Developing Standards-Based, Assessment-Driven Student Growth Objectives in ALL Content Areas 1 Summer 2013

Developing Standards-Based, Assessment-DrivenStudent Growth Objectives

in ALL Content Areas

1

Summer 2013

Online Discussion Site

Go to:

http://todaysmeet.com/ Room Name

•Post questions, share information, etc.

•Room will remain “open” until _______________.

•Use it after the workshop to continue discussion.

DAY 1 ---Today’s Agenda

A. Introduction & Overview 1.Introduce Today’s Meet 2.Overview of AchieveNJ Evaluation System3.Activity #1 – KWL Chart4.Activity #2 – Pre Assessment Quiz5.Compliance vs. Process6.AchieveNJ/Teach NJ Requirements7.SGO Template Components

B. SGO Basics 1.What is a SMART student growth objective?2.Achievement and Growth Goals

B. SGO Basics (continued)

3.Activity #3 - Analysis & Evaluation of SGO Sample Goals4.NJDOE Teacher SGO Attainment Levels5.4 Types of SGOs with samples

BREAK (15 minutes)

C. SGO Development Process & Timeline 1.Introduce/Review SGO process development steps & timelines

D. Introduce SGO Template

E. Revisit KWL Self-Reflection

LUNCH (1 hour)

Morning Session

3

Day 1 ---Today’s Agenda

Assessment Literacy

1. Activity 4a: Survey of Assessment Practices2.Linking Assessment in the Classroom with Student Growth & Achievement3. Webb’s Depth of Knowledge4. Creating Classroom Assessments5. Types of Assessments6. Alignment: Assessments & Standards7. Rigor & Depth of Knowledge8. Choosing or Developing Quality Assessments9.Instructional Connections: Data-driven Instruction; Differentiated Instruction; Feedback for Students10.Activity #4b: What Assessments are Utilized in Your School for Measuring Learner Progress?11.Activity #4c: Considerations When Choosing or Developing a Quality Assessment

BREAK: (15 minutes)

Afternoon Session

G. SGO Design Template Review 1. Intro to SGO template2. SGO Blueprint - Walk-through sample

SGO

H. Data Analysis & Considerations in Setting SGOs

1. Activity #5a: Building a SMART SGO Mr. Smith – Science Pre-Assessment Data

I. Concluding Activity 1. Day 1 Feedback Form2. Reminders: Items to Bring for Day 2

DISMISSAL

4

1.Understand Student Growth Objective (SGO) requirements.

2.Understand and apply the SMART-based SGO development process.

3.Effectively lead professional staff in the creation of standards-based, assessment-driven SGOs.

Desired Outcomes

5

FOR DAY 2

Bring with you…ResourcesStandards (CCSS and NJCCCS)Curriculum Guides

Grade LevelCourse Syllabi

School PlansSchool Improvement Plan Consolidated Plan (Title 1)

District Assessments Quarterly and Benchmark Tests Performance AssessmentsPortfolio Rubrics

DataSchool Specific DataHistorical Test DataTest SpecificationsData from District Assessments

Paper or

online!

6

Bring Back Day 1 Guide!

ACTIVITY #1

What do I…KNOW? What do I… WANT to KNOW?

CONCERNS that I HAVE...

NJDOE SGO Requirements

SGOs:Understanding and Ability

Self-Reflection

7

8

Let’s take our…SGO 101

Pre-assessment!

Activity #2:

8

9

Introduction to Student Growth Objectives

September

January

June

9

SLOsG

In New Jersey…

10

11

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.”

11

12

What is a Student Growth Objective?

A Student Growth Objective must be:

•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

http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf

12

COMPLIANCE

PROCESSvs.

SGO SETTING: “THE CONTEXT”

13

SGO SETTING: PROCESS

14

SGO DESIGN TEMPLATE

15

COMPLIANCE!

SGO SETTING

16

Teacher Practice

Performance on a teacher practice

instrument, driven primarily through

observation

Stu. Growth

PercentileState-calculated

score that measures individual teacher’s

ability to drive growth on NJ ASK

NJASK

Stu. Growth

ObjectiveLocally-calculated

score that measures an individual

teacher’s impact on stu. achievement

Inputs of Effective Teaching

Outcomes of Effective Teaching

Summative Rating

Overall eval. score that combines the

multiple measures of practice and student

progress

N.J.A.C. 6A:10-4.1

Introduction to Teacher Evaluation

Teachers in Tested Grades 4-8

17

Student Growth Percentiles (SGPs)… FYI

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.

•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.

http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml

For More Information…NJDOE SGP video

18

Tested Grades and Subjects (Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures

* The NJDOE will look to incorporate other measures where possible and percentages may change as system evolves.

