STUDENT GROWTH OBJECTIVES
Developing and Approving High Quality SGOs
Angeleah Doherty
Regional Achievement Center
Angeleah.Doherty@doe.state.nj.us
(609) 292-4390
AGENDA
• SGO General Requirements
• SGO Process Components
• Examples of SGOs/Analyze Components
• How well do I understand SGOs?
• Create an SGO w/Table
• EXIT Ticket/Survey
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Norms/To-DO
1. Sign-in Sheet
2. Maintain a positive attitude.
3. Be engaged in our work.
4. Questions-End
5. Remember the WHY: Student
Achievement
3
SGO Materials
• Agenda
• SGO Frequently Asked Questions
• SGO guidebook
• How well do I know SGOs
• SGO Examples
• SGO Quality Rating Rubric
• SGO Exit Ticket
• Table Material
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My Knowledge of SGOs…
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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
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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.
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What Do Effective Teachers 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.
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What Do SGOs Require Teachers 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.
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General and Targeted SGOs
General
•
Captures a significant proportion of
the students and key standards for a
given course or subject area
Targeted
•
Focuses on a particular subgroup of
students, and/or specific content or
skill
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SGO – Simple Form
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SGO - Tiered Form
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Student Growth Percentiles
• A teacher can only receive a median SGP score if
the following is true:
• Teacher has at least 20 students on the roster:
• If teacher does not have 20 students in year 1, she
may receive an SGP score if teacher accrues 20
students over a period of up to 3 years.
• Students are enrolled in class at least 70% of the
time before the test; and the teacher has worked
for at least 60 percent of the time before the test.
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SGOs in AchieveNJ - 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.
• 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
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SGOs in AchieveNJ
• SGOs must be submitted with final approval by November 15th.
• Mid-Course Check-in by Feb. 15th.
• SGOs are 10% of the Principals summative evaluation and 20% of the
leadership rubric.
SGO Guidebook pg. 5
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SGOs and AchieveNJ
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SGPs and SGOs
SGP
SGO
• 4-8 grade ELA and math
• All teachers
• SGP score captures a
significant portion of the
curriculum and students
for which the teacher is
responsible
• SGO score captures a
significant portion of the
curriculum and students
for which the teacher is
responsible
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Developing SGOs to Meet the “Significant”
Threshold
Teacher
SGOs
Notes/Examples
Non-tested Grades and Subjects
1 prep
One general SGO for all students plus
one targeted SGO (may be a targeted
content/skill or group of students)
General SGO includes 70% history
standards and all students
Targeted SGO focuses on use of
informational text by all students
2 preps
One general SGO for all students in each
course
Algebra 1 – SGO 1
Geometry – SGO 2
More than 2 preps
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
Elementary
Two general SGOs for all students in two
developmental domains or two subject
areas
Literacy domain – SGO 1
Language domain – SGO 2
Math – SGO 1
Science – SGO 2
Tested Grades and Subjects (receive an SGP score)
All
One or two SGOs (district
discretion), general or targeted
SGP provides one broad measure of student
performance. Teachers and districts
determine SGO makeup based on needs.18
Developing SGOs in Other Circumstances
•
Special Education teachers
– Educators in inclusion class collaborate on a common SGO for all students
– 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
•
Semester courses
– Set 2 SGOs (one per semester) before Nov 15, adjust scoring plan in second
semester by Feb 15
– 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
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Make a plan to develop your SGOs…
Make a Plan
Individually or with colleagues
Determine the instructional period
Determine the standards to be taught
Align the assessment to the standards
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Resources
Planning Guide
Sample page
Back
Planning Guide for Choosing or
Developing a Quality Assessment
(PDF | Word)
Assessments
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Sample page
Resources
Standards Alignment and Coverage Form
Back
Standards Alignment and Coverage
Check (PDF | Word)
Assessments
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SGO Student DATA/Pre-Assessment
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Example SGO
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SGO Example
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SGO Example - Tiered
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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”
25-30
Low
36/65
70
Medium
21/65
80
15-18
High
8/65
90
6-7
Scoring Plan
Preparedness
Group
Target Score
on Final
Assessment
Low
70
Medium
80
High
90
SGO Guidebook pg. 19
Objective Attainment Level Based on Percent and Number of Students
Achieving Target Score
Exceptional
Full Attainment
Partial
Insufficient
Attainment (4)
(3)
Attainment (2) Attainment (1)
≥ 85%
≥70%
≥55%
<55%
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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%
At least
70%
Less than
70%
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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%
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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.
