what is an sgo?

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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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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

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SGOs and AchieveNJ

Survey - Question 1

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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

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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.

Survey - Questions 2, 4SGO Guidebook pg. 5

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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.

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Attributes of SGOs and SGO Development

• Teacher-created

• Tailored

• Collaborative

• Process-based

• Flexible

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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

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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.

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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.

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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

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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.

A 10th-grade social studies

teacher finds on the free

response portion of the pre-

assessment 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.

GeneralSpecific

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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

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September By Nov. 15* By Feb. 15 By end of school year

Teachers

The SGO Process

Consult with evaluator to

approve SGOs

Adjustments made to SGOs with

approval*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

Step 1: Choose an

assessment

Step 2: Determine students’ starting points

Step 3:

Set SGO

Step 4: Track progress, refine instruction

Step 5: Review results and

score

Consult with evaluator to discuss SGO

rating

Recommended

Official SGO process

Survey - Question 3

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SGOs and SMART goals

Typical Usage

of SMART

SGOs 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

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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 Plan

Objective Attainment Based on Percent and Number of Students Achieving Target ScoreTarget Score Exceptional (4) Full (3) Partial (2) Insufficient (1)

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Grade: Subject Number of Students

Interval of Instruction

9 Physics 1 65 Full yearSemester Other ________

Name of Assessment

Department-developed Physics 1 assessment

SGO Type GeneralSpecific

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-ENJCCCS 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 ObjectiveAt 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 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52%.

SGO Guidebook pg.17 Workshop packet pg. 7

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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.

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How SMART is your SGO?

Separate handout

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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 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 25-30Medium 21/65 80 15-18

High 8/65 90 6-7

SGO Guidebook pg. 19

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Break

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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

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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

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Assessment ScopePlanning

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

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Assessment ScopePlanning


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Assessment ScopeWhat do you want your students to KNOW?

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Assessment ScopeWhat do you want your students to DO?

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Assessment ScopeCritical 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.

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Assessment ScopeCritical Standards

SGO Guidebook pg. 26 Workshop packet pg. 10

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Assessment QualityTypes 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

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Assessment QualityTypes of Assessments

Traditional Assessments

Portfolio Assessments

Performance Assessment

• District, school and departmental tests e.g., modified final exams, benchmark exams

• State and national exams (except the NJ ASK), e.g. NOCTI, AP

• Writing and reflection sample

• Laboratory research notebook

• Portfolio of work• Project-based

assessment• Teaching Strategies

Gold®

• Lab Practicum• Sight reading in music• Dramatic performance • Skills demonstration• Persuasive speaking• DRA™2

SGO Guidebook pg.10

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Assessment QualityStandards 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.

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Assessment QualityStandards Alignment and Coverage


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Assessment QualityDepth of Knowledge

4 minute video explaining DOK using the Gettysburg Address


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• 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.

How rigorous is your assessment?

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Assessment QualityValidity and Variety


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Collection of Evidence

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

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Collection of EvidenceQuality 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

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Collection of EvidenceQuality Rubrics

Grades 9-12 Common Core History and Social Studies RubricsKey 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.Needs Specific Improvement

Approaching Meets Expectations Exceeds

Lacks specific details from the text

Does not connect details to the text as a whole.

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.

Meets expectations and performs one of the following:Brings in outside information from prior knowledge/other sourcesDemonstrates a connection between the historical context of the document and the modern day.

Identify the knowledge and skills being measured

Clearly identify and describe levels of performance for each element

Differentiate between high and low achievement

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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?

• 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.

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7. Which of the following data sources can be used to determine students’ starting points? Check all that apply.

A rigorous and carefully constructed pre-assessment

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

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Step 2 – Determine Students’ Starting PointsExamples

Survey - Question 7

Source of Performance Data to Determine Students’ Starting Points

Examples and Notes

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 pre-requisites 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

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Step 2 – Determine Students’ Starting PointsMultiple Sources of Data

Student Portfolio Score (June

2013)

Pre-Assessment (Sep 2013)

Preparedness Group

1 89 76 High2 68 43 Low3 78 54 Medium4 86 66 Medium

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.

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Step 3 – Set Growth ObjectivesScoring Rubric

Attainment of Student Growth ObjectiveExceptional

4Full3

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.

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Step 3 – Set Growth ObjectivesSGO 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%

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Step 3 – Set Growth ObjectivesTiered SGO Scoring Guide

Groups

Target Score on

Final Assessment

Objective Attainment Based on Percent of Students Achieving Target Score

Exceptional 4

Full 3

Partial 2

Insufficient 1

Low 70%At least 90%

At least 80%

At least 70%

Less than 70%

Medium 80%

High 90%


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what is an sgo?

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