Teachers in Tested Grades

19

Teacher Evaluation: Introduction

Teacher Practice

Performance on a teacher practice

instrument, driven primarily through

observation

Stu. Growth

ObjectiveLocally-calculated

score that measures an individual

teacher’s impact on stu. achievement

Inputs of Effective Teaching

Outcomes of Effective Teaching

Summative Rating

Overall eval. score that combines the

multiple measures of practice and student

progress

N.J.A.C. 6A:10-4.1

Introduction to Teacher Evaluation

Teachers in Non-Tested Grades/Areas

20

Non-Tested Grades and Subjects:Student Achievement will be 15% in SY 13-14. Teacher Practice will be 85%.

*The Department will look to incorporate other measures where possible and percentages will change as system evolves.

Teachers in Non-Tested Grades/Subjects

21

Teacher Evaluation: Summative EvaluationNon-Tested Grades and Subjects

Component Raw Score Weight Weighted Score

Teacher Practice Eval. Instrument 3.0 X 85% 2.55

Student Growth Objectives (2) 3.5 X 15% .525

Sum of the Weighted Scores 3.075

22

Teacher Evaluation: Summative EvaluationTested Grades and Subjects

23

Principal Evaluation: Introduction

New evaluation systems for Principals will include the following components:

Principal Practice

Performance on a principal

practice evaluation instrument

School SGP

State-calc. score that

measures a principal’s

ability to drive growth in ELA

and math

Average SGO

Locally-calc. score that

aggregates the perf. of all teachers in a

school on SGOs

Admin. Goals


measures a principal’s impact on

stu. achievement

Summ. Rating

Overall eval. score that

combines the multiple

measures of practice & outcomes

Eval. Leadshp.Outputs that define how

well a principal is

leading imp. of the eval

system

Inputs Student/Teacher Outcomes24

Principal Evaluation: SGP and SGO Components

• Principals whose students have SGPs will receive the average school-wide SGP score.

• Principals will be placed in 3 categories: Multi-Grade SGP Principal, Non-SGP Principal, Single-Grade SGP Principal. Component weighting will differ across categories.

• Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.

School SGP

SGO Average

25

Components Multi-GradeSGP 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%

Inputs

Student/TeacherOutcomes

Principal Evaluation: A Look at All Components

26

PROCESS!

SGO SETTING

27

Introduction to

SMART

SGO28

What does it mean to be…

SM

AR

T

?29

SMART SGOS ARE…

S … Specific

M … Measurable

A … Attainable/Ambitious

R … Results-driven

T … Timed30

SMART SGOS ARE…

Specific Measurable Attainable/Ambitious

Results-driven

Timed

The SGO should be simplistically

written, and clearly defined.The SGO should

focus on a specific content area or

skill.

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.

The SGO should focus on

measuring outcomes, not

activities.

The SGO should

be organized around a

timeframe that presents a

reasonable sense of urgency.

31

Growth vs. Achievement Goals

GROWTH ACHIEVEMENT

Students’ post-assessment scores will be ___% greater than the pre-assessment.

On the post-assessment, ___% of students will achieve a score of ___ or higher.

SGOs can be growth and/or achievement goals.

32

IS THIS SGO . . . .

During the 2013-14 school year, Language Arts students will improve their accuracy, fluency and comprehension.

SMART

During the 2013-14 school year, all of my 3rd grade Language Arts students will demonstrate measurable progress in the reading skills of accuracy, fluency and comprehension. All students will achieve at least 1 year’s gain as measured by the Star Reading Enterprise Assessment. Students in the below grade level band will attain at least 1.2 year’s gain.

33

SM

AR

T

ACTIVITY #3

34

TYPES OF SGOS

Type of SGO Definition

General Focused on the teacher’s entire student population for a given course. Includes a large proportion of curriculum standards

General – Tiered

Same as above, but with student goals tiered by student preparation levels.

Specific – Student Group

Focused on a subgroup of students that needs specific support.

Specific– Content/Skill

Focused on specific skills or content that students must master.

35

TEACHER ATTAINMENT OF SGOS

Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf36

TYPE: GENERAL SGO

SGO Statement:

80% of students increase at least one proficiency level on the Text Reading and Comprehension (TRC) assessment.

Measuring Progress

For a teacher to earn a rating of…4

Exceptional3

Full2

Partial1

Insufficient*90% or more students met goal.

*80% or more students met goal.

*70 or more students met their goal.

*Less than 70% of students met their goal.

*These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal.

ELEMENTARY LITERACY

37

37

TYPE: GENERAL SGO

SGO Statement:

80% of students will master 7 of 9 skills measured by the district-developed 6th grade music rubric.

