1. Student Growth Objectives for Career and technical education
Agriculture, Food, and Natural Resources

2. Objectives for Today Part 1 Clarify the general requirements for SGOs
Describe the components of the SGO process
Part 2
Provide examples of SGOs and analyze their components
Apply SGO concepts to create high quality SGOs
Give the SGO quiz…. After this slide

3. Why Student Growth Objectives (SGO)?
“The fundamental obligation of education is to at least ensure that all students are making appropriate gains relative to the time they spend in classrooms.” (ASCD 2012)
Studies have shown increased student performance when clear objectives are given.
The 2010 study provides separate effect sizes for setting objectives
(0.31) and providing feedback (0.76). These translate to percentile gains of
12 points and 28 points, respectively.

4. What’s it worth?
Talk about the new teacher evaluation system-

5. What Do Effective Teachers Do?
Teach a curriculum that is aligned to standards.
Determine the needs of students using several methods.
Differentiate instruction based on needs of students.
Set goals for students appropriate readiness level.
Use quality assessments to measure student performance.
Work collaboratively to improve student achievement.
Formally document process while being supported to do them well.

6. Steps of the SGO Process
SGO framework development: What learning should be measured during timeframe? What should students be able to do? What should students know? Step 1 Determine a quality assessment aligned to NJCCCS or CCSS (choose, create or modify). Step 2 Determine students’ starting points. Step 3 Set ambitious & achievable SGO’s principal approval. Step 4 Track progress, refine instruction. Step 5 Review results, score, consult with principal/supervisor.
Discuss how the steps compare to what effective teachers do!

7. What is a Student Growth Objective?
A long-term academic goal that teachers set for groups of students, that are:
Specific and measureable
Aligned to curriculum standards
Based on available prior student learning data
A measure of student learning between two points in time
Animated slide that highlights the last point – transition to next slide about growth

8. Showing Student “Growth”
Growth: 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.
Psychometricians use the term growth in a very specific way and develop assessments with valid and reliable constructs to measure it. Unless the teacher has access to such a set of assessments, technically, they cannot measure growth of the their students.
However, using the term growth more loosely is appropriate for the purposes of SGOs, and can include any of the above examples, e.g. target score of 80% based on rigor of assessment and readiness level of students, improvement by 3 reading levels on DRA test, increase on post test by 50% compared to pre-test, increase in score by one level on a portfolio rubric in at least 70% of elements.

9. SGOs Require a Teacher to
SGOs and SMART goals
Typical Usage
of SMART
SGOs Must Be
SGOs Require a Teacher to S
Specific
Describe how many students learn “what” or grow by “how much” M
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
Align SGOs to standards T
Time-related
Set an appropriate instructional period
Setting goals improves performance

10. Timeline Consult with evaluator to set SGO
Teachers
Year long SGO process
Accommodate for semester courses
Consult with evaluator to set SGO
Consult with evaluator to discuss SGO rating
Verify assessment
Track progress, refine instruction
September By Nov. 15* By Feb By end of school year
Question 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed back
Determine students’ starting points
Set SGO
Adjustments made to SGOs with approval
Review results and score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

11. Assessment Formative and Summative
Begin With the End in Mind
Formative
What do the students already know?
What can the students already do?
Summative
What should students be able to do?
What should students know?

12. Assessment What do you want your students to KNOW?
A.(5).4 System management activities in natural habitats and the important relationship between natural resource preservation and human intervention A.(5).5 Control and management procedures and techniques that protect or maintain natural resources in a variety of settings A.(6).4 public policies and regulations impacting environmental services A.(6).6 How to use surveying and drafting tools, equipment, machinery, and technology to accomplish planning and other tasks in this pathway

13. Assessment What do you want your students to DO?
A.(5).3 Apply scientific principles and processes to natural resource system problems and issues when planning natural resource management activities A.(6).6 Use surveying and drafting tools, equipment, machinery, and technology to accomplish planning and other tasks in this pathway C.(5).4 Identify, describe, and develop system management activities in natural habitats to demonstrate recognition of the important relationship between natural resource preservation and human intervention C.(6).5 Apply scientific principles to the study of environmental service systems in order to facilitate development of solutions to environmental issues, problems, and applications.
Animated slide
Use as example of what standards might be appropriate

