STUDENT GROWTH OBJECTIVES Developing and Approving High Quality SGOs

Fall 2013

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Overarching Message School Leaders and Teachers Can Realize the Benefits of SGOs While Working to Address the Challenges

1. Set high expectations within a culture of shared success

2. Plan thoroughly and communicate clearly

3. Encourage collaboration and consult with teachers

4. Evaluate SGO quality and provide opportunities for revision

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High Expectations SGOs Reflect What Effective Teachers Already Do

Effective Teachers

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.

SGOs Ask All Teachers to Adopt Effective Practices Plus

Document some of these practices and be recognized for generating growth and achievement in their students

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Shared Success Principals and Teachers Share Responsibility for the Quality and Success of SGOs

According to the law: • A teacher develops SGOs in consultation with his or her supervisor. • A teacher’s final SGO score is determined by the supervisor.

According to the State’s Evaluation Leadership Rubric for Principals, highly effective principals will:

• Ensure SGOs are recorded, monitored, and assessed accurately while enabling real-time learning from pursuit of objectives

• Make certain all teachers create rigorous, curriculum-aligned SGOs with specified methods of assessing achievement of goals

In AchieveNJ, all principals receive a rating for the components listed above plus:

• An average score of all the SGO scores of his or her teachers (10%)

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SGO Requirements

A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: • Specific and measurable

• 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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SGO 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.

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High Expectations SGPs and SGOs Share An Important Attribute

SGP score captures a significant proportion of the curriculum and students for which the teacher is responsible (4-8th grade math and ELA teachers)

The SGO score captures a significant proportion of the curriculum and students for which the teacher is responsible

(teachers who do not get an SGP)

SGP SGO

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High Expectations Multiple Measures of Student Learning Account for a Significant Proportion of Students and Course Curriculum

All or Most Students

Significant Proportion of Course Curriculum

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General and Specific SGOs

General Specific

• Captures a significant proportion of the students and key standards for a given course or subject area

• Focuses on a particular subgroup of students, and/or specific content or skill

For teachers whose general SGO already includes all of their students, or those who receive an SGP

Most teachers will be setting this type of SGO

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Types and Examples of SGOs

Practice SGP SGO Summative

TEACHERS: SG0

Type of SGO Definition Examples (from Algebra I class)

General

Focused on the teacher’s entire student population for a given course.

Includes large proportion of

curriculum standards.

Covers all students in a teacher’s Algebra I classes and aligned

comprehensively with course

standards.

General -

tiered goal

Same as above, but with student

goals tiered by preparation levels

Same as above, but with student

goals tiered by preparation levels.

Specific —

student group

Focused on a subgroup of students

that need specific support.

Covers a group of students that

scored below 45 percent on the

pre-test.

Specific —

content/skill

Focused on specific skills or content

that students must master.

Covers New Jersey Common Core

State Standards related to

quadratic functions and modeling.

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General SGO: Elementary Literacy

Measuring

Progress

For a teacher to earn a rating of ...

4 3 2 1

*90% or more

students met

goal

*80% or more

students met

goal

*70% or more

students met

the goal

*Less than 70%

of students met

goal

Goal 80% students increase at least one proficiency level on the Text

Reading and Comprehension (TRC) assessment.

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

Practice SGP SGO Summative

TEACHERS: SG0

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General SGO: 6th-Grade Music

Measuring

Progress

For a teacher to earn a rating of ...

4 3 2 1

90% or more

students met

goal

80% or more

students met

goal

70% or more

students met

the goal

Less than 70%

of students

met goal

Goal 80% students will master 7 of 9 skills measured by the

district-developed 6th grade music rubric

Practice SGP SGO Summative

TEACHERS: SG0

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Tiered General SGO: Physics 1

Preparedness Group Number of Students in Each Group Target Score on Post-Assessment (%) Low 36/65 70

Medium 21/65 80 High 8/65 90

Measuring Progress For a teacher to earn a rating of ...

4 3 2 1

Low 85% or more

students in the

tier met goal

75% or more

students in the

tier met goal

65% or more

students in the

tier met the goal

Less than 65%

of students in

the tier met goal Medium

High

Goal 75% students will meet their designated target scores on

the Physics 1 post-assessment

Practice SGP SGO Summative

TEACHERS: SG0

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Specific Goal: Targeted Biology Standard

Specific Goal:

Targeted

Standard

The average student score on questions related to Standard

5.1.12.B (scientific thinking and design) will increase from

40% to 80% on final exam.

Measuring

Progress

For a teacher to earn a rating of ...

4 3 2 1

90% or more

students met

goal

80% or more

students met

goal

70% or more

students met

the goal

Less than 70%

of students

met goal

Practice SGP SGO Summative

TEACHERS: SG0

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Specific Goal: Targeted Students (8th-Grade LAL)

Practice SGP SGO Summative

TEACHERS: SG0

Specific Goal:

Targeted

students

6/8 students who scored in the low range on the pre-

assessment will increase 10 words per minute over their

baseline score on the Oral Reading Fluency Assessment.

