Welcome Back to School!Opening Day for Teachers

2013-2014Board of Education Review

Agenda: Day 1 AM

• Recognition• What’s New?• Inspiration• Shifting Gears! AchieveNJ• Observations and Evaluations• Student Growth Objectives (SGO)• 2013-2014 Professional Development Opportunities• Crisis Management• Lunch on your own 11:30-12:30

8:00- 11:30

Focus

Agenda: Day 1 PM

•Presentation Wendy and Barb•Connect Outlook to Gmail•Data spreadsheets•Google Classroom•Kid Friendly standards

12:30-3:00

2013-2014

What’s New?

•Strategic Planning •Web site criteria•Green initiative•Use of Google•Community Relations

• EFLS-Technology Showcase• PTO- Harlem Wizards

•Dress Code•Password cheat sheet

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Little Silver School District DEACCarolyn Kossack – SuperintendentPamela Albert Devine- Point Road PrincipalDennis Morolda- Markham Place PrincipalChristie Robinson- Director of Special ServicesAngie Rosen- Director of Curriculum and InstructionLorre Weisman-Board of Education memberDonna Clause - PR TeacherLaura DiPietro - PR TeacherTara Dunne- PR TeacherCarol Moser- MP TeacherSylvia Wittenberg- MP TeacherJen Salvo- Parent

District Data Team - DDTCarolyn Kossack – SuperintendentPamela Albert Devine- Point Road PrincipalDennis Morolda- Markham Place PrincipalChristie Robinson- Director of Special ServicesAngie Rosen- Director of Curriculum and InstructionMichael Grant -Board of Education memberK – JaneMarie Nowell1 – Laura DiPietro2 – RoseMarie Colao3 – Rachel Cruz4 – Allison Capone5 – Gina Daniels6- Lauren Maynes7 – Liz Snevily8 – Eileen Lesch & Kim Christman

• Two long• One short

Non-tenured Teachers years

1&2

• One long• Two short

Non-tenured Teachers years

3&4

• One long• One short

Tenured Teachers

Observations and Evaluations

All longs announcedAll shorts unannounced

Long: domains 1, 2, and 3Short: domains 2 and 3

Walkthroughs

4 X

Every teacher

Lesson Plans•Submitted electronically Weekly- Monday by noon•Evaluation linked to Language in Domain 1•Reviewed with feedback given 4 times throughout year

Danielson Evaluation Domain 1:

Planning and Preparation

20%

Domain 2: Environment

30%

Domain 3: Instructional

Practices

30%

Domain 4: Professionalis

m

20%

Why Do We Need the Common Core?Click here

Rigor and Mastery“The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.” –from Bambrick-Santoyo, Driven by Data

Student Growth ObjectiveStudent 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

SGOsClick here

SGOs and AchieveNJ

Survey - Question 1

Step 3 – Set Growth Objectives

Attainment of Student Growth Objective

Exceptional4

Full3

Partial2

Insufficient1

Teacher has demonstrated an exceptional impact on learning by exceeding the objective.

Teacher has demonstrated a considerable impact on learning by meeting the objective.

Teacher has demonstrated some impact on learning but did not meet the objective.

Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.Page 15

Establish a Scoring Guide

Target Score

Attainment Level in Meeting Student Growth Objective

80% or Higher on

Final Assessmen

t

Exceptional4

Full3

Partial2

Insufficient1

Percent of Students Meeting Target

Greater than 84%

70-84% 55-69% Less than 55%

Page 16

All Teachers• 2 SGO’s per teacher in grades Pre-K-3 and non tested subjects.• 1 SGO per teachers in grades 4-8 and tested subjects. • Task 1: Agree upon or complete the assessment instrument or

strategy.• Task 2: Collect data from students using the assessment

instrument or strategy in September.• Task 3: Write and get approval of a Student Growth Objective

(SGO) based on the states requirements by November 1, 2013.• Task 4: Complete a post assessment in the Spring of 2014 and

use the data to measure student growth as part of the teacher evaluation.

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

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.

Getting Started

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.

GeneralSpecific

• Broad• Includes a significant proportion of

the curriculum and key standards for a given course

• Includes all, or a significant number, of a teacher’s students

• Focused• Includes a particular subgroup

of a teacher’s students, and/or• Includes specific content or

skill

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.

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 locally-developed 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.

Performance Rubric

Grade: Subject Number of Students

Interval of Instruction

Full yearSemester Other ________

Name of Assessment SGO Type GeneralSpecific

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 PlanObjective Attainment Based on Percent and Number of Students Achieving Target Score

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

SGOs and SMART goalsTypical Usage

of SMARTSGOs Must

Be SGOs Require a Teacher to

S Specific 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

Workshop packet pg. 6

43

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.

44

How SMART is your SGO?

Separate handout

Specific. Measurable. Ambitious but Achievable. Relevant. Time Related

45

A Tiered SGO

Workshop packet pg. 8

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 ObjectivePreparedness Group(e.g. Low, Medium, High)

Number of Students in Each Group (Total)

Target Score on Post-Assessment (%)

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

Study Island

46

5 Steps of the SGO Process

Step 1 Choose or develop a quality assessment aligned to NJCCCS or

CCSS. Step 2Determine students’ starting points.Step 3Set ambitious and achievable SGOs with the approval of the

principal. Step 4Track progress, refine instruction.Step 5Review results and score in consultation with your

principal/supervisor.

Survey - Question 9SGO Guidebook pg. 8

Some detail on each of these steps can be found in the SGO Quick Start Guide

47

Step 1 – Choose or Develop a Quality Assessment 3 components

1. Assessment ScopeDetermine the instructional period, the appropriate standards, and the educational goals that will be captured by the assessment.

2. Assessment QualityChoose or develop an assessment, analyze for quality, and modify as necessary.

3. Collection of EvidenceEnsure that scoring and administration of school-based assessments relies on valid, reliable, and practical systems.

SGO Guidebook pg. 10

Wednesday Sept. 4th 2013

On Professional

Development

webpage

Professional Development

November 5

Differentiated PD:Teacher choose

two sessions

How to sign up for PD: Go to Little Silver webpage

2. Click on departments tab3. Click on Professional Development

4.Click on staff portal

4. Password: leadlearn 5. Click on workshop that you want to attend or participate in throughout the year.

Gearing up for the challenge!

Take me back!