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Student Growth Objectives in ALL Content Areas

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1 Student Growth Objectives in ALL Content Areas
Developing Standards-Based, Assessment-Driven Student Growth Objectives in ALL Content Areas Presenters’ Names Presenters’ s Add Presenter’s Name, Contact Information, etc. into center text box. Welcome all participants. Review the program logistics, etc. 1

2 http://todaysmeet.com/ fill in the name of room
Online Discussion Site Go to: fill in the name of room Post questions, share information, etc. Room will remain “open” until fill in time frame. Use it after the workshop to continue discussion. If you plan to use todaysmeet.com to set up a communications room for the session, use this slide. Go to todaysmeet.com. Create a new room. Decide how long you wish to keep the room open for continued communication…one week? One month? Add the name of your room into the http identification line above. 2

3 DAY 1 ---Today’s Agenda Morning Session 3
A. Introduction & Overview Use TodaysMeet (www.todaysmeet.com) Overview of AchieveNJ Evaluation System Activity #1 – KWL Chart Activity #2 – Pre Assessment Quiz Compliance vs. Process AchieveNJ/Teach NJ Requirements SGO Template Components B. SGO Basics What is a SMART student growth objective? Achievement and Growth Goals B. SGO Basics (continued) Activity #3 - Analysis & Evaluation of SGO Sample Goals NJDOE Teacher SGO Attainment Levels 4 Types of SGOs with samples BREAK (15 minutes) C. SGO Development Process & Timeline Introduce/Review SGO process development steps & timelines D. Introduce SGO Template E. Revisit KWL Self-Reflection LUNCH (1 hour) Review the proposed Agenda for the morning session. Adjust this agenda as your session requires. 3

4 Day 1 ---Today’s Agenda Afternoon Session 4
Assessment Literacy 1. Activity 4a: Survey of Assessment Practices Linking Assessment in the Classroom with Student Growth & Achievement 3. Webb’s Depth of Knowledge 4. Creating Classroom Assessments 5. Types of Assessments 6. Alignment: Assessments & Standards 7. Rigor & Depth of Knowledge 8. Choosing or Developing Quality Assessments Instructional Connections: Data-driven Instruction; Differentiated Instruction; Feedback for Students Activity #4b: What Assessments are Utilized in Your School for Measuring Learner Progress? Activity #4c: Considerations When Choosing or Developing a Quality Assessment BREAK: (15 minutes) G. SGO Design Template Review Intro to SGO template SGO Blueprint - Walk-through sample SGO H. Data Analysis & Considerations in Setting SGOs Activity #5a: Building a SMART SGO Mr. Smith – Science Pre-Assessment Data I. Concluding Activity Day 1 Feedback Form Reminders: Items to Bring for Day 2 DISMISSAL Review the Agenda for the afternoon’s activities. Adjust this agenda as if fits for your session. 4

5 Desired Outcomes Understand Student Growth Objective (SGO) requirements. Understand and apply the SMART-based SGO development process. Effectively lead professional staff in the creation of standards-based, assessment-driven SGOs. Review the desired outcomes of the program with participants. Explain that it is our intent to inform them of NJDOE mandate (updates) – but – most importantly, to examine best practices and support the identification and development of their respective Student Growth Objective/s. 5

6 Paper or online! FOR DAY 2 Bring with you… Resources Data 6
Standards (CCSS and NJCCCS) Curriculum Guides Grade Level Course Syllabi School Plans School Improvement Plan Consolidated Plan (Title 1) District Assessments Quarterly and Benchmark Tests Performance Assessments Portfolio Rubrics Data School Specific Data Historical Test Data Test Specifications Data from District Assessments Paper or online! 6

7 NJDOE SGO Requirements
Activity #1 Self-Reflection What do I…KNOW? What do I… WANT to KNOW? CONCERNS that I HAVE... NJDOE SGO Requirements SGOs: Understanding and Ability Review the desired outcomes of the program with participants. Explain that it is our intent to inform them of NJDOE mandate (updates) – but – most importantly, to examine best practices and support the identification and development of their respective Student Growth Objective/s. 7

8 Let’s take our… SGO 101 Pre-assessment!
Activity #2: Let’s take our… SGO 101 Pre-assessment! EMPHASIZE QUESTIONS 8, 9, AND 10 Presenter Suggestions: 1. Have a table discussion on questions 8-10 in the pre-assessment; or, 2. Have the participants discuss all of their answers with a table partner before asking the whole group what the answers are.   Review the desired outcomes of the program with participants. Explain that it is our intent to inform them of NJDOE mandate (updates) – but – most importantly, to examine best practices and support the identification and development of their respective Student Growth Objective/s. 8 8