14. Assessment Types of Assessments (How will they show what they know)
Options:
Select a third party assessment
Create a new assessment
Modify an existing assessment (Final Exam)
Animated slide with 3 options appearing on click

15. Assessment Types of Assessments
Traditional Assessments
Portfolio
Assessments
Performance Assessment
Practice tests and/or modified final exams
Research and writing
Lab notebook
Portfolio of work
Project-based assessment
Skills demonstration
Programming, designing, organizing etc.
Dramatic performance
Practical performance
Final exams can be modified for instructional window. AP type exams can be created for students using prior year’s questions so that data is available by the end of the year.

16. Assessment Depth of Knowledge
Alignment to standards is one piece of the puzzle. Another is the rigor of the assessment. A rigorous assessment ensures that students are being asked to use the sorts of skills that are crucial in order to be ready for college and career.
Play video using link – have this link ready to go at the beginning of the presentation for simplicity and flow.

17. Timeline Consult with evaluator to set SGO
Teachers
Year long SGO process
Accommodate for semester courses
Consult with evaluator to set SGO
Consult with evaluator to discuss SGO rating
Verify assessment
Track progress, refine instruction
September By Nov. 15* By Feb By end of school year
Question 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed back
Determine students’ starting points
Set SGO
Adjustments made to SGOs with approval
Review results and score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

18. SGOs – Requirements & Recommendations
CTE teachers are required to set 2 SGOs developed in consultation with their Principal or Principal’s designee.
SGOs should be appropriate, achievable & rigorous
A teachers final SGO rating is determined by the principal.
Final grading of student’s growth is recommended to be part of students Final Grade.
Question 4 – consultation with principal

19. Distinguishing Between SGO Types
General Targeted
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
Use term “targeted” to avoid confusion with term “Specific”’ in SMART goals.

20. Got Rigor?
100% attainment is probably not rigorous enough! 100% of the Culinary students will be able to demonstrate proficiency in knife skills with a score of 70% or better. or 85% of the Culinary students will score a 90% or better on a catering plan final project.

21. Limited skills or scope?
75% of students will complete an oil change on a vehicle in 30 minutes or less and score 70% accuracy on task. Or 80% of the automotive students will score 80% or better on a portfolio assessment that includes a written assessment and performance assessments on customer service, shop procedures, oil change, fluid assessment, brake assessment and related documentation.

22. Example 1
A STEM program teacher focuses an SGO on the Design (problem-solving) process. The teacher develops a portfolio assessment that requires students to demonstrate the skills of critical thinking and documenting the problem-solving/design process. The teacher sets an SGO for the class based on pre-assessing students. Students build a portfolio throughout the year that will be graded by a rubric.
Review the answers to these stating whether general or specific and why.

23. Example 2
An Agriculture teacher teaches one section of Principles of Agricultural Science-Animal, one section of Food Science and Safety, and two sections of Introduction to Agriculture, Food, and Natural Resources. They set one SGO for Principles of Agriculture and one SGO for Introduction to Agriculture, Food and Natural Resources (majority of students). The assessments are portfolio-based and include 9.4 standards
Review the answers to these stating whether general or specific and why.

24. Example 3
A Culinary Arts Instructor pre-assesses their students with a culinary-related math test. The results were varied, but many of the students were unable to complete the test well. The Instructor sets one SGO to measure math skills in particular. The SGO will be tiered and address Common Core State Standards for math and NJCCCS 9.3 standards.

25. Example 4
A Child Care teacher pre-assesses their students and finds on the free response portion that many students were unable to write clearly or cite evidence to support their points of view. The teacher then sets one of their SGO’s to measure these particular skills. The SGO will address Common Core State Standards for ELA and Literacy in History/Social Studies, Science and Technical Subjects.
Review the answers to these stating whether general or specific and why.