Measuring Progress

For a teacher to earn a rating of…

4Exceptional

3Full

2Partial

1Insufficient



*70% or more students met their goal.

*Less than 70% of 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.

GRADE 6 MUSIC

38

TYPE: TIERED GENERAL SGO

SGO Statement:

75% students will meet their designated target scores on the Physics 1 post assessment.

Preparedness Group No. of Students in Group Target Score on PA (%)

Low 36/65 70

Medium 21/65 80

High 8/65 90

PHYSICS 1

39

TYPE: GENERAL SGO

Using the full attainment score range as a starting point, you can assign ranges to the other attainment standards as shown below. For consistency, 14% ranges are used in the “partial” category.

Scoring Plan

Objective Attainment Based on Percent and Number of Students Achieving Target

Target Exceptional (4)

Full (3) Partial (2) Insufficient (1)

Score 80% on

assessment

≥85% students(56 or more)

≥70% students(range 84-70%)

(45 or more)


(36 or more)

<55% students (fewer than 36)

Using the data from the tiered sample, 24 students in the high and middle tiers scored at or above 80%. If only 10 student in the low tier scored at or above 80%, this teacher would only receive a Insufficient rating.

SGO Statement: At least 75% of my 65 students will score 80% or above on the end of course test.

TIERED SGO SCORING PLAN AND WEIGHTED

SCORE Scoring Plan

Preparedness groups

Target Score on Final

Assessment

Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores

Exceptional 4 Full 3 Partial 2 Insufficient 1

Low 70 >85% (31-36) >70% (25-30) >55% (18-24) <55% (0-17)

Medium 80 >85% (19-21) >70% (15-18) >55% (11-14) <55% (0-10)

High 90 >85% (8) >70% (6-7) >55% (4-5) <55% (0-3)

Results of SGO

Preparedness groups

Number of Students in

Group

Weight (Number of students in group/total

students)

Number of Students Reaching

Target Scores

Objective attainment

Level

Weighted score

Low 36/65 0.56 27 3 0.56x3 = 2.24

Medium 21/65 0.32 20 4 0.32x4 = 0.96

High 8/65 0.12 4 2 0.12x2 = 0.24

Total SGO Score 3.25

TYPE: SPECIFIC/TARGETED STUDENTS

SGO Statement

:

6/8 students who scored in the low range on the pre-assessment will increase 10 words/minute over their baseline score on the Oral Reading Fluency Assessment.

Measuring Progress

For a teacher to earn a rating of…4

Exceptional3

Full2

Partial1

Insufficient7-8 students met goal

6 students met goal.

3-5 students met goal

0-2 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.

GRADE 8 LAL

42

TYPE: SPECIFIC/TARGETED CONTENT/SKILL

SGO Statement

:

80% of students will score a “3” or better on the district DBQ assessment for using evidence to support a point of view.

Measuring Progress

For a teacher to earn a rating of…

4Exceptional

3Full

2Partial

1Insufficient

90% or more students met goal.

80% or more students met goal.

70 or more students met their goal

Less than70% of students me 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.

HISTORY

43

The SGO Development Process

STUDENT GROWTH

OBJECTIVESPROCESS

PREPARESGO

SCORESGO RESULTS

DEVELOPSGO

IMPLEMENT AND MONITOR SGO

SGO SUBMISSION& APPROVAL

MID-YEAR SGO REVIEW

PRE-APPROVAL STAGE

EVIDENCE COLLECTION

FOCUSEDSTRATEGIES

SGO REVIEWand

EDUCATOR SGO SCORE

44

PREPARE SGOPREPARE SGO

KEY TASKS ESSENTIAL QUESTIONS Review student data Identify student population Target specific and enduring academic concepts, skills or behaviors from Standards Address observable student need(s) Identify evidence sources to measure student growth Establish goals for student growth

Which students are being addressed? What is being taught? 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?

45

DEVELOP SGODEVELOP SGO

KEY TASKS ESSENTIAL QUESTIONS •Understand SMART Goal design •Practice writing SMART Goals •Determine the rationale for SGO

•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?

•Determine and write the SGO(s)

•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? •Is the SGO(s) rigorous and measurable? •What is the target level of growth or performance that students will demonstrate? •Do I expect all students to make the same amount of growth, regardless of where they start from, or should I set differentiated goals?