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Kindergarten SGOs
Example 1: 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 in 70% of literacy standards. She sets her
second SGO based on their growth in 60% of math standards.
Example 2: A kindergarten teacher has 8 students and uses the DRA2 to
assess her students. She sets one of her SGOs to include the standards
incorporated by the DRA2. She sets a second SGO towards
CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.
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Elementary Science SGO
Example 3: A 4th-grade elementary team develops an SGO for 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 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.
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Choose or Develop a Quality Assessment
3 components
1. Assessment Scope
What do you want your students to know and be able to do?
2. Assessment Quality
Is your assessment a fair and accurate measure of student
performance?
3. Collection of Evidence
Is the scoring and administration of school-based assessments
reliable and fair?
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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
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
Purchase a new assessment or select an existing one
Create a new assessment locally
Modify an existing assessment
SGO Guidebook pg.10
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District Guidelines – Teacher Evaluation
Packet Page 150/Non-Tested Areas
Raw
Score
FINAL
85% TEACHER PERFORMANCE
15% STUDENT ACHIEVEMENT
 MUTUALLY AGREED SGOD
85% TEACHER EVALUATION
7.5% SGO 1
 SMI/SRI/IRLA/DRA
 PORTFOLIO ASSESSMENT
 PERFORMANCE TASK
 PRE-POST TESTS
 FINAL EXAM
7.5% SGO 2
 SMI/SRI/IRLA/DRA
 PORTFOLIO ASSESSMENT
 PERFORMANCE TASK
 PRE-POST TESTS
 FINAL EXAM
Weight
Weighted
Score
X 55%
X 30%
X15%
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District Guidelines – Teacher Evaluation
Packet Page 146/Tested Areas
Raw
Score
FINAL
55% TEACHER PERFORMANCE
45% STUDENT ACHIEVEMENT
 SGP
 MUTUALLY AGREED SGO
55% TEACHER EVALUATION
30% STATE TEST or
PERFORMANCE TASK
15% SGO
 SMI/SRI/IRLA/DRA
 PORTFOLIO ASSESSMENT
 PERFORMANCE TASK
 PRE-POST TESTS
 FINAL EXAM
Weight
Weighted
Score
X 55%
X 30%
X15%
TOTAL SCORE
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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
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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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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?
 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?
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Reviewing the SGOs
What is the most efficient process to develop and review
SGOs?
Questions to answer…
 Will SGOs be developed during common planning?
 Who is going to decide the exact assessments to use?
 Who is going to review the baseline data for the SGOs?
 Who are SGOs being submitted to (School/District)?
 How many SGOs are teachers going to write if they are
supposed to receive an SGP?
 What forms will teachers use during the SGO process?
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Look-fors
1. Does the SGO include a significant proportion of students
and curriculum?
2. Does the assessment fairly and accurately measure the
standards being taught?
3. Are starting points determined using appropriate measures
that enable good learning targets to be set for students?
4. Does the scoring plan reflect ambitious and achievable
goals for the teacher based on the student data and the
rigor and scope of the assessment?
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QUESTIONS????
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Your Next Steps
• Begin to develop an SGO? With your table, create an SGO.
• You have at your table:
• Blank Data Document, Assessment/Standard Alignment
document, An SGO form (tiered)
• If you know the standards, list them.
• Examples: DRA, SMI
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Your Next Steps
• Look over the material in your folder. Be able to answer the
questions on “How well do I know SGOs?”
• Begin to develop an SGO? With your table, create an SGO.
• You have at your table:
• Blank Data Document, Assessment/Standard Alignment
document, An SGO form (tiered)
• If you know the standards, list them.
• Examples: DRA, SMI
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Resources at the NJDOE
• AchieveNJ website
• SGO Training modules/guidebook/exemplars
• FAQs
• Angeleah.doherty@doe.state.nj.us
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