Measuring

Progress

For a teacher to earn a rating of ...

4 3 2 1

7-8 students

met goal.

5-6 students

met goal.

3-4 students

met the goal.

0-2 of students

met goal.

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Set Growth Objectives Scoring Rubric

Attainment of Student Growth Objective

Exceptional 4

Full 3

Partial 2

Insufficient 1

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.

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Simple vs. Tiered SGOs – Sample Scoring Plans

Setting SGOs

Aggregate Baseline Data Average Score

Target Score For Final

Assessment

SGO Attainment/Percent of Students Meeting Target Score

Exceptional Full Partial Insufficient

52% 80% or Higher At least 90% At least 80% At least 70% Less than 70%

Aggregate Baseline Data Average Score

Group Target Score

For Final Assessment

SGO Attainment/Percent of Students Meeting Target Score

Exceptional Full Partial Insufficient

37% Low 70%

At least 90%

At least 80%

At least 70%

Less than 70%

55% Medium 80%

75% High 90%

Back to Table of Contents

Simple

Tiered

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Setting Attainment Standards

In order to make your goal measurable, it is important to specify what “full attainment” of your objective actually means. In order to do this, you must develop a quantitative value of student performance that shows your students have demonstrated “considerable” learning.

Setting SGOs

* 10-15% is the range suggested in AchieveNJ as a rule of thumb. However, this may vary depending on your class size and other factors.

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To work through this process, determine: A target score on the final assessment that indicates

“considerable” learning;; The number of your current students that could reasonably meet

this mark; The percentage of students in the course that this represents;

and A 10-15 percent range* around this number.

See an example on the next page.

Sample page

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Setting Attainment Standards: Score Ranges

Setting SGOs

Step in Setting “Full Attainment” Score

Example

A target score on the final assessment that indicates “considerable” learning.

You and your evaluator decide that 80% on a challenging assessment indicates “considerable” learning.

The number of your current students that could reasonably meet this mark.

Based on the data you collected to determine the starting points of your 65 students, your evaluator agrees with your assessment that about 50 of them could reasonably make the target score at the end of the year.

The percentage of students in the course that this represents.

50/65 x100 = 77% So 77% of the students could meet the target score of 80% on the assessment.

A 10-15% range around this number.

Using 14% as the range, calculate by adding 7 to and subtracting 7 from 77. This results in a range of 70% - 84%. So, at least 70% of students must meet the 80% target score for the you to fully attain your goal. This provides a flexible range that takes into account the inherent uncertainty in predicting student performance while still providing a reasonable instructional target.

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Sample page

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Completing a Simple SGO Form: Rationale

Setting SGOs

Grade: Subject Number of Students Interval of Instruction

9 Physics 1 65 Semester

Full year Other 10/1/13 to

4/30/14 Name of

Assessment Department-developed

Physics 1 assessment SGO Type General

Specific Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) This SGO includes all of my students, all of the NJCCCS related to physics as well as all of

the science practice standards: NJCCCS physical science 5.2.12 C-E (forms of energy, energy transfer and conservation,

forces and motion) NJCCCS science practices 5.1.12 A-D Physics 1 assessment – Written: 60 multiple choice (4 choice), 5 short response questions, Practical: students design a simple apparatus, take measurement and collect data.

An instructional time period is

chosen that allows a significant

proportion (70%) of the

curriculum to be taught while

allowing time for SGO data to

be gathered in time for annual

conferences .

This is one of Mr.

Newton’s SGOs. This general SGO is broad in

scope. He also sets a

specific SGO that

focuses on the

standards associated

with mechanics. He

documents this on

another form.

Over the past two years, the

physics department has developed

a final assessment. Mr. Newton

and his colleagues modify this so

that it can be used at the end of

April rather than as a final.

The assessment tests content and skills. The content

section includes short responses which are graded with a

carefully constructed rubric. The practical section is

administered on a different day than the written section.

This makes the assessment comprehensive but

manageable. Next year, Mr. Newton might consider incorporating Common Core writing standards in the assessment.

The three relevant physical science standards

and four science practice standards are

included in this SGO. There may be other

aspects in the physics course not included in

these standards but the SGO and assessment

is focused primarily on these seven.

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Sample page

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Scoring Plan

Preparedness

Group

Target Score

on Final

Assessment

Objective Attainment Based on Percent (and Numbers) of Students

Achieving Target Score

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)

Completing a Tiered SGO Form: Scoring Plan

Setting SGOs

For each group, the percent of students reaching the

target score is the same although the number of

students will be different if the groups are different

sizes.

Different target scores are

set based on readiness

level of groups students

Back to Table of Contents

Sample page

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Evaluate SGO quality and provide opportunities for revision SGO Quality Rating Rubric

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Evaluate SGO quality and provide opportunities for revision SGO Quality Rating Rubric

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SGO Resources at the NJDOE

• AchieveNJ website -

http://www.state.nj.us/education/AchieveNJ/

• Training modules for Small Groups

• Forms

• Guidebook

• Exemplars

• FAQs

• educatorevaluation@doe.nj.state.us or 609-777-3788