Teaching
9
Stu.
Growth
Percentile
Stu.
Growth
Objective
State-calculated
score that measures
individual teacher’s
ability to drive
growth on NJ ASK
NJASK
Locally-calculated
score that measures
an individual
teacher’s impact on
stu. achievement
Summative
Rating
Overall eval. score
that combines the
multiple measures of
practice and student
progress
SGO’s Generation
Assessment (Overview)
Outcomes of
Effective
Teaching
N.J.A.C.
6A:10-4.1
Introduction to Student Growth Percentiles:
All students can show growth.
• Student Growth Percentiles (SGP)
measure how much a student has learned
from one year to the next compared to
peers with similar academic history from
across the state.
10
•
Students scored on a scale from 1 – 99.
•
Growth baseline established by student’s
prior learning as measured by all of
student’s NJ ASK results.

 






 



































10
Teachers of at least one 4th-8th grade math and/or English/language
arts (ELA) class (15%-20% of New Jersey teachers). More teachers will
be included with PARCC assessments.
NJ Teachers with Median Student Growth Percentiles (mSGPs)
Grades 4–8 ELA and Math
Yes
No
X
Grades 9–11 ELA and Math
X
Grades Pre-K–3 (All)
X
Grades 4 –12 Non- ELA, Non-Math
X
All Electives (e.g., economics, psychology, art, music, etc.)
X
• Teacher must have at least 20 SGP scores.
• Students must be enrolled in class 60% of time before test.
11
11
Introduction to Teacher Evaluation:
Teacher
Practice
Performance on a
teacher practice
instrument, driven
primarily through
observation
Inputs of
Effective
Teaching
12
Stu.
Growth
Objective
Locally-calculated
score that measures
an individual
teacher’s impact on
stu. achievement
Summative
Rating
Overall eval. score
that combines the
multiple measures of
practice and student
progress
SGO’s Generation
Assessment (Overview)
Outcomes of
Effective
Teaching
N.J.A.C.
6A:10-4.1
Introduction to Student Growth Objectives:
June
January
September
13
13
What is a Student Growth Objective?
A Student Growth Objective must be:
•
•
•
•
•
14
Annual, specific and measureable
Based on growth and achievement
Aligned to NJ/CC curriculum standards
Based on available prior student learning data
A measure of what a student has learned
between two points in time
• Ambitious and achievable
• A collaborative process between teacher and
supervisor
• Approved by the principal
14
Sample Student Growth Objectives
For teacher to earn a rating
: Subject Assessment
Level 4
Level 3
Level 2
Level 1
Second
Grade
Lang.
Arts
90% of
students
The Text Reading
increase at
and Comprehension
least 1
(TRC) assessment
proficiency
level
80% of
students
increase at
least 1
proficiency
level
70% of
students
increase at
least 1
proficiency
level
60% of
students
increase at
least 1
proficiency
level
Eighth
Grade
Visual
Arts
Portfolio score
using a districtcreated rubric
assessing students’
ability to draw
from direct
observation
80% of
students
increase at
least 1
proficiency
level
70% of
students
increase at
least 1
proficiency
level
60% of
students
increase at
least 1
proficiency
level
15
90% of
students
increase at
least 1
proficiency
level
Teacher in Non-Tested Grades and Subjects: Weights will be phased
in over time to move towards 50% teacher practice and 50% student
achievement
50%
Student
Achievement
15%
Student
Achievement
85%
Teacher
Practice
50%
Teacher
Practice
*The Department will look to incorporate other measures where possible and percentages will change as