46

IMPLEMENT and MONITOR SGO

Focused Strategies

IMPLEMENT and MONITOR SGO

Focused StrategiesKEY TASKS ESSENTIAL QUESTIONS

•Determine strategies and supports. Consider evidence-based and differentiated strategies aligned to district and school initiatives, content-based best practices, and grade level expectations

•Determine the plan for the actions to be implemented throughout the implementation timeframe •Plan for the documentation of the strategies •Consider the availability of supplemental supports to further strategies

•Does the SGO(s) provide a clear focus for instruction and assessment? •Do the strategies meet the students’ needs and align with learning styles? •Are the strategies consistent with district, school and programmatic best practices? •What is the plan for documenting student progress and monitoring student growth? •Is the implementation plan rigorous? Structured?

47

IMPLEMENT and MONITOR SGO Evidence Collection

IMPLEMENT and MONITOR SGO Evidence Collection

KEY TASKS ESSENTIAL QUESTIONS •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 •Collect final results regarding student growth using the evidence source(s) identified •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.

•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? •Accessibility to assessment results ? •Is the assessment valid and reliable? •Why is this the best evidence for determining whether students met the objective? •What are the trends in the data?

48

SCORE SGO RESULTSSCORE SGO RESULTS

KEY TASKS ESSENTIAL QUESTIONS •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

•Submit final results of SGO(s) to principal/supervisor

•A teacher’s supervisor and/or a member of the School Improvement Panel will calculate a rating for the SGOs (required by NJDOE).

•Final SGO score for educator is included as part of summative evaluation

•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)?

49

SGO SUBMISSION FOR APPROVAL (by 11/15/13)SGO SUBMISSION FOR

APPROVAL (by 11/15/13)

CONSIDERATIONS CONSIDERATIONS •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

•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

SGO MID-YEAR REVIEW (by 2/15/14)

SGO MID-YEAR REVIEW (by 2/15/14)

IMPORTANT DATESIMPORTANT DATES

50

SGO PROCESS TIMELINE

51

What do I…KNOW? What do I… WANT to KNOW?

CONCERNS that I Have...

NJDOE SGO Requirements

SGOs:Understanding and Ability

WHAT DO WE STILL NEED TO KNOW?

Self-Reflection Revisited…

52

ASSESSMENT

SGOActivity # 4a:

Survey of Assessment Practices

The “Heart” of the SGO

53

Linking AssessmentIn the Classroom

with Student Growth

and Achievement54

WHERE ASSESSMENT COUNTS!

Consider Formative Assessment!

Consider Summative Assessment!

55

WHAT DO HIGHLY EFFECTIVE TEACHERS DO?

Major reviews of the research on the effects of classroom assessment indicate that it might be one of the most powerful tools in a teacher's toolbox.

Marzano

56

Classroom Assessment Helps Teachers

Provides the MEANS to GATHER EVIDENCE about what students know and can do 57

Ongoing Informal and Formal Classroom Assessment

Is the bond that holds teaching and learning together

Allows educators to monitor teaching effectiveness and student learning

Can motivate and shape learning and instruction

Can help teachers gauge student mastery of required skills

Can help teachers determine whether students are prepared for tests that are used for high-stakes decisions

Can help students improve their own performanceshttp://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf58

How We Communicate

Results

How We Assess

What We Assess

What Is Worth LearningHow It Should Be Learned

How Well We Expect Students to Perform

Linking assessment and instruction is

critical to effective learning.

ASSESSMENT

INSTRUCTION and STUDENT LEARNING

59

Good Evidence Improves Instruction

60

1 2 3

Assessment OF/FOR Learning

Traditionally, we have used assessments to measure how much our students have learned up to a particular point in time.

This is called "assessment of learning" — or what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher.

These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. Although assessments of learning are important if we are to ascribe grades to students and provide accountability, teachers should also focus more on assessment for learning.

This type of assessment — formative assessment — supports learning during the learning process.

61

FORMATIVE or SUMMATIVE?

FORMATIVE ASSESSMENT is part of the instructional process. When incorporated into classroom practice, provides information needed to adjust teaching and learning while they are happening.

Informs both teachers and students about student understanding at a point when timely adjustments can be made.

Help to ensure students achieve, targeted standards-based learning goals within a set time frame.

SUMMATIVE ASSESSMENTS are given periodically to determine at a particular point in time what students know and do not know.

State assessments

District benchmark or interim assessments

End-of-unit or chapter tests

End-of-term or semester exams

Scores that are used for accountability for schools (AYP) and students (report card grades).

62

InFORMATIVE Assessment

"Informative assessment isn't an end in itself, but the beginning of better instruction."