9 Student Growth Objectives
Introduction to Student Growth Objectives June January September Introduce the concept of Student Growth Objectives. Provide a brief historical overview in the context of TEACHNJ – why did NJDOE decide to change SLO-SGO? What is the NJDOE definition of SGO? Describe overall attributes of SGOs and explain that the intent of the workshop is to explore more deeply – and- enable each to feel comfortable and confident to develop SGO in support of their practice. 9 9

10 In New Jersey… G SLOs 10

11 According to the NJDOE (2013):
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.” 11 11

12 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 12 12

13 PROCESS COMPLIANCE SGO SETTING: “THE CONTEXT” vs. 13
Presenter Suggestion: Have a table discussion (2 minutes) about setting the context - looking at the photo, ask them to infer what conditions might be in place that promote the SGO process …  This could lead into the CAR Model crosswalk on the next two slides.  Then a presenter could do the quick overview of the compliance slides and get to slide 25 (SGO Setting, Process!). vs. COMPLIANCE 13

14 SGO SETTING: PROCESS Explain the distinction between “process” and best practices – and “compliance.” While, yes, NJ public schools are now required to satisfy this SGO mandate, we need to focus on the process. The CAR graphic offers a visual to further describe this distinction. 14

15 SGO DESIGN TEMPLATE Introduce the SGO Design Template. Use this another opportunity to reinforce the importance of best practices – and – that our template is designed to ensure a SGO development process to foster such. Presenter Suggestion: You might reinforce the crosswalk with the CAR model and the SGO template. Point that the DOE has created their own SGO template (located in their SGO Guidebook). The FEA Development team created theirs template because the DOE form neglects the Instructional Action Plan. This is a crucial piece – the bridge between setting the SGO and attaining it. It also provides the basis for reviewing formative assessment/benchmark data relative to the strategies at the mid-year review point. At the mid-point, if strategies are not effective, they should be replaced with more effective ones.

16 Compliance! SGO SETTING 16
Provide explanation of the (current) proposed regulations regarding accountability requirements. Once again, emphasize that, while important, our workshop focus is that of best instructional and assessment practices. Be sure to highlight the more recent proposed changes to the proposed regulations – specifically, reduction of SGP weight from 35%-30%; increase of Teacher Practice weight from 50%-55%; Student time with teacher prior to NJASK/PARCC from 60% to 70%; and Teacher time with students to remain at 60%. 16

17 Inputs of Effective Teaching Outcomes of Effective Teaching
Introduction to Teacher Evaluation Teachers in Tested Grades 4-8 Teacher Practice Performance on a teacher practice instrument, driven primarily through observation Stu. Growth Percentile State-calculated score that measures individual teacher’s ability to drive growth on NJ ASK NJASK Stu. Growth Objective Locally-calculated score that measures an individual teacher’s impact on stu. achievement Summative Rating Overall eval. score that combines the multiple measures of practice and student progress This chart reflects that the TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. All teachers will set academic goals for their students at the beginning of each school year – called Student Growth Objectives (SGOs). FYI…“Outcomes of Effective Teaching” = Student Achievement Source: AchieveNJ Regional Powerpoint – May 3, 2013 version – Slide 16 Inputs of Effective Teaching Outcomes of Effective Teaching N.J.A.C. 6A:10-4.1 17

18 Student Growth Percentiles (SGPs)… FYI
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. This slide gives a quick definition of SGPs. The workshop doesn’t focus on SGPs. So, refer participants to the link highlighted above so that they can view the NJDOE video on SGPs. For More Information…NJDOE SGP video 18

19 Teachers in Tested Grades
Tested Grades and Subjects (Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures * The NJDOE will look to incorporate other measures where possible and percentages may change as system evolves. 19

20 Inputs of Effective Teaching Outcomes of Effective Teaching
Teacher Evaluation: Introduction Introduction to Teacher Evaluation Teachers in Non-Tested Grades/Areas Teacher Practice Performance on a teacher practice instrument, driven primarily through observation Stu. Growth Objective Locally-calculated score that measures an individual teacher’s impact on stu. achievement Summative Rating Overall eval. score that combines the multiple measures of practice and student progress Inputs of Effective Teaching Outcomes of Effective Teaching N.J.A.C. 6A:10-4.1 20