26. Interval of Instruction Full year Semester Other ________
Grade:
Subject
Number of Students
Interval of Instruction
Full year
Semester Other ________
Name of Assessment
SGO Type
General
Specific
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 Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
Voice over the way the form is set up and the type of information that goes in each section.

27. Interval of Instruction Juniors 15 Name of Assessment
Grade:
Subject
Number of Students
Interval of Instruction
Juniors
Animal and Plant Biotechnology  
15 
Full year  X
Semester Other _________
Name of Assessment
Capstone Project (Portfolio with Lab Notebook)
SGO Type
General X
Specific
Rationale for Student Growth Objective
This SGO covers all of the junior class and the following New Jersey Standards:
NJCCCS Century Life & Career Skills: A.1, A.2, A.3; A.(2).2  A.(5).3,
Written: Portfolio Reflections show a connection between prior learning and new information
Practical: Students will complete all labs as they relate to Animal and Plant Biotechnology
Student Growth Objective
Written : At least 85% of  the students will attain a score of 85 points or above on the Portfolio Assessment Rubric.
Practical: At least 90% of the class will score at least 85% on each lab.
Baseline Data
Written: Pre-assessment test. Average Score was 35% of the content knowledge needed
Practical: Beginning lab 80% of student scored a 70% on introductory lab.
Scoring Plan
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
100  points on Portfolio
100% on labs
At least 95% of students
At least 85% of students
At least 70%
Less than 60% of students

28. Timeline Consult with evaluator to set SGO
Teachers
Year long SGO process
Accommodate for semester courses
Consult with evaluator to set SGO
Consult with evaluator to discuss SGO rating
Verify assessment
Track progress, refine instruction
September By Nov. 15* By Feb By end of school year
Question 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed back
Determine students’ starting points
Set SGO
Adjustments made to SGOs with approval
Review results and score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

29. Tracking Progress Track progress and adjust instruction as needed
Individual students
Whole class
Adjust SGO as necessary within timeframe

30. Timeline Consult with evaluator to set SGO
Teachers
Year long SGO process
Accommodate for semester courses
Consult with evaluator to set SGO
Consult with evaluator to discuss SGO rating
Verify assessment
Track progress, refine instruction
September By Nov. 15* By Feb By end of school year
Question 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed back
Determine students’ starting points
Set SGO
Adjustments made to SGOs with approval
Review results and score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

31. 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.
Animates to highlight FULL 3 – the level to which SGOs should be set.

32. Set Growth Objectives Tiered 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%
Here, students were grouped at the beginning of the year based on their baseline data and set different goals based on this. When calculating an overall rating score for this, the teacher can take into account the number of students in each group and weight her score accordingly.
Refer to packet with tiered SGO form with weighted average.

33. Student Growth Objective Preparedness 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
Scoring Plan
Preparedness Group
Target Score on Final Assessment
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Exceptional Attainment (4)
Full Attainment (3)
Partial Attainment (2)
Insufficient Attainment (1)
Low 70
>85% students
(31-36)
≥70% students (25-30)
≥55% students (18-24)
<55% students
(0-17)
Medium 80
(19-21)
≥70% students (15-18)
≥55% students (11-14)
(0-10)
High 90
(8)
≥70 % students
(6-7)
≥55% students
(4-5)
(0-3)

34. Set Growth Objectives SGO Scoring Guide
Target Score
Attainment Level in Meeting Student Growth Objective
80% or Higher on Final Assessment
Exceptional 4
Full 3
Partial 2
Insufficient 1
Percent of Students Meeting Target
Greater than 84%
70-84%
55-69%
Less than 55%
Talk about the 10-15% range – add to slide to show this.
Question, if you do not put 100% of the students does this apply to your objective or your population

