Developing Student Growth Objectives in ALL Content Areas

Dr. Donna McInerney, NJPSA/FEA Lead Program DeveloperDr. Brian Chinni, TMI CEO/Founder

Dr. Adele Macula, NJPSA/FEA Consultant/Progr. Dev.

April 29, 2013

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Desired outcomes…

• understand “Achieve NJ” Student Growth Objectives (SGOs) requirements;

• understand and apply the S.M.A.R.T.-based SGO development process; and• effectively lead professional staff in the creation of

standards-based, assessment-driven SGOs.

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Activity No. 1:Let’s take our…

SGO 101 Pre-Assessment!

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Activity #2: Self-ReflectionWhat do I…KNOW?

What do I… WANT to KNOW?

CONCERNS that I Have...

NJDOE SGO Requirements

SGOs:Understanding and Ability

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Introduction to Student Growth Objectives:

September

January

June

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SLOsG

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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.”

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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

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SGO SETTINGCOMPLIANCE vs. PROCESS

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Compliance!…

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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:

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Student Growth Percentiles...for your information:

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

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Tested Grades and Subjects (Currently grades 4-8, math and ELA): 50% from teacher practice and 50% from student achievement measures

50% Student

Achievement

50% Student

Achievement

50%Teacher Practice

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

50% Teacher Practice

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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:

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Teacher in Non-Tested Grades and Subjects: Weights will be phased in over time to move towards 50% teacher practice and 50% student achievement

50% Student

Achievement

50% Teacher Practice

85%Teacher Practice

15% Student

Achievement

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

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Teacher Evaluation: Summative Evaluation

Component Raw Score Weight Weighted Score

Teacher Practice Eval. Instrument 3.0 X 85% 2.55

Student Growth Objective 3.5 X 15% .525

Sum of the Weighted Scores 3.075

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Teacher Evaluation: Summative EvaluationComponent Raw Score Weight Weighted Score

Teacher Practice Eval. Instrument 3.0 X 50% 1.5

Student Growth Percentile 2.0 X 35% .70

Student Growth Objective 3.5 X 15% .525

Sum of the Weighted Scores 2.725

2.725This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.

IneffectivePartially Effective

EffectiveHighly

Effective

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Principal Evaluation: Introduction• New principal evaluation systems will include the

following components:

Principal PracticePerformance 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

Locally-calc. score that

measures a principal’s

impact on stu. achievement

Summ. RatingOverall 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 Outcomes

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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

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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

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Introduction to SMART…:

SGO

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What does it mean to be…

SM

AR

T

?

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S.M.A.R.T. SGOs are…S… Specific

M… Measurable

A… Attainable/Ambitious

R… Results-drive

T… Timed

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S.M.A.R.T. SGOs are…Specific Measurable Attainable/

AmbitiousResults-driven

Timed

The SGO should be simplistically written, and clearly defined.   

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.

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Activity No. 3

SM

AR

T

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TYPES OF SGOsType 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.

Student – Content/Skill

Focused on specific skills or content that students must master.

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TYPE: General SGO – Elementary Literacy

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 3 2 1*90% of more students met goal.

*80% or more students met goal.

*70 or more students me their goal

*Less than70% of students me their goal

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

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TYPE: General SGO – 6th Grade MusicSGO

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…

4 3 2 190% 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 6th grade music teachers to measure attainment of certain skills.

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TYPE: Tiered General SGO – Physics 1SGO

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

MeasuringProgress

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 tier met goal.

Less than 65% of students in tier met goal.

Medium

High

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TYPE: Specific/Targeted Students – Gr. 8 ELA

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 3 2 17-8 students met goal

5-6 students met goal.

3-4 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.

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TYPE: Specific/Targeted Content/Skill- HistorySGO

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…

4 3 2 190% 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.

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The SGO Development Process

STUDENT GROWTH

OBJECTIVESPROCESS

PREPARESGO

SCORESGO RESULTS

DEVELOPSGO

IMPLEMENT AND MONITOR SGO

SGOSUBMISSION& APPROVAL

MID-YEAR SGO REVIEW

PRE-APPROVAL STAGE

EVIDENCE COLLECTION

FOCUSEDSTRATEGIES

SGO REVIEWand

EDUCATOR SGO SCORE

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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?

 

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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?

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IMPLEMENT and MONITOR: Focused StrategiesIMPLEMENT and MONITOR: Focused Strategies

KEY 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?

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IMPLEMENT and MONITOR: Evidence CollectionIMPLEMENT and MONITOR: 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?

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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

• Administrator and educator collaboratively determine educator’s score based on set criteria

• 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)?