system evolves.
16
Tested Grades and Subjects (Currently grades 4-8, math and ELA):
50% from teacher practice and 50% from student achievement
measures
50%
Student
Achievement
50%
Student
Achievement
50%
Teacher
Practice
50%
Teacher
Practice
* The Department will look to incorporate other measures where possible and percentages will change as system
evolves.
17
Teacher Evaluation: Summative Evaluation
Component
Raw Score
Weight
Weighted Score
Teacher Practice Eval.
Instrument
3.0
X 85%
2.55
Student Growth Objective
3.5
X 15%
.525
Sum of the Weighted Scores
18
This is a sample
scale. The NJDOE
will determine the
actual scale prior
to September 2013.
3.075
2.725
Ineffective
Partially
Effective
Effective
Highly
Effective
Teacher Evaluation: Summative Evaluation
Component
Raw Score
Weight
Weighted Score
Teacher Practice Eval.
Instrument
3.0
X 50%
1.5
Student Growth Percentile
2.0
X 35%
.70
Student Growth Objective
3.5
X 15%
.525
Sum of the Weighted Scores
19
This is a sample
scale. The NJDOE
will determine the
actual scale prior
to September 2013.
2.725
2.725
Ineffective
Partially
Effective
Effective
Highly
Effective
Principal Evaluation: Introduction
• New principal evaluation systems will include the
following components:
Principal
Practice
Eval.
Leadshp.
Performance
on a principal
practice
evaluation
instrument
Outputs that
define how
well a
principal is
leading imp.
of the eval
system
20
Inputs
School
SGP
Average
SGO
Admin.
Goals
Summ.
Rating
State-calc.
score that
measures a
principal’s
ability to drive
growth in ELA
and math
Locally-calc.
score that
aggregates the
perf. of all
teachers in a
school on
SGOs
Locally-calc.
score that
measures a
principal’s
impact on stu.
achievement
Overall eval.
score that
combines the
multiple
measures of
practice &
outcomes
Student/Teacher Outcomes
Principal Evaluation: SGP and SGO Components
School SGP
• Principals whose students have SGPs will receive the average schoolwide SGP score.
• Principals will be placed in 3 categories: Multi-Grade SGP Principal, NonSGP Principal, Single-Grade SGP Principal. Component weighting will
differ across categories.
SGO Average
• Principals will be rated on their teachers’ success in achieving student
growth objectives (SGOs) each year through an average of their
teachers’ scores.
21
Multi-Grade
SGP Schools
Non-SGP Schools
Single Grade
SGP Schools
Principal Practice
Instrument
30%
30%
30%
Evaluation
Leadership
20%
20%
20%
SGO Average
10%
10%
10%
School SGP
30%
0%
20%
Principal Goals
10%
40%
20%
Total Percentage
100%
100%
100%
Components
Inputs
Student/
Teacher
Outcomes
22
Introduction to SMART…:
SGO
23
What does it mean to be…
S
24
M
A
R
?
T
S.M.A.R.T SGO’s are…
S…
M…
A…
R…
T…
25
Specific
Measurable
Attainable/Ambitious
Results-drive
Timed
S.M.A.R.T SGO’s are…
Specific
The SGO
should be
simplistically
written, and
clearly defined.
26
Measurable Attainable/
Ambitious
The SGO should
be measurable
and provide
tangible
evidence that
you have
achieved the
objective.
The SGO should
be attainable;
reasonably
challenging both
you and your
students, but
clearly defined
so that it can be
achieved.
Resultsdriven
Timed
The SGO
should focus on
measuring
outcomes, not
activities.
The SGO
should be
organized
around a
timeframe that
presents a
reasonable
sense of
urgency.
Activity No. 3
S
27
M
A
R
T
TYPES OF SGOs
Type of SGO
General
General –
Tiered
Specific –
Student Group
Student –