Carol Ann Tomlinson

63

Activity - Brainstorm with Others

FORMATIVE ASSESSMENTS

64

Examples

• Observations• Questioning• Discussion• Journals• Assignments• Projects• Pop Quizzes (not-graded) • Exit/Admit Slips• Learning/Response Logs• Graphic Organizers• Peer/Self Assessments • Written Questions / Exercises • with Short, Extended or • Multiple-choice Answers

• Practice Presentations• Diagnostic Tests • Visual Representations• Kinesthetic Assessments • Individual Whiteboards• Four Corners• Think Pair Share • Appointment Clock• Simulations/Business Games• Conferencing/Reviews• Meaningful Homework Assignments

http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

FORMATIVE ASSESSMENTS

65

Webb’s Depth of Knowledge

66

Webb’s Depth of Knowledge

67

Don’t Forget About the Students

68

Don’t Forget About the Students

Formative assessments:

serve as practice for students…shouldn’t be “graded”

check for understanding along the way and guide teacher decision making about future instruction

provide feedback to students so they can improve their performance

help teachers differentiate instruction and thus improve student achievement.

“The student's role is to strive to understand what success looks like and to use each assessment to try to understand how to do better the next time.”

Rick Stiggins, Educational consultant69

Accurate• How is this student evolving as a learner? What can I do to assist this learner on his path to mastery? • Does the assessment test the material that I taught in the lessons?• Does the assessment test the knowledge and skills/abilities related to my grade level? Content area? • Is the assessment related to the essential questions of the unit of study?

Appropriate• Does the assessment design match the types of knowledge being assessed?• Does the performance tasks relate to the conceptual understandings of the unit?

Relevant• Does the assessment match the goals of the unit? Lesson?• Will the student(s) be able to successfully accomplish the assessment?• Does the assessment provide me with evidence of student growth? Student achievement?

Creating Classroom Assessments

70

SUGGESTED GUIDELINES:ASSESSMENT CREATION

(NJDOE - 2013)

http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf

• Develop assessments collaboratively. • Align all assessments with NJCCCS or CCSS. • Align all assessments with district, school and department

goals. • Make sure all the content in your SGO is covered in the

assessment. • Incorporate test items that vary in levels of difficulty. • Include a sufficient number of test items to ensure rigor. • Collaboratively determine possible modifications to meet the

needs of students. • Develop rubrics to assess essay responses. • Make sure content- and skill-based rubrics are specific and

address multiple levels of proficiency.

71

SGO CHECKLIST HERE

72

73

74

75

Common formative assessments for learning can do for classroom teachers what large-scale assessments of learning, by design, cannot.

These are assessments collaboratively designed by a grade-level or department team that are administered to students by each participating teacher periodically throughout the year.

They assess student understanding of the particular standards that the grade-level or department educators are currently focusing on in their individual instructional programs.

The teachers collaboratively score the assessments, analyze the results, and discuss ways to achieve improvements in student learning on the next common assessment they will administer. In this way, assessment informs instruction.

If the common formative assessments are aligned to the large-scale assessments in terms of what students will need to know and be able to do on those assessments, the formative assessment results will provide valuable information regarding what students already know and what they need to learn. These assessments thus offer “predictive value” as to the results students are likely to produce on the large-scale assessments. Provided with this feedback early, educators can adjust instruction to better prepare students for success on the large-scale assessments.

76

Corrective InstructionFor assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must:

1)use assessments as sources of information for both students and teachers

2)follow assessments with high-quality corrective instruction, and

3)give students second chances to demonstrate success.

Thomas R. Guskey 2007 77

Students DataPlanning for Curriculum and Instruction

Instruction

Data-Driven Instruction +

Which instructional strategies work best for these students?

How do I manage a classroom with a wide range of readiness levels, learning styles and interests?

What have the students learned?

How do I manage student data?

What patterns do the data show?

How do I align curriculum with assessments?

Differentiation

Planning for All Students… Struggling Students, ELL Students, Accelerated Students

78

Instructional Strategies

Differentiating Instruction

In Response to Formative Assessments79

Differentiated Instruction: The Core of Instructional Practices

Teachers can differentiate through 4 ways:

Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32)80

Assessment

Introduction

Teaching Strategies

Learning Activities

Grouping Strategies

Resources

Extension Activities

Modification(Ascending Levels of Intellectual Demand)

ProductsContent

10 Components of a Comprehensive Curriculum Unit, Lesson, or Task

Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.81

FEEDBACKFrom the student's point of view, the formative assessment "script" reads like this:

What knowledge or skills do I aim to develop?

How close am I now?

What do I need to do next?

Good feedback contains information that a student

can use, which means that the student has to be able to hear

and understand it.

82

. . . our greatest opportunity for betterschools: a simple, unswerving focus on

those actions and arrangements that ensure effective, ever-improving instruction.

Instruction itself has the largest influence on achievement.