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SGO SUBMISSION FOR APPROVAL (11/15/13)

SGO SUBMISSION FOR APPROVAL (11/15/13)

CONSIDERATIONS   ESSENTIAL QUESTIONS • 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 (2/15/14)SGO MID-YEAR REVIEW (2/15/14)

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September By Nov. 15* By Feb. 15By end of academic

cycle

1. Prepare: Identify areas of need; choose or develop quality assessment aligned to standards

3. Submit for Approval

5. Mid-point Review: Adjustments to SGO can be made with approval

2. Develop: Establish students’ starting points & goals for growth; identify instructional strategies

4. Implement & Monitor: Implement identified strategies; collect evidence through ongoing assessment; monitor student progress; refine instruction

6. Review results & score: Administer post-assessment; review results & score

*2013-2014 SGO PROCESS TIMELINE

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Assessment: The “Heart” of the SGO?

SGOActivity No. 4:

Assessment

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SGO Checklist HERE

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Suggested Guidelines for Assessment Creation (NJDOE, 2013, p. 11)

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.

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Introducing the SGO Blueprint: All Things Considered!

http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdfJust released!

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Introducing the SGO Blueprint: Context

Context: Describe the student population being served by your SGO. In addition, offer any information related to special learning circumstances that you believe to be important.

• 20, Visual Arts-3 students• 2 students have delayed fine motor skills• 3 Special Needs (other)• 2 ELL• 5 504• 2 Academic Enrichment

(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)

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Introducing the SGO Blueprint: Learning Content/Competencies

Learning Content and Competencies:Describe the specific content, concepts, and/or topics around which the SGO will be organized and measured.

RI Visual Arts (3-4) and Design Standard 1

Students demonstrate knowledge and application of Visual Art and Design concepts

a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrastb. applying basic strategies and techniques to address artistic problemsc. using observation to develop a visual representation of basic objects d. maintaining a portfolio of self-created art work and explaining art concepts learned

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Introducing the SGO Blueprint: Evidence

Evidence Considered: Describe all state-, district- and classroom-level assessments, that can be considered to support baseline data analysis.

At the end of last year I examined this cohort’s portfolios with the K-2 art teacher. This showed that while students were working with line, color, and shape, and pattern, they were not obviously constructing composition, relating parts to the whole, developing attention to detail, or mixing representational and expressive techniques.

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Introducing the SGO Blueprint: Baseline Data

Baseline Data:Describe the specific pre-assessment(s) that you utilized to establish an understanding of current student performance. Appropriately organize and present the student performance data that was used to influence your SGO performance targets.

Visual Arts-3 Benchmark-I Assessment I

Administered BA-I during the first week of class. Students are asked to draw a self-portrait from memory; then, using individual mirrors, students do an observation of their face and draw a self-portrait with paper and pencil. Students are asked to reflect on the choices they made regarding concept and technique, and explain those choices verbally. Through this assessment I am able to determine which techniques students relied on utilizing in their art, which they were comfortable using in descriptive speech, and how they articulated their process and choices.

Results (out of 6 possible): Level 4– 4; Level 3 – 6; Level 2– 8; and Level 1- 2

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Introducing the SGO Blueprint: Timeline

Timeline:Describe the instructional time interval.

Interval of Instruction:

All students receive instruction once per week, for 40minutes, throughout the year, as part of an Expressive Arts Cycle program.

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Introducing the SGO Blueprint: SGO Statement

SGO Statement:In careful consideration of the information provided in the sections above, present your SMART Student Growth Objective (SGO).

For the 2013-2014 Visual Arts-3 Cycle Program, 100% of my 20 students will demonstrate measurable progress in their ability to create portraits from observation in a variety of mediums (including drawing with oil pastels, printmaking, collage, and painting) that show evidence of problem solving using basic visual arts concepts (including visual composition, color, shape, as well as a mixture of representational and expressive techniques), as aligned to State Grade 3-4 VA Standards 1 and 3. In careful consideration of student K-2 Portfolios, related artifacts and evaluative instruments, as well as individual performance data generated from my Visual Arts-3 Benchmark-I Assessment, all students will score at least a Level 3 (out of 6) on the 6-point VA-3 Rubric.  

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Introducing the SGO Blueprint: Instructional Action Plan

Instructional Action Plan:Describe key strategies intended to influence student growth during the defined timeline.

Instructional Strategy 1

Evidence of Impact Timeline

See VA-3 Act. 1 Act. 1 Product/Rubric

Weeks 4-7

See VA-3 Act. 4 Act. 4Product/Rubric

Weeks 12-16

See VA-3 Act. 7 Act. 7 Product/ Rubric

Weeks 23-30

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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.

