STUDENT GROWTH OBJECTIVES
Setting SGOs and Developing High Quality
Assessments
2013-14
Objectives for Today
• Explain how SGOs can be an effective measure of student learning
• Analyze the components of a well-formulated SGO
• Determine the assessments that would be appropriate for SGOs
• Evaluate the quality of pre-existing assessments
• Develop a series of next steps to take back to your districts
2
Norms for Today
Be mindful of your normal speaking patterns
Remain engaged in the
process
Assume good
faith
3
Determining Starting Points
In your table groups do the following:
• Briefly introduce yourselves to each other.
• Discuss the hopes and fears you have about SGOs.
• Each team write one hope and one fear - 5 word limit for each.
• Share your hopes and fears with the larger group.
4
Determining Starting Points
One Hope
One Fear
5
Shrinking the Change
6
Teacher Checklist
Individually, check the items that effective teachers do in your
school.
 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.
Workshop packet pg. 4
7
In Requiring Teachers to Develop SGOs, What Are
We Asking Them To Do?
 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.
 Formalize and document the process, and be recognized for doing
these things well.
Workshop packet pg. 4
8
8. State regulations require all of the following for
SGOs EXCEPT:
a) They must be specific and measurable
b) They must measure learning between two
points in time
c) They must be aligned to standards
d) They must be perfect
Survey - Question 8
9
What is an SGO?
A 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 two points in time
SGO Guidebook pg. 3
10
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.
11
1. For what percentage does the SGO rating count towards
a teacher’s evaluation?
a) 10
b) 15
c) 20
d) 15 for teachers in non-tested grades and
subjects and 20 for teachers with an SGP
Survey - Question 1
12
SGOs and AchieveNJ
Survey - Question 1
13
2. How many SGOs must a teacher set for evaluation?
a) All set only 1
b) All set only 2
c) All set between 1 and 2, depending on
district discretion
d) 1 or 2 for teachers with SGPs, 2 for teachers in
non-tested grades and subjects
Survey - Question 2
14
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
Survey - Questions 2, 4
15
SGOs in AchieveNJ - 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.
16
Attributes of SGOs and SGO Development
• Teacher-created
• Tailored
• Collaborative
• Process-based
• Flexible
17
Distinguish Between General and Specific SGOs
• Working in your district groups, and using the examples
provided, determine the attributes that distinguish a
general SGO from a specific SGO.
• Share your answers with your table group.
SGO Guidebook pg. 5-7
Workshop packet pg. 5
18
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 locallydeveloped 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.
19
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.
20
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
21
General or Specific SGOs
General
A 10th-grade social studies
teacher has five sections of US
History 1 and has 102 students.
His general SGO includes all
102 students, and incorporates
a significant proportion of
content standards and skills
he will teach between October
15 and May 1, the week before
the department-wide
assessment.
Specific
A 10th-grade social studies
teacher finds on the free
response portion of the preassessment many students
were unable to clearly use
evidence to support their
points of view. He sets one of
his SGOs to deal with this
particular skill.
22
3. When should SGOs be set?
a) Annually, before the beginning of the school year
b) Annually, during the first few weeks of the school
year
c) Annually, at some point during the year at the
teacher’s discretion
d) Once, at the beginning of the school year to be used over
the next few years
Survey - Question 3
23
TEACHERS
The SGO Process
Step 1: Choose
an assessment
September
Step 2:
Determine
students’
starting points
Recommended
Official SGO process
Consult with
evaluator to
approve SGOs
Consult with
evaluator to
discuss SGO rating
Step 4: Track progress, refine
instruction
By Nov. 15*
Step 3:
Set SGO
By Feb. 15
Adjustments
made to SGOs
with approval
By end of school year
Step 5: Review
results and score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Survey - Question 3
24
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
25
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)
26
Grade:
Subject
9
Name of Assessment
Number of Students
Physics 1
Interval of Instruction
65
Full year
Semester
Department-developed Physics 1 assessment SGO Type
Other ________
General
Specific
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
This SGO covers all of my students, all of the physical science standards that are part of NJ standards