Mike Schmoker, Results Now (2006)

83

Activity #4b: What Assessments are Utilized in Your School for Measuring Learner Progress?

Complete the chart on Pages 31-32.

and/or

Activity #4c: Considerations When Choosing or Developing a Quality Assessment

Complete the chart on Page 36.

ASSESSMENT ACTIVITY

84

INTRODUCING THE SGO TEMPLATE:

ALL THINGS CONSIDERED!

85

SGO DESIGN TEMPLATE

86

INTRODUCING THE SGO BLUEPRINT: CONTEXT

(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)

87

INTRODUCING THE SGO BLUEPRINT: TIMELINE

88

INTRODUCING THE SGO BLUEPRINT: LEARNING CONTENT/COMPETENCIES

89

INTRODUCING THE SGO BLUEPRINT: EVIDENCE

90

INTRODUCING THE SGO BLUEPRINT: BASELINE DATA

91

INTRODUCING THE SGO BLUEPRINT: SGO STATEMENT

92

INTRODUCING THE SGO BLUEPRINT: INSTRUCTIONAL ACTION PLAN

93

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.

Student Performance Targets and Scoring

Highly Effective (4)

Effective(3)

Partially Effective

(2)

Ineffective(1)

100% students score a Level 3 or higher on the 6-

point VA-3 Rubric;90% or more

students increase 2 or more levels.

100% students score a Level 3 or higher on the 6-

point VA-3 Rubric.

80% or more students score a Level 3 on the 6-

point VA-3 Rubric.

Less than 80% students score a Level 3 on the 6-

point VA-3 Rubric.

94

INTRODUCING THE SGO BLUEPRINT: RATIONALE

95

DATA-DRIVEN SGOS

Activity #5a: Building an SGO

96

Assessment at a Glance

COURSE: Life Science– Grade 10 ScienceSTANDARDS:

LIFE SCIENCE – NJCCCS Standards:

STANDARD 5.3: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

STRANDS:A. Organization and DevelopmentB. Matter and Energy TransformationsC. InterdependenceD. Heredity and ReproductionE. Evolution and Diversity

ASSESSMENT CONSTRUCT:

TYPE: Pre-Assessment TIME FRAME: 45 minutes/1 class period/5 days week

QUESTION TYPES: MC: 19 CR: 6 ER: PT: 1

Mrs. Smith’s Class

97

98

REMINDER

Bring with you…ResourcesStandards (CCSS and NJCCCS)Curriculum Guides

Grade LevelCourse Syllabi

School PlansSchool Improvement Plan Consolidated Plan (Title 1)

District Assessments Quarterly and Benchmark Tests Performance AssessmentsPortfolio Rubrics

DataSchool Specific DataHistorical Test DataTest SpecificationsData from District Assessments

Paper or

online!

99

Bring Back Day 1 Guide!

DAY 1 -REFLECTION & FEEDBACK

Pages 61-62 Participant’s Guide100

Developing Standards-Based, Assessment-Driven Student Growth Objectives

in ALL Content Areas

Day 2

101

DAY 2 ---Today’s Agenda

A. Introductory Activity 1.Welcome2.Truth or Confusion Activity B. Data Considerations in Developing SGOs 1.Activity #5b: Building a SMART SGO Mr. Adams – Grade 2 Literacy

BREAK (15 minutes)

C. Working Together to Develop SGOs: School-Content- and Grade Level Team-Based

1.Activity #6 - Strategic SGO Planning: Creating a SMART SGO

LUNCH (1 hour)

Morning Session

102

Day 2 ---Today’s Agenda

E. Carousel/Gallery Walk- SGO Statements

1. Debrief/Groups Report Out- Examples from each content area shared with group

BREAK (15 minutes)

BREAK-OUT SESSIONS

Afternoon Session

INSTRUCTIONAL STAFF MEMBERS

Peer Review of Completed SGOs

Activity #7: Next Steps

Closing Activity

Feedback Form

Dismissal

ADMINISTRATORS

Principal Evaluation & the NJ State Practice Instrument for Evaluating Leadership

Activity: Evaluating an SGO

Activity: 4 Scenarios

Next Steps

Feedback Form

Dismissal

103

LET’S REVIEW!

TRUTH

OR

CONFUSION?

104

SGOs are required for both teachers of tested and non-tested subjects.

105

“TRUTH” OR “CONFUSION”?

TRUETeachers of tested subjects who have an SGP will develop one SGO. Teachers of non-tested subjects will write 2 SGOs.

106

An SGO must be linked to New Jersey’s curriculum standards.

107


TRUEThe process of setting SGOs requires the creation of standards-aligned goals and assessments.

108

The teacher makes the final determination about the SGO.