35. Possible Steps of the SGO process in Agriculture-
Consider program objectives, essential questions, agriculture standards and the CCS and NJCCC standards.
Utilize check for understanding assessments (CASE) or use other approved assessment(s).
Based on pre-assessment, create a SGO that addresses students needs .
Document projects and assessments in portfolios, or record and track progression of assessments to fulfill goals and objectives.
The red link shows a sample pre-assessment that can be purchased through CASE
The other approved pre and post assessments are in the FAQ section.
Student’s preparedness may be based on the age, performance, or past experience of your population

36. FAQ’s
Will DOE/OCTE be developing SGOs or assessments that will be used in similar programs across the state?
No, NJ has chosen to allow district flexibility in the SGO process and is encouraging districts to develop SGOs and assessments of their own choice.
How will instructors know extent of growth to expect?
SGOs should be designed from the teacher’s expertise with knowledge of the subject matter and students. The SGO process can be adjusted and modified by February 15th with approval.

37. FAQ’s
Should SGOs look different for students with learning disabilities?
An SGO should be the same for a variety of learners. However, the SGO may be tiered (rather than simple) and can measure growth or mastery.
How do teachers assigned more than 2 preps determine which class to set SGOs for?
Teachers set only 2 SGOs that account for a majority of students. It is recommended to set SGOs that cover students throughout the year (or one per semester if semester classes)
So if I teach accounting, software application, horticulture, and programming I may create a SGO that says 85% of the students will increase clarity in business communications by 70 %
Or if I teach engineering, land surveying, and logistics I may create a SGO that says 90% of the students will increase application of mathematical skills in their career field as evidenced by a project portfolio.

38. FAQ’s Can a CTE teacher develop an SGO that pertains to literacy?
Yes, literacy should be addressed in CTE, therefore one of the SGOs can address learning based on the CCSS for literacy in technical subjects and will most likely be evident in a portfolio type of assessment.
Should SGOs be set to assess content knowledge only, similar to an end-of-program assessment or final exam?
No, SGOs can be developed in a variety of ways and could include multiple elements of assessments. Some CTE programs would benefit the students to assess a particular process (Design process, trouble shooting, or customer service) or skills that demonstrate growth of learning.

39. FAQ’s Can a final exam, NOCTI or other end-of-program test be used?
These are Not generally recommended to use for SGOs as they do not generally measure what should be learned during the specified timeline. Teachers can create new assessments based on these exams but modified to assess only what the students should have learned during the timeframe.
Also, these EOP test questions and results are generally not disaggregated enough to measure appropriate expectations for participators or concentrators & would typically need to be given too early for completers. The results are needed to be analyzed by the time for teacher conference with the administrator (early May?)

40. Final Thoughts on SGOs
Focus on what is most important/effective for students
Re-creating the wheel is NOT necessary! Revised assessments may be used
It should be good, but doesn’t have to be perfect!
Support each other and share!

41. Fortunate are the flexible, they shall never be bent out of shape

42. Use benchmarks, formative assessments etc to keep students on track.
Modify SGOs if appropriate (attendance issues, for example)

43. Student Growth Objectives require a specific test in addition to what already is used for the class/program. (T / F)
SGOs must be designed to ensure all students attain 100% mastery of the course material although the amount of each student’s growth varies. (T / F)
SGOs are 25% of a teacher’s final evaluation. (T / F) For CTE teachers it is 15%
The final decision on whether or not an objective was met or not must be determined by the end of the school year. (T / F) (Though students should continue to grow in knowledge past May the SGOs will be evaluated before the end of the year)
SGOs are only required for year-long courses. (T / F)
Objectives approved by the principal cannot be revised by the teacher after November 30th. (T / F) (Objectives are due the 15th of November but they can be revised through a meeting with the principal up to February 15th)
Performance-based assessments cannot be included in SGOs. (T / F)
Teacher-made assessments are not considered valid or reliable to measure student growth. (T / F) (A careful crafted assessment with high validity can be used)
Career and Technical Education Teachers are only required to “set” one student growth objective for the year. (T / F) (All CTE teachers must set two SGOs)
The purpose of SGOs is to document that each teacher demonstrates an exceptional impact on learning by exceeding their objective(s) (T / F)