related to physics and many appropriate science practice standards:
NJCCCS physical science 5.2.12 D-E
NJCCCS science practices 5.1.12 A-D (as appropriate)
Physics 1 assessment –
Written: 60 multiple choice (4 choice), 5 short response questions,
Practical: students design a simple apparatus, take measurements and collect data.
Student Growth Objective
At least 70% (45/65) of my students will attain a score of 80% or above on the end of course test.
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.)
Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 preassessment. A summary of this data is attached. Average score on the physics pre-assessment was 52%.
SGO Guidebook pg.17
Workshop packet pg. 7
27
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.
28
How SMART is your SGO?
Separate handout
29
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 1 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
30
Break
31
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
32
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
33
Assessment Scope
Planning
1. Determine the instructional period, the appropriate
standards, and the educational goals that will be
captured by the assessment.
• In your district teams, complete the planning guide.
• Make note of the questions that you were able to answer
easily and those that provided more of a challenge.
• Share your findings with your table group.
Workshop packet pg. 9
34
Assessment Scope
Planning
Workshop packet pg. 9
35
Assessment Scope
What do you want your students to KNOW?
36
Assessment Scope
What do you want your students to DO?
37
Assessment Scope
Critical Decisions About Critical Standards
• In district teams, review the social studies standards provided.
 Which standards are foundational for success in this class and
beyond?
 Which standards will lead to enduring understanding?
 Which of these standards will be taught during the SGO
instructional period?
• Identify a group of standards that fit these criteria and write them on
the Standards Alignment and Coverage form.
• Share your findings with your table group.
38
Assessment Scope
Critical Standards
SGO Guidebook pg. 26
Workshop packet pg. 10
39
Assessment Quality
Types of Assessments
2. Choose or develop an assessment, analyze for quality,
and modify as necessary.
3 Options
• Purchase a new assessment or select an existing one
• Create a new assessment locally
• Modify an existing assessment
40
Assessment Quality
Types of Assessments
Traditional
Assessments
•
•
District, school and
departmental tests
e.g., modified final
exams, benchmark
exams
State and national
exams (except the NJ
ASK), e.g. NOCTI, AP
SGO Guidebook pg.10
Portfolio
Assessments
•
•
•
•
•
Writing and reflection
sample
Laboratory research
notebook
Portfolio of work
Project-based
assessment
Teaching Strategies
Gold®
Performance
Assessment
•
•
•
•
•
•
Lab Practicum
Sight reading in music
Dramatic performance
Skills demonstration
Persuasive speaking
DRA™2
41
Assessment Quality
Standards Alignment and Coverage
• In district teams, refer to the social studies assessment
provided.
• Using the Standards Alignment and Coverage Check form,
make a note of the items in the assessment that are
aligned to the standards you have identified.
• How would you judge the alignment? Use a scale of 1-10.
42
Assessment Quality
Standards Alignment and Coverage
SGO Guidebook pg. 26
Workshop packet pg. 10
43
Assessment Quality
Depth of Knowledge
4 minute video
explaining DOK using
the Gettysburg
Address
Workshop packet pg. 11
44
Assessment Quality
Depth of Knowledge
How rigorous is your assessment?
• Choose several items from your assessment.
• Categorize them as level 1-4 on the Assessment Rigor and
Depth of Knowledge Analysis form.
• Discuss what modifications of this assessment may be
necessary.
45
Assessment Quality
Depth of Knowledge
SGO Guidebook pg. 27
Workshop packet pg. 12
46
Assessment Quality
Validity and Variety
SGO Guidebook pg. 28
Workshop packet pg. 13
47
Collection of Evidence
3. Ensure that scoring and administration of school-based
assessments relies on valid, reliable, and practical
systems.
48
Collection of Evidence
Quality Rubrics
Strong rubrics ensure that a student’s knowledge of a
subject or skill is accurately assessed.
• Identify the knowledge and skills being measured
• Differentiate between high and low achievement
• Clearly identify and describe levels of performance for each
element
• Determine component weighting as necessary
• Create and share with colleagues to ensure rigor and
alignment to common expectations
49
Collection of Evidence
Quality Rubrics
Grades 9-12 Common Core History and Social Studies Rubrics
Key Ideas and Details
RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of the text as a
whole.
Identify the
knowledge and
skills being
measured
Needs Specific
Improvement