109


CONFUSION!•The building principal provides final SGO approval.•SGOs are part of each teacher’s evaluation. All principals’ evaluations include the school’s SGO average.

110

The “A” in SMART goals stands for activities.

SMART goals focus on the number of differentiated classroom activities that a teacher provides.

111


CONFUSION!The SGO should focus on measuring outcomes NOT activities.

(The “A” represents Attainable/ Ambitious!)

112

SGOs can be growth and/or achievement goals.

113


TRUE

SGOs may be growth goals or achievement goals or a combination of both.

114

A general SGO goal must focus on a teacher’s entire student population and a large proportion of curriculum standards and must set one general expectation for all students.

115


CONFUSION!There are two types of General SGOs – General and General-Tiered. The General-Tiered SGO tiers student goals by student preparation levels; hence, different expectations are set for different groupings of students.

116

There are 2 types of Specific SGOs:

•Specific – Student Group = focusing on subgroup of student with specific needs.

•Specific – Content/Skill = focusing on specific skills of content that students must master.

117


TRUENJDOE recommends that teachers who must develop 2 SGOs write one General SGO and one Specific SGO.

118

Teacher attainment of SGOs will be based on a four point scale. Teachers who fully attain their Student Growth Objective will earn 3 points.

119


TRUEA teacher who has fully attained the SGO has “demonstrated a considerable impact on learning by meeting the objective” and will be awarded 3 points via a 4 point scale.

120

Formative Assessment provides information to adjust teaching and learning while they are happening.

Summative Assessment determines at a point in time what students know and do not know. Summative Assessments are graded.

121


TRUEFormative Assessment is assessment for learning!

Summative Assessment is assessment of learning!

122

The collaborative development of common assessments by teachers is a valid and professional practice.

123


TRUETeachers via their PLC, grade level or department may collaboratively develop and score formative assessments to measure student understanding of particular standards.

124

DATA-DRIVEN SGOS

Activity #5b: Building an SGO

125

TYPE: TIERED GENERAL SGO

SGO Statement:

75% students will meet their designated target scores on the Physics 1 post assessment.

Preparedness Group No. of Students in Group Target Score on PA (%)

Low 36/65 70

Medium 21/65 80

High 8/65 90

PHYSICS 1

126

TYPE: GENERAL SGO

Using the full attainment score range as a starting point, you can assign ranges to the other attainment standards as shown below. For consistency, 14% ranges are used in the “partial” category.

Scoring Plan

Objective Attainment Based on Percent and Number of Students Achieving Target

Target Exceptional (4)

Full (3) Partial (2) Insufficient (1)

Score 80% on

assessment

≥85% students(56 or more)


(45 or more)


(36 or more)

<55% students (fewer than 36)

Using the data from the tiered sample, 24 students in the high and middle tiers scored at or above 80%. If only 10 student in the low tier scored at or above 80%, this teacher would only receive a Insufficient rating.

SGO Statement: At least 75% of my 65 students will score 80% or above on the end of course test.

TIERED SGO SCORING PLAN AND WEIGHTED

SCORE Scoring Plan

Preparedness groups

Target Score on Final

Assessment

Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores

Exceptional 4 Full 3 Partial 2 Insufficient 1

Low 70 >85% (31-36) >70% (25-30) >55% (19-24) <55% (0-18)

Medium 80 >85% (19-21) >70% (15-18) >55% (11-14) <55% (0-10)

High 90 >85% (8) >70% (6-7) >55% (4-5) <55% (0-3)

Results of SGO

Preparedness groups

Number of Students in

Group

Weight (Number of students in group/total

students)

Number of Students Reaching

Target Scores

Objective attainment

Level

Weighted score

Low 36/65 0.56 27 3 0.56x3 = 2.24

Medium 21/65 0.32 20 4 0.32x4 = 0.96

High 8/65 0.12 4 2 0.12x2 = 0.24

Total SGO Score 3.25

Assessment at a GlanceDRA Grade 2 Teacher: AdamsPre-assessment: Week of 9.15.12

StudentDRA

Points Earned

Guided Reading

Level CommentsAnai 10 F ELLAngie 24 L Antonio 4 C ELLAshley 4 C Christopher 28 M Cristian 16 I ELLDavis 4 C Denisse 24 L Elvira 18 J Emely 10 F Francisco 28 M Freddy 8 E ELLGeraldine 8 E Jamie 28 M Jaymen 6 D ELLJonathan 18 J Katherine 24 L Kerem 24 L Malachi 28 M Michael 3 C Noel C. 4 C Randy 12 G enrolled /assessed 10.22Stefani R. 24 L ELL

Stephanie H. 4 C Tiffany 14 H 129

Strategic SGO Planning

ACTIVITY #6

130

SGO DESIGN TEMPLATE

131

NEXT STEPS…

SGOReview content area samples from NJDOE and other districts/states.