21 Teachers in Non-Tested Grades/Subjects
Non-Tested Grades and Subjects: Student Achievement will be 15% in SY Teacher Practice will be 85%. *The Department will look to incorporate other measures where possible and percentages will change as system evolves. 21

22 Teacher Evaluation: Summative Evaluation
Non-Tested Grades and Subjects Component Raw Score Weight Weighted Score Teacher Practice Eval. Instrument 3.0 X 85% 2.55 Student Growth Objectives (2) 3.5 X 15% .525 Sum of the Weighted Scores 3.075 This slide explains the weight of the components factored into the Summative Evaluation score as identified by the NJDOE. The SGO Raw Score of 3.5 appears to reference 2 SGOs …with the condition that their raw scores were averaged (SGO 1 = 4 and SGO 2 = 3…therefore average of 2 SGOs = 3.5). 22

23 Teacher Evaluation: Summative Evaluation Tested Grades and Subjects
For Tested Grades…teachers will only set 1 SGO as they will receive an SGP score that gets factored in…So, the Raw Score of the 1 SGO = 3.0 as listed in the chart/ The sample NJDOE scale at the bottom of the slide will be set annually in September, as stated. That is the ultimate scale that will determine teacher effectiveness. 23

24 Student/Teacher Outcomes
Principal Evaluation: Introduction New evaluation systems for Principals will include the following components: Principal Practice Performance on a principal practice evaluation instrument Eval. Leadshp. Outputs that define how well a principal is leading imp. of the eval system 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. Rating Overall eval. score that combines the multiple measures of practice & outcomes Inputs Student/Teacher Outcomes

25 Principal Evaluation:
SGP and SGO Components School SGP 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. SGO Average Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.

26 Principal Evaluation: A Look at All Components
Multi-Grade SGP Schools Non-SGP Schools Single Grade Principal Practice Instrument 30% Evaluation Leadership 20% SGO Average 10% School SGP 0% Principal Goals 40% Total Percentage 100% Inputs Student/ Teacher Outcomes

27 SGO SETTING Process! 27

28 Introduction to SMART SGO 28

29 ? S M A R T What does it mean to be… Presenter Suggestion:
SMART SGOs are... Have a table discussion:  assign each table a category (Specific, measurable, etc.) and ask them to interpret the category and provide two examples.  Share with large group.  This gives ownership and accountability to the participant, enables the presenter to facilitate, and engages the learner. R T

30 SMART SGOs are… S … Specific M … Measurable A … Attainable/Ambitious R … Results-driven T … Timed 30

31 SMART SGOs are… Specific Measurable Attainable/ Ambitious
Results-driven Timed The SGO should be simplistically written, and clearly defined. The SGO should focus on a specific content area or skill.    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. Presenter Suggestion: If you did the table talk at slide 29, you can then ask the group to look at slide 31 with the lens they used in 29 (Specific, measurable, etc.) So, is this SGO SMART, discuss. Again, it's only 1 minute but they are asked to do something. 31

32 Growth vs. Achievement Goals
Students’ post-assessment scores will be ___% greater than the pre-assessment. On the post-assessment, ___% of students will achieve a score of ___ or higher. NJ DOE uses the term “growth” goal rather than “progress” goal. Teachers may need to spend a little time on what the difference is and what this means for their SGOs. You may want to tell them that the concept of growth and/or achievement goals should constantly be in the back of their mind as they develop their SGOs. GROWTH GOALS - Growth goals usually reflect a student’s journey. In order to set this type of goal, teacher must know where the student began. Growth goals take into account the challenges associated with specific students and student groups. Often growth is shown even when they students haven’t hit a pre-determined target score or cut score. Therefore, there may be a lot of progress but students may not hit high levels of achievement. ACHIEVEMENT GOALS – Reflects mastery; doesn’t take a student’s starting point into account but only whether or not he/she has achieved the target score/goal. Does not take into account the fact that not all students learn at the same rate. SGOs can be growth and/or achievement goals. 32