Lacks specific
details from the
text
Does not
connect details
to the text as a
whole.
Approaching


Meets Expectations
Contains some

specific details from
the text but omits
the most important
ones
Attempts to connect
details to the text as
a whole.
Cites specific
evidence to
support the
analysis of the
text-Connects
insights from
specific details to
the text as a
whole.
Exceeds
Differentiate
between
high and low
achievement
Meets expectations and
performs one of the following:

Brings in outside
information from prior
knowledge/other sources

Demonstrates a
connection between the
historical context of the
document and the
modern day.
Clearly identify and describe levels of
performance for each element
50
Collection of Evidence
Administration and Scoring of Assessments
What are the most valid, reliable, and practical ways to
administer and score school-based assessments in your
district?
• In your district team discuss the following:
 Will assessments be administered in one sitting or several?
 Should the students’ teacher be the one administering the
assessment?
 Who should score the assessments?
 Would professional development in scoring or other
aspects of assessment be useful in your district?
• Open up the discussion at the table and share your ideas.
51
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.
52
7. Which of the following data sources can be used to
determine students’ starting points? Check all that apply.
 A rigorous and carefully constructed preassessment
 Grades from the student’s prior year
classes relevant to the current class
 Test scores from the prior year in relevant
classes
 Grades from the current year
Survey - Question 7
53
Step 2 – Determine Students’ Starting Points
Examples
Source of Performance Data to
Determine Students’ Starting Points
Grades/performance in current year

Based on all aspects of work during the
first few weeks of school
Beginning-of-course diagnostic tests
or performance tasks


Department-generated pre-assessment
Early course test
Prior-year test results that assess
knowledge and skills that are prerequisites to the current subject/grade



NJASK for math, LAL and science
DRA for reading
End of course assessments
Test results in other relevant subjects
from prior years

A physics teacher uses results of her
students’ math tests from last year
Students’ grades in previous classes

Teachers should make sure they
understand the basis for the grades given
by students’ previous teachers
Examples and Notes
Survey - Question 7
54
Step 2 – Determine Students’ Starting Points
Multiple Sources of Data
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.
Student
Portfolio Score
(June 2013)
Pre-Assessment
(Sep 2013)
Preparedness
Group
1
89
76
High
2
68
43
Low
3
78
54
Medium
4
86
66
Medium
55
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.
56
Step 3 – Set Growth Objectives
Scoring Rubric
Attainment of Student Growth Objective
Exceptional
4
Teacher has
demonstrated an
exceptional
impact on
learning by
exceeding the
objective.
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.
57
Step 3 – Set Growth Objectives
SGO 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%
58
Step 3 – Set Growth Objectives
Tiered SGO Scoring Guide
Groups
Target
Objective Attainment Based on Percent of Students
Score on
Achieving Target Score
Final
Exceptional
Full
Partial
Insufficient
Assessment
4
3
2
1
Low
70%
Medium
80%
High
90%
At least
90%
At least
80%
Workshop packet pg. 7
At least
70%
Less than
70%
59
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.
60
Step 4– Track Progress, Refine Instruction
The Most Important Work
61
Your Next Steps
• Discuss with your district team some of the key lessons you
have learned from today’s workshop.
• Agree to follow up with1-3 concrete next steps to facilitate
the SGO development process in your school.
• Share with your table and the larger group when asked.
Workshop packet pg. 1
62
Resources at the NJDOE
• AchieveNJ
• SGO Training modules - online in June
• Future workshops – provisionally planned for
September/October
• Updates, samples, and bulletins
• Partner with us on creating exemplar SGOs
63
Final Thoughts on SGOs
• Continue doing what is effective for your students
• Use or adapt assessments that you already use
• Support each other and share
• Don’t let perfection get in the way of the good
64