132

GUIDING THE SGO CONVERSATION

Activity #7 – Strategic District and School Planning133

PlaceholderAdele’s slide

134

Table Talk: District and School Planning

135

BREAKOUT SESSIONS

136

Instructional Staff

Breakout Session

BREAKOUT SESSION

137

NEXT STEPS…

WRITING YOUR OWN SGOS

SGOReview content area samples from NJDOE and other districts/states.

Write your own SGOs.138

WRAP IT UP!

CONCLUDING POINTS

Precious Cargo…

SGO

Inside!

139

Please complete the

Feedback Form: Reflect

Jot

Turn in

140

Administrator Breakout Session

BREAKOUT SESSION

141

Revisiting Compliance:Principal Evaluation

142

Principal Evaluation: Introduction

New evaluation systems for Principals will include the following components:

Principal Practice

Performance on a principal

practice evaluation instrument

School SGP

State-calc. score that

measures a principal’s

ability to drive growth in ELA

and math

Average SGO


aggregates the perf. of all teachers in a

school on SGOs

Admin. Goals


measures a principal’s impact on

stu. achievement

Summ. Rating

Overall eval. score that

combines the multiple

measures of practice & outcomes

Eval. Leadshp.Outputs that define how

well a principal is

leading imp. of the eval

system

Inputs Student/Teacher Outcomes143

Principal Evaluation: SGP and SGO Components

• Principals whose students have SGPs will receive the average school-wide SGP score.

• Principals will be placed in 3 categories: Multi-Grade SGP Principal, Non-SGP Principal, Single-Grade SGP Principal. Component weighting will differ across categories.

• Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.

School SGP

SGO Average

144


SGP Schools


30% 30% 30%


20% 20% 20%





Inputs



145

146

147


SGP Schools


30% 30% 30%


20% 20% 20%





Inputs



148

TEACHER ATTAINMENT OF SGOS

Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf

NJDOE SGO Performance Bands

149

Evaluating the SGO!ELA SGO Analysis

150

Principal Scenarios:Potential Challenges

151

Principal Scenario No. 1:Fairness and Equity

At Top Notch Elementary School, teachers of grades K-3, teachers of special subject areas (art, music, etc.) and special education teachers with fewer than 20 students will set two SGO’s per State regulation. The superintendent determined that for consistency teachers of grades 4-5 will set two SGO’s as well. The 4th and 5th grade teachers are very upset because they already receive an additional measure of student achievement in the SGP score which is tied to their students’ performance on the NJ ASK. What’s a principal to do?

152

Principal Scenario No. 2:District v. School-based

DecisionThe superintendent of Prestige Public School District has designed and mandated a 4 point SGO scoring plan for all teachers that sets very high expectations.

Two of the district’s elementary schools have won National Blue Ribbon School designations. You are the principal of the third elementary school. Your school’s NJ ASK scores are historically lower. Seventy percent (70%) of your students qualify for free and reduced lunch. Fifty five percent (55%) are in the ELL program. Your annual student mobility rate is thirty three percent (33%). Your teachers are furious. They claim these expectations are unrealistic. What’s a principal to do?

Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1)

% of Students Meeting Target

100-95 94-89 88-83 82-77

153

Principal Scenario No. 3:Ethics

A group of high school teachers appears to be especially anxious about their students’ performance on SGO’s. They want to:1.Set low SGO student expectations with limited rigor,2.Address an area of apparent strength in their SGO objective,3.Score their own students’ pre and post tests,4.Report data via a small random sampling that they will control.The principal is suspicious of the value, validity and integrity of their SGO plan. What’s a principal to do?

154

Principal Scenario No. 4:Accountability

You are the principal, the sole building-based administrator, in a school with 640 students and 77 teachers. You understand the SGO process and know that your own evaluation will incorporate your school’s SGO performance. You are apprehensive that you will not have enough time to oversee the SGO development, monitoring and outcome evaluation processes. What’s a principal to do?

155

Next Steps:School and District

SGO Planning

Table Talk: District and School Planning

156

WRAP IT UP!

CONCLUDING POINTS

Precious Cargo…

SGO

Inside!

157

Please complete the

Feedback Form: Reflect

Jot

Turn in

158

Thank youfor your participation,

collaboration and dedicated efforts!!!

Wishing you much professional success as you continue your work

in developing and implementing Student Growth Objectives.

159

Documents

Developing Standards-Based, Assessment-Driven Student Growth Objectives in ALL Content Areas 1 Summer 2013