33 IS THIS SGO During the school year, Language Arts students will improve their accuracy, fluency and comprehension. SMART During the school year, all of my 3rd grade Language Arts students will demonstrate measurable progress in the reading skills of accuracy, fluency and comprehension. All students will achieve at least 1 year’s gain as measured by the Star Reading Enterprise Assessment. Students in the below grade level band will attain at least 1.2 year’s gain. Show the first text box and discuss with participants whether this is SGO is SMART. What is lacking? While it notes the specific skills/content, it does not provide information about the learner. It is not measurable. We do not know if it is attainable or ambitious because we do not have enough information. It is not results-driven. It is time-bound for the school year. After the discussion, show the second version of the SGO. This is one example of making this SGO SMART. There are many other ways to make it SMART. Specific – learners and content provided. Measurable- Tangible evidence through the identification of the assessment and the growth/achievement expected. Ambitious/Attainable – This will be a complex discussion because, based on the achievement levels of the students and the resources available, this may be too ambitious or not ambitious enough. Results-Driven – yes. Timed - yes

34 ACTIVITY #3 S M A R In the participant’s manual, there are several SGOs for participants to review. Review p. 8-9 with them. You can use the examples provided to have them analyze the “SMART” level of each goal and possibly rewrite the ones that are lacking. Depending on their expertise, you can use all or some of the examples. You also have the option of directing participants to develop some of the non-SMART examples into SMART SGOs. T

35 TYPES OF SGOs Type 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. Specific– Content/Skill Focused on specific skills or content that students must master. These are aligned with the DOE guidelines provided in their guidebook. Content-specific examples of each type follow on subsequent slides. The DOE has recommended (not required) the teachers in the non-tested areas should have at least one General SGO targeting as many of their students as possible. For example, if a high school Social Studies teacher teaches 3 US History classes, one Government class and one AP European History class, he or she should set an SGO for the US History students/course. 35

36 Teacher attainment of SGOs
Source: 36

37 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 Exceptional 3 Full 2 Partial 1 Insufficient *90% or more students met goal. *80% or more students met goal. *70 or more students met their goal. *Less than 70% of students met their goal. 37 Highlight the Evaluation Band- A rating of 3, considered, “Effective” is considered “meeting the goal”. Exceeding the stated target goal, would be considered 4-Highly Effective. The Evaluation band is determined by the teacher and the principal and cannot be adequately determined without a knowledge of the students, their background and the pre-assessment data being considered. 4 *These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal. 37

38 TYPE: General SGO GRADE 6 MUSIC
SGO 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 Exceptional 3 Full 2 Partial 1 Insufficient 90% or more students met goal. 80% or more students met goal. 70% or more students met their goal. Less than 70% of students met their goal. The NJ DOE SGO Guidebook (p ) provides additional detail on setting percentage ranges for goal attainment. Below is an excerpt from the Guidebook that you may want to share with participants: “Setting the Standard for “Full Attainment” of the Student Growth Objective In order to develop a scoring guide based on how well you meet your SGO, determine the following: a target score on the final assessment that indicates considerable learning; the number of students that could reasonably meet this mark; the percentage of students in the course that this represents; and a percent range around this number. For example, you and your evaluator may decide that 80% on a challenging assessment indicates considerable learning. Based on an initial evaluation of the 65 students in your course, your evaluator agrees with the assessment that about 50 of them could reasonably make this score at the end of the year. This is 77 percent of the students. You make percent the range around this number. This means that if between 45 and 55 of students (70-84 percent of them) score at least 80% on the final assessment, you would have fully met the objective. This is shown in Figure 4 on page 16. Setting Other Standards of Attainment Once a range is established for “full attainment,” subtracting percent from the lower range of “full attainment” will produce the “partial attainment” category. Any number below this range is the “insufficient attainment” category. Above the high end of the “full attainment” range is the “exceptional attainment” range. These ranges are summarized below in Figure 6 where 15 percent margins were used to set the ranges.” (NJ DOE SGO Guidebook, p ) *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. 38

39 TYPE: Tiered General SGO
PHYSICS 1 SGO 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 Measuring Progress For a teacher to earn a rating of… 4 Exceptional 3 Full 2 Partial 1 Insufficient Low 85% or more students in each tier met goal. 75% or more students in each tier met goal. 65% or more students in each tier met goal. Less than 65% of students in one or more tiers met goal. Medium High Point out that in the scoring band, 75% or more of the students in each of the preparedness groups should meet their goal. If 100% of the students in the “High” group met their goal and 50% of the students in the “low” group met their goal, this teacher would fail to achieve his/her SGO. 39

40 TYPE: Specific/Targeted Students
GRADE 8 LAL 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 Exceptional 3 Full 2 Partial 1 Insufficient 7-8 students met goal 6 students met goal. 3-5 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. 40

41 TYPE: Specific/Targeted Content/Skill
HISTORY SGO 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 Exceptional 3 Full 2 Partial 1 Insufficient 90% 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 This is an example of a rubric-based post-assessment and an example of an achievement 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. 41

42 The SGO Development Process IMPLEMENT AND MONITOR SGO
SGO REVIEW and EDUCATOR SGO SCORE PREPARE SGO STUDENT GROWTH OBJECTIVES PROCESS PRE-APPROVAL STAGE SCORE SGO RESULTS DEVELOP SGO SGO SUBMISSION & APPROVAL IMPLEMENT AND MONITOR SGO Refer participants to Page 15 – Participants Guide. They have a sequential chart…not same visual as in PowerPoint. This is a great place to revisit the idea of process vs. compliance. This chart is a 2-tiered visual representation of the SGO Development Process. It represents a “full year” as the implementation cycle. If the developed SGO represents a timeframe of less than a full year, this chart surely applies with modifications to the timeframes. The chart defines the 4 major components of the SGO Development Process (Tier 1) Refer to grey boxes 1. Prepare SGOs 2. Develop SGOs 3. Implement and Monitor SGOs Focused Strategies Evidence Collection 4. Score SGO Results (Tier 2) Refer to the 3 orange diamond shapes 1.SGO Submission and Approval 2. Mid-Year Review 3. SGO Review and Educator SGO Score Reference key time points in the process. Elaborate on each time point with information connected to the NJDOE requirements. Discuss each component separately.  Preparing the SGO has been differentiated from Develop SGOs as the work in each of these phases is different and unique, however may overlap in some ways. Both components are in the “Pre-Implementation” stage…prior to the NJDOE’s required submission date of November 15th for the school year. Prepare the SGO includes all of the elements of pre-planning that can be started immediately. These include identifying key district documents – curriculum guides, unit materials, etc., available assessments that can be utilized, several years worth of data from district and school level sources. This is also the time to “get everyone on the same page” furthering the mindset related to SGO development – by using PLCs, grade level teams, MS and HS level department meetings, etc. to start to communicate the SGO vision. Develop the SGO follows the preparation phase. This is when staff members will be involved with a) the development of new assessment instruments (teacher made), b) the refinement of existing teacher-made, curriculum-based assessments they have used in prior years, c) pre-assessment of students at the beginning of the school year, and d) scoring and analyzing the pre-assessment. Staff members will also be actively involved with the writing of complete SGOs as drafts, collaborating with colleagues, re-writing and refining the draft SGO statement and components, and finalizing a final SGO to be discussed with the administrator/evaluator and formally submitted for approval by November 15. Implement and Monitor the SGO You will see that “Implement and Monitor SGOs” is broken out into 2 areas of focus – “Focused Strategies” and “Evidence Collection”. Both are important to the implementation phase. During the time period after the submission – from November 15 through April-May, staff members will implement the “Focused Strategies” that they have targeted as goals for improving student performance and conduct those strategies as designed throughout the time period. Similarly, staff members will be “Collecting Evidence” regularly and ongoingly throughout the implementation time period. *Note: When discussing the process of Implementation through designing and using Focused Strategies and Evidence Collection, which is ongoing through the implementation process…make sure to mention the arrow between the text boxes. The process is fluid and recursive…strategies and assessments can/will be ongoing through the implementation process…with appropriate adjustments made based on student needs and analysis of gathered data through the process. Mid-Year Review This review will be conducted mid-year…by February 15…so that staff members and administrators may collaborate once again to make modifications to the SGO statement, the strategies and evidence collection. Based on the decisions agreed to at this mid-year conference, that is the final SGO that will be implemented through April-May and evaluated at the Summative Evaluation Conference at the end of the year. Score SGO Results In April-May, staff members will administer the final assessment and analyze the cumulative data. Based on the results of the data, a decision will be made in collaboration with the administrator/evaluator as to whether the staff member was successful in meeting the established SGO. The results of the SGO will be added into the staff member’s annual Summative Evaluation. The process begins again immediately with forward thinking for the development of the SGO for the next school year. The next slides refer to each of the components in the chart. Each of the next slides show 2 versions of the information presented. The left side of each slide references “Key Tasks” to be completed and the right side of each slide discusses “Essential Questions”. EVIDENCE COLLECTION FOCUSED STRATEGIES MID-YEAR SGO REVIEW

43 PREPARE SGO KEY TASKS ESSENTIAL QUESTIONS Review student data
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? Page 16 in Participant’s Guide Educator reviews student data and considers CCSS, NJCCCS, 21st Century Skills, district initiatives, building and district goals, school improvement plans, and/or other content standards to identify a target student population and determine potential SGOs. Pick one side – either “Key Tasks” or “Essential Questions” and quickly read through them as you flip through the next several slides. Alternative: Have participants reference the pages in the “Participant’s Guide” as you keep the chart on Slide 35 on the screen. Use the information listed on each slide as the basis for your conversation as you explain each slide.

44 DEVELOP SGO KEY TASKS ESSENTIAL QUESTIONS Understand SMART Goal design
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? Page 17 in Participant’s Guide SGO(s) are developed using NJDOE guidance and documents. The educator will set SGO(s), will pre-assess student performance, will design a plan of implementation strategies and will determine the most appropriate assessment measure to be utilized to determine if the SGO targets are met or not. Complete NJDOE SGO Form to submit for approval.

45 IMPLEMENT and MONITOR SGO
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? Page 18 in Participant’s Guide The actions the educator will take to attain the student learning goals of the SGO(s). The educator will document the strategies and supports necessary to meet the growth goal(s) specified in the SGO. These might include terms of instructional methods, professional development, and other supports.

46 IMPLEMENT and MONITOR SGO 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? Page 19 in Participant’s Guide The educator collects data at specified intervals and monitors student progress to ensure that the target population(s) is making progress toward the objective(s) of the SGO(s). Based upon the monitoring data collected, the educator will adjust instructional strategies to ensure that ALL students are meeting school/district expectations, as well as determining if the targeted population(s) for the SLO is making progress toward the objective(s).

47 SCORE SGO RESULTS KEY TASKS ESSENTIAL QUESTIONS
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 A teacher’s supervisor and/or a member of the School Improvement Panel will calculate a rating for the SGOs (required by NJDOE). 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)? Page 20 in Participant’s Guide The educator reviews the data for the approved SGO(s) and submits the final results of the SGO(s). A teacher’s supervisor and/or a member of the School Improvement Panel will calculate a rating for the SGOs (required by NJDOE).

48 IMPORTANT DATES CONSIDERATIONS
SGO SUBMISSION FOR APPROVAL (by 11/15/13) SGO MID-YEAR REVIEW (by 2/15/14) CONSIDERATIONS 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 Page 21 in Participant’s Guide This slide references and explains the NJDOE mandated deadlines in the SGO process – SGO Submission and Mid-Year Review. This is a review of the information. Read through the 3 bullets as needed.

49 SGO PROCESS TIMELINE

50 What do we still NEED to KNOW?
Self-Reflection Revisited… What do we still NEED to KNOW? What do I…KNOW? What do I… WANT to KNOW? CONCERNS that I Have... NJDOE SGO Requirements SGOs: Understanding and Ability 50

51 SGO ASSESSMENT Activity # 4a: Survey of Assessment Practices
The “Heart” of the SGO SGO Page in Participant’s Guide Prior to the Activity, discuss with the participants the importance of ASSESSMENT as a critical component of the SGO process. Elaborate on the expectation is that there will be “baseline” data collected and used to develop the SGO. The pre-assessment can be a commercially available product, a teacher made artifact, rubric-based, portfolio-based as appropriate, and or performance based. Have participants look at the 2 pages and read the instructions below. Activity #4: What assessments are utilized in your school for measuring learner progress? Consider the following and complete the chart. Additional samples are provided on the following pages. Give participants about 10 minutes to complete areas associated with their areas of responsibility. Stress that the assessment phase should be focused on what is already in place. It is not the goal to create a “parallel system” of new assessments. The assessments should grow out of existing programs and practices/ Activity # 4a: Survey of Assessment Practices 51

52 Student Growth and Achievement
Linking Assessment In the Classroom with Student Growth and Achievement Classroom assessment is among an instructor’s most essential educational tools. When properly developed and interpreted, assessments can help teachers better understand what their students are learning. 52

53 WHERE ASSESSMENT COUNTS!
Consider Summative Assessment! Consider Formative Assessment!

54 What do highly effective teachers do?
Major reviews of the research on the effects of classroom assessment indicate that it might be one of the most powerful tools in a teacher's toolbox. Marzano 54

55 Classroom Assessment Helps Teachers
Identify students’ strengths and weaknesses Monitor student learning and progress Plan and conduct instruction Provides the MEANS to GATHER EVIDENCE about what students know and can do 55

56 Ongoing Informal and Formal Classroom Assessment
Is the bond that holds teaching and learning together Allows educators to monitor teaching effectiveness and student learning Can motivate and shape learning and instruction Can help teachers gauge student mastery of required skills Can help teachers determine whether students are prepared for tests that are used for high-stakes decisions Can help students improve their own performances 56

57 INSTRUCTION and STUDENT LEARNING
What Is Worth Learning How It Should Be Learned How Well We Expect Students to Perform Linking assessment and instruction is critical to effective learning. Classroom Assessments Do More than just Measure Learning What We Assess How We Assess How We Communicate Results 57 ASSESSMENT

58 What needs to be assessed and why?
Good Evidence Improves Instruction What needs to be assessed and why? When planning instructional strategies, teachers need to: Keep learning goals in mind Consider assessment strategies Determine what would constitute evidence that students have reached the learning goals Designing informative assessments requires strategic planning and a clear understanding of one’s assessment goals. All of this needs to be considered within the context of instruction, rather than as an isolated step in the instruction cycle. To get the most out of assessments, you need to know how to choose the right one for each situation, and how to make that test as effective as possible. A poorly chosen or poorly developed assessment will fail to provide useful evidence about student learning. It could even provide misleading information. Only with good, properly chosen assessments will teachers gather evidence of what their students have learned. 58

59 Assessment OF/FOR Learning
Traditionally, we have used assessments to measure how much our students have learned up to a particular point in time. This is called "assessment of learning" — or what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. Although assessments of learning are important if we are to ascribe grades to students and provide accountability, teachers should also focus more on assessment for learning. This type of assessment — formative assessment — supports learning during the learning process. 59

60 FORMATIVE or SUMMATIVE?
FORMATIVE ASSESSMENT is part of the instructional process. When incorporated into classroom practice, provides information needed to adjust teaching and learning while they are happening. Informs both teachers and students about student understanding at a point when timely adjustments can be made. Help to ensure students achieve, targeted standards-based learning goals within a set time frame. SUMMATIVE ASSESSMENTS are given periodically to determine at a particular point in time what students know and do not know. State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability for schools (AYP) and students (report card grades). Summative Usually state standardized tests, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this. FORMATIVE 60

61 InFORMATIVE Assessment
"Informative assessment isn't an end in itself, but the beginning of better instruction."  Carol Ann Tomlinson 61

62 Activity - Brainstorm with Others
FORMATIVE ASSESSMENTS Have Participants 62

63 Examples FORMATIVE ASSESSMENTS 63 Observations Practice Presentations
Questioning Discussion Journals Assignments Projects Pop Quizzes (not-graded) Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Written Questions / Exercises with Short, Extended or Multiple-choice Answers Practice Presentations Diagnostic Tests Visual Representations Kinesthetic Assessments Individual Whiteboards Four Corners Think Pair Share Appointment Clock Simulations/Business Games Conferencing/Reviews Meaningful Homework Assignments May be used in the classroom during the formative assessment process to collect evidence of student learning. Exit/Admit Slips Exit Slips are written responses to questions the teacher poses at the end of a lesson or a class to assess student understanding of key concepts.  They should take no more than 5 minutes to complete and are taken up as students leave the classroom.  The teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept.  By assessing the responses on the Exit Slips the teacher can better adjust the instruction in order to accomodate students' needs for the next class. Admit slips are exactly like Exit Slips, but they are done prior to or at the beginning of the class.  Students may be asked to reflect on their understanding of their previous night's homework, or they may reflect on the previous day's lesson if the question required a longer response time. Exit and Admit Slips can be used in all classes to integrate written communication into the content area. Learning/Response Logs Learning Logs are used for students' reflections on the material they are learning.  This type of journal is in common use among scientists and engineers.  In the log, students record the process they go through in learning something new, and any questions they may need to have clarified.  This allows students to make connections to what they have learned, set goals, and reflect upon their learning process. The act of writing about thinking helps students become deeper thinkers and better writers.  Teachers and students can use Learning Logs during the formative assessment process, as students record what they are learning and the questions they still have, and teachers monitor student progress toward mastery of the learning targets in their log entries and adjust instruction to meet student needs.  By reading student logs and delivering descriptive feedback on what the student is