Content/Skill
28
Definition
Focused on the teacher’s entire student
population for a given course. Includes a
large proportion of curriculum standards
Same as above, but with student goals tiered
by student preparation levels.
Focused on a subgroup of students that needs
specific support.
Focused on specific skills or content that
students must master.
TYPE: General SGO – Elementary Literacy
SGO
80% of students increase at least one
Statement: proficiency level on the Text Reading and
Comprehension (TRC) assessment.
For a teacher to earn a rating of…
Measuring
Progress
29
4
*90% of more
students met
goal.
3
*80% or more
students met
goal.
2
*70 or more
students me
their goal
*These numbers will be determined by teacher and principal based on
knowledge of students to create a rigorous and attainable goal
1
*Less than70%
of students me
their goal
TYPE: General SGO – 6th Grade Music
SGO
80% of students will master 7 of 9 skills
Statement: measured by the district-developed 6th
grade music rubric.
For a teacher to earn a rating of…
Measuring
Progress
30
4
90% or more
students met
goal.
3
80% or more
students met
goal.
2
70% or more
students met
their goal
Teachers can also use rubrics or portfolio assessments to measure student
attainment. In this example the district created a rubric for 6th grade
music teachers to measure attainment of certain skills.
1
Less than70%
of students me
their goal
TYPE: Tiered General SGO – Physics 1
SGO
Statement:
75% students will meet their designated target
scores on the Physics 1 post assessment.
Preparedness Group
Target Score on PA (%)
Low
36/65
70
Medium
21/65
80
High
8/65
90
Measuring
Progress
Low
Medium
31
No. of Students in Group
High
For a teacher to earn a rating of…
4
3
2
85% or more
students in the
tier met goal.
75% or more
students in the
tier met goal.
65% or more
students in tier
met goal
1
Less than 65%
of students in
tier met goal
TYPE: Specific/Targeted Students – Gr. 8 ELA
SGO
6/8 students who scored in the low range
Statement: on the pre-assessment will increase 10
words/minute over their baseline score on
the Oral Reading Fluency Assessment.
For a teacher to earn a rating of…
Measuring
Progress
32
4
7-8 students met
goal
3
5-6 students
met goal.
2
3-4 students
met goal
For some teachers there may be a specific student group that is appropriate to target.
In this instance, the teacher identified a group of students with low preparedness
who he believed would benefit from increased work in reading fluency.
1
0-2 students
met goal.
TYPE: Specific/Targeted Content/Skill- History
SGO
80% of students will score a “3” or better
Statement: on the district DBQ assessment for using
evidence to support a point of view.
For a teacher to earn a rating of…
Measuring
Progress
33
4
90% or more
students met
goal.
3
80% or more
students met
goal.
2
70 or more
students met
their goal
Teachers can also use rubrics or portfolio assessments to measure student
attainment. In this example the district created a rubric for U.S. History
students to measure attainment of specific critical thinking skills.
1
Less than70%
of students me
their goal
PREPARE
SGO
SGO REVIEW
and
EDUCATOR
SGO SCORE
STUDENT
GROWTH
OBJECTIVES
PROCESS
SCORE
SGO RESULTS
PRE-APPROVAL STAGE
DEVELOP
SGO
SGO
SUBMISSION
& APPROVAL
IMPLEMENT AND
MONITOR SGO
FOCUSED
STRATEGIES
EVIDENCE
COLLECTION
The SGO
Development Process
34
MID-YEAR
SGO REVIEW
PREPARE SGO
KEY TASKS
ESSENTIAL QUESTIONS

Review student data

Which students are being addressed?

Identify student population

What is being taught?

Target specific and enduring academic
concepts, skills or behaviors from
Standards

Which content standards are being
targeted?

Does the content selected represent
essential knowledge and skills that will
endure beyond a single test date, be of
value in other disciplines, and/or
necessary for the next level instruction?

Address observable student need(s)

Identify evidence sources to measure
student growth

Establish goals for student growth
35
DEVELOP SGO
KEY TASKS
•
Understand SMART Goal design
•
Practice writing SMART Goals
•
Determine the rationale for SGO
ESSENTIAL QUESTIONS
•
Why choose this learning content, evidence or
target?
•
What source(s) of data did you examine in
selecting the SGO(s)?
•
What is the starting level of learning for
students in the class? What strengths and
weaknesses were identified?
•
Decide if the SGO will be “progress”
and/or “achievement” focused
•
Decide if…General or General-tiered?
Specific to a group of students? Specific
in content or skill?
•
Is the SGO(s) rigorous and measurable?
•
What is the target level of growth or
performance that students will demonstrate?
Determine and write the SGO(s)
•
Do I expect all students to make the same
amount of growth, regardless of where they
start from, or should I set differentiated goals?
•
36
IMPLEMENT and MONITOR: Focused Strategies
KEY TASKS
•
•
•
ESSENTIAL QUESTIONS
•
Does the SGO(s) provide a clear focus for
instruction and assessment?
•
Do the strategies meet the students’ needs
and align with learning styles?
•
Determine the plan for the actions to be
implemented throughout the
implementation timeframe
Are the strategies consistent with district,
school and programmatic best practices?
•
What is the plan for documenting student
progress and monitoring student growth?
Plan for the documentation of the
strategies
•
Is the implementation plan rigorous?
Structured?
Determine strategies and supports.
Consider evidence-based and
differentiated strategies aligned to
district and school initiatives, contentbased best practices, and grade level
expectations
•37 Consider the availability of supplemental
supports to further strategies
IMPLEMENT and MONITOR: Evidence Collection
KEY TASKS
•
Monitor student progress
•
Collect data toward meeting SGO(s)
•
Administer end-of-term assessment, formal
post-test, etc. or review rubric-based
portfolio/performance assessments
•
•
38
ESSENTIAL QUESTIONS
•
What assessments(s), student work
product(s), or other evidence sources will be
used to measure whether students met the
objective?
•
Assessment types? How are the results
reported?
Collect final results regarding student
growth using the evidence source(s)
identified
•
Accessibility to assessment results ?
•
Is the assessment valid and reliable?
In this final collection of evidence, the
educator will note the percentage of
targeted population that did not meet, met,
and exceeded their student growth targets.
•
Why is this the best evidence for
determining whether students met the
objective?
•
What are the trends in the data?
SCORE SGO RESULTS
KEY TASKS
•
Review SGO(s) results and scores
•
Educator will report the percentage of
targeted population that did not meet,
met, and exceeded their student growth
targets
•
•
ESSENTIAL QUESTIONS
•
What is the expected outcome (target) by
the end of the instructional period?
•
Did the students meet the expected goals
of the SGO(s)?
•
What were the final results of the SGO?
Achieved? Not Achieved?
•
What score did the educator achieve?
Was there a summative evaluation
conference to discuss the accomplishment
of the SGO(s)?
Submit final results of SGO(s) to
principal/supervisor
Administrator and educator
collaboratively determine educator’s
score based on set criteria
•39 Final SGO score for educator is included
as part of summative evaluation
SGO SUBMISSION FOR
APPROVAL (11/15/13)
SGO MID-YEAR
REVIEW (2/15/14)
CONSIDERATIONS
•
•
•
40
Based upon the educators role/position, 1-2
SGO(s) will be set and the most
appropriate assessment measure will be
utilized to determine if the target is met or
not
The educator will submit the draft SGO(s)
to his/her principal/supervisor for approval.
The administrator will review each SGO
and ensure that they meet the established
criteria
The SGO(s) will then be approved or will be
returned for further revision, with specific
directions as to which component(s) need
revising
ESSENTIAL QUESTIONS
•
A mid-year meeting between the educator
and the principal/supervisor is
recommended
•
Conference is scheduled at approximately
the halfway point of the specified SGO
interval
•
A review of progress, a discussion of any
issues, and adjustments to the SGO
growth target may be made upon mutual
agreement in situations where the goals
are either too rigorous or not rigorous
enough
1. Prepare: Identify areas
of need; choose or
develop quality
assessment aligned to
standards
September
2. Develop: Establish
students’ starting points &
goals for growth; identify
instructional strategies
41
3. Submit for Approval
By Nov. 15*
5. Mid-point Review:
Adjustments to SGO
can be made with
approval
By end of
academic
cycle
By Feb. 15
4. Implement & Monitor:
Implement identified strategies;
collect evidence through
ongoing assessment; monitor
student progress; refine
instruction
6. Review results & score:
Administer post-assessment;
review results & score
*2013-2014 SGO PROCESS TIMELINE
Assessment: The “Heart” of the SGO?
Activity No. 4:
Assessment
42
SGO Checklist HERE
43
Introducing the SGO Blueprint:
All Things Considered!
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
Just released!
44
Introducing the SGO Blueprint:
Context
Context:
Describe the student population
being served by your SGO. In
addition, offer any information
related to special learning
circumstances that you believe to be
important.
•
•
•
•
•
•
20, Visual Arts-3 students
2 students have delayed fine motor skills
3 Special Needs (other)
2 ELL
5 504
2 Academic Enrichment
(Note: Adapted from: Rhode Island Department of Education (RIDE). Retrieved
March 12, 2013 from:
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO_Exemplars/Elem_
FA-VisualArts.pdf)
45
Introducing the SGO Blueprint:
Learning Content/Competencies
Learning Content
and Competencies:
Describe the specific
content, concepts,
and/or topics around
which the SGO will
be organized and
measured.
46
RI Visual Arts (3-4) and Design Standard 1
Students demonstrate knowledge and application of Visual Art and
Design concepts
a. describing and applying basic VAD concepts: line, shape,
form, texture, color, organization of visual compositions,
emphasis/focal point, pattern, balance/ symmetry, and
contrast
b. applying basic strategies and techniques to address
artistic problems
c. using observation to develop a visual representation of
basic objects
d. maintaining a portfolio of self-created art work and
explaining art concepts learned
Introducing the SGO Blueprint:
Evidence
Evidence
Considered:
Describe all state-,
district- and
classroom-level
assessments, that can
be considered to
support baseline data
analysis.
47
At the end of last year I examined this cohort’s portfolios with
the K-2 art teacher. This showed that while students were
working with line, color, and shape, and pattern, they were not
obviously constructing composition, relating parts to the whole,
developing attention to detail, or mixing representational and
expressive techniques.
Introducing the SGO Blueprint:
Baseline Data
Baseline Data:
Describe the specific
pre-assessment(s) that
you utilized to establish
an understanding of
current student
performance.
Appropriately organize
and present the student
performance data that
was used to influence
your SGO performance
targets.
48
Visual Arts-3 Benchmark-I Assessment I
Administered BA-I during the first week of class. Students are
asked to draw a self-portrait from memory; then, using individual
mirrors, students do an observation of their face and draw a selfportrait with paper and pencil. Students are asked to reflect on the
choices they made regarding concept and technique, and explain
those choices verbally. Through this assessment I am able to
determine which techniques students relied on utilizing in their art,
which they were comfortable using in descriptive speech, and how
they articulated their process and choices.
Results (out of 6 possible): Level 4– 4; Level 3 – 6; Level 2– 8; and
Level 1- 2
Introducing the SGO Blueprint:
Timeline
Timeline:
Describe the
instructional time
interval.
49
Interval of Instruction:
All students receive instruction once per week, for 40minutes,
throughout the year, as part of an Expressive Arts Cycle program.
Introducing the SGO Blueprint:
SGO Statement
SGO Statement:
In careful
consideration of the
information provided
in the sections above,
present your SMART
Student Growth
Objective (SGO).
50
For the 2013-2014 Visual Arts-3 Cycle Program, 100% of my 20
students will demonstrate measurable progress in their ability to
create portraits from observation in a variety of mediums
(including drawing with oil pastels, printmaking, collage, and
painting) that show evidence of problem solving using basic
visual arts concepts (including visual composition, color, shape,
as well as a mixture of representational and expressive
techniques), as aligned to State Grade 3-4 VA Standards 1 and 3.
In careful consideration of student K-2 Portfolios, related
artifacts and evaluative instruments, as well as individual
performance data generated from my Visual Arts-3 BenchmarkI Assessment, all students will score at least a Level 3 (out of 6)
on the 6-point VA-3 Rubric.
Introducing the SGO Blueprint:
Instructional Action Plan
Instructional Action
Plan:
Describe key
strategies intended to
influence student
growth during the
defined timeline.
51
Instructional
Strategy 1
See VA-3 Act. 1
Evidence of Impact
Timeline
Act. 1
Product/Rubric
Weeks 4-7
See VA-3 Act. 4
Act. 4
Product/Rubric
Weeks 12-16
See VA-3 Act. 7
Act. 7
Product/ Rubric
Weeks 23-30
Introducing the SGO Blueprint:
Student Performance Targets and Self-Evaluation
Student Performance Targets and Self-Evaluation of SGO Achievement:
How will you define instructional success? Describe what you consider to be fair
and reasonably challenging student and personal performance targets. The SGO
score will represent 15% of your formal Summative Evaluation.
Highly
Effective (4)
Student
Performance
Targets and
Scoring
52
Effective
(3)
Partially
Effective
(2)
Ineffective
(1)
100% students
100% students
80% or more
Less than 80%
score a Level 3 or score a Level 3 or
students score a
students score a
higher on the 6higher on the 6Level 3 on the 6Level 3 on the 6point VA-3 Rubric; point VA-3 Rubric. point VA-3 Rubric. point VA-3 Rubric.
90% or more
students increase 2
or more levels.
Introducing the SGO Blueprint:
Rationale
Rationale:
Describe what you
believe makes your
SGO SMART, and
feasible and worthy of
implementation.
53
At this grade level students should expand the ways they draw and know
that there is more than one way to depict figures. As the art teacher for
grades 3-5, I work closely with the K-2 art teacher. In 2nd grade
students begin to develop exposure to drawing from observation, but
this is the first year this skill is explicitly discussed along with the
differences of drawing from memory. In the past, learning how to look
carefully at a subject has been a real challenge for students but drawing
from observation is a crucial skill and students are often eager to
develop their ability. It is developmentally appropriate for students to
hone their ability to make conscious choices utilizing media, concepts
and technique to represent the observable world. It is also critical that
students become more mindful of how these choices affect their artwork
and can describe these choices verbally. Students will be exposed to new
mediums, including oil pastels and printmaking, whereas in the earlier
grades they mainly utilized other drawing materials, cut paper, and
paint. This expands their opportunity to make choices in their artwork
and experiment with technique.
Introducing the TMI SGO Blueprint:
Rationale
Rationale:
Describe what you
believe makes your
SGO SMART, and
feasible and worthy of
implementation.
54
At this grade level students should expand the ways they draw and know
that there is more than one way to depict figures. As the art teacher for
grades 3-5, I work closely with the K-2 art teacher. In 2nd grade
students begin to develop exposure to drawing from observation, but
this is the first year this skill is explicitly discussed along with the
differences of drawing from memory. In the past, learning how to look
carefully at a subject has been a real challenge for students but drawing
from observation is a crucial skill and students are often eager to
develop their ability. It is developmentally appropriate for students to
hone their ability to make conscious choices utilizing media, concepts
and technique to represent the observable world. It is also critical that
students become more mindful of how these choices affect their artwork
and can describe these choices verbally. Students will be exposed to new
mediums, including oil pastels and printmaking, whereas in the earlier
grades they mainly utilized other drawing materials, cut paper, and
paint. This expands their opportunity to make choices in their artwork
and experiment with technique.
55
56
smart.tmieducation.com
57
smart.tmieducation.com
58
smart.tmieducation.com
59
smart.tmieducation.com
Self-Reflection Revisited…What do we
still NEED to KNOW?
What do
I…KNOW?
NJDOE SGO
Requirements
SGOs:
Understanding
and Ability
60
What do I… WANT CONCERNS that
to KNOW?
I Have...
Time for
Lunch!
61
Data-Driven
SGOs
Activity No. 5
62
Creating Your SGO Blueprint!
Just released!
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
63
Principal as Instructional Leader:
Guiding the SGO Conversation
64
PREPARE SGO
• Is there a viable curriculum in place that is standardsbased and connected to daily instruction?
• What assessment data is available? What does the
assessment data tell us about our students? Are
additional assessments needed? If so, can these be
procured or will teachers need to collaboratively create
them?
• Are the assessments aligned to the standards?
65
PREPARE SGO
• Are the pre-assessments, formative assessments and postassessments aligned?
• Are PLCs/teams established and working effectively to
analyze student data and identify areas of student need?
66
DEVELOP SGO
• What student learning objectives will be the basis of my SGO?
•
•
•
•
•
What kind of SGO will I develop?
Progress and/or achievement?
General or General-tiered?
Specific – student group?
Specific- content/skill?
• If PLCs/teams have identified an area of student need, have
individual teachers developed growth goals specifically for
their students?
67
DEVELOP SGO
• Are PLCs/teams established and working effectively to
identify the most effective teaching and learning
strategies to maximize student achievement and meet the
SGO?
• Do teachers and/or PLCs/teams need targeted
professional development regarding specific strategies or
the diverse needs of learners?
68
IMPLEMENT and MONITOR the SGO
• Is student assessment data shared among colleagues so
that the needs of students can be more effectively met?
• Are PLCs/teams collaboratively reflecting on and
revising teaching and learning strategies and
instructional resources in response to analysis of
assessment data?
69
Wrap It Up!
Concluding Points
70
Next Steps…
71
SGO
Our SINCERE THANKS…
For your participation, collaboration and
dedicated efforts!!!
Donna, Adele, Kate and Brian
dmcinerney@njpsa.org
bchinni@tmieducation.com
72