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Introducing the SGO Blueprint: Rationale

Rationale:Describe what you believe makes your SGO SMART, and feasible and worthy of implementation.

At this grade level students should expand the ways they draw and know that there is more than one way to depict figures. As the art teacher for grades 3-5, I work closely with the K-2 art teacher. In 2nd grade students begin to develop exposure to drawing from observation, but this is the first year this skill is explicitly discussed along with the differences of drawing from memory. In the past, learning how to look carefully at a subject has been a real challenge for students but drawing from observation is a crucial skill and students are often eager to develop their ability. It is developmentally appropriate for students to hone their ability to make conscious choices utilizing media, concepts and technique to represent the observable world. It is also critical that students become more mindful of how these choices affect their artwork and can describe these choices verbally. Students will be exposed to new mediums, including oil pastels and printmaking, whereas in the earlier grades they mainly utilized other drawing materials, cut paper, and paint. This expands their opportunity to make choices in their artwork and experiment with technique.

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Introducing the TMI SGO Blueprint: Rationale

Rationale:Describe what you believe makes your SGO SMART, and feasible and worthy of implementation.

At this grade level students should expand the ways they draw and know that there is more than one way to depict figures. As the art teacher for grades 3-5, I work closely with the K-2 art teacher. In 2nd grade students begin to develop exposure to drawing from observation, but this is the first year this skill is explicitly discussed along with the differences of drawing from memory. In the past, learning how to look carefully at a subject has been a real challenge for students but drawing from observation is a crucial skill and students are often eager to develop their ability. It is developmentally appropriate for students to hone their ability to make conscious choices utilizing media, concepts and technique to represent the observable world. It is also critical that students become more mindful of how these choices affect their artwork and can describe these choices verbally. Students will be exposed to new mediums, including oil pastels and printmaking, whereas in the earlier grades they mainly utilized other drawing materials, cut paper, and paint. This expands their opportunity to make choices in their artwork and experiment with technique.

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What do I…KNOW?

What do I… WANT to KNOW?

CONCERNS that I Have...

NJDOE SGO Requirements

SGOs:Understanding and Ability

Self-Reflection Revisited…What do we still NEED to KNOW?

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Time for Lunch!

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Data-Driven SGOs

Activity No. 5

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STUDENTPRE-ASSESSMENT

DATATim 7Sanji 17Barb 18Sam 20

Shawn 21Janelle 22

Sara 24Jorge 25

Michael 27Joe 33Bill 33

Mickey 34Trevor 34John 43

Jaylen 43Sally 43Jorge 44

Jennifer 45Alan 46

Shannon 65

CLASS SIZE 20 students

AVERAGE 32.2

RANGE17 - 46

29pt spread

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Creating Your SGO Blueprint!

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

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Principal as Instructional Leader: Guiding the SGO Conversation

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• Is there a viable curriculum in place that is standards-based and connected to daily instruction?

 • What assessment data is available? What does the

assessment data tell us about our students? Are additional assessments needed? If so, can these be procured or will teachers need to collaboratively create them?

• Are the assessments aligned to the standards?

PREPARE SGOPREPARE SGO

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• Are the pre-assessments, formative assessments and post-assessments aligned?

• Are PLCs/teams established and working effectively to analyze student data and identify areas of student need?

PREPARE SGOPREPARE SGO

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• What student learning objectives will be the basis of my SGO?

• What kind of SGO will I develop? • Progress and/or achievement?• General or General-tiered?• Specific – student group?• Specific- content/skill? 

• If PLCs/teams have identified an area of student need, have individual teachers developed growth goals specifically for their students?

DEVELOP SGODEVELOP SGO

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• Are PLCs/teams established and working effectively to identify the most effective teaching and learning strategies to maximize student achievement and meet the SGO?

• Do teachers and/or PLCs/teams need targeted professional development regarding specific strategies or the diverse needs of learners?

DEVELOP SGODEVELOP SGO

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• Is student assessment data shared among colleagues so that the needs of students can be more effectively met?

• Are PLCs/teams collaboratively reflecting on and revising teaching and learning strategies and instructional resources in response to analysis of assessment data?

IMPLEMENT and MONITOR the SGOIMPLEMENT and MONITOR the SGO

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Wrap It Up! Concluding Points

Precious

Cargo…

SGO Inside!

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Next Steps…

SGO

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Our SINCERE THANKS…For your participation, collaboration and

dedicated efforts!!!

Donna, Adele, and Brian dmcinerney@njpsa.org

bchinni@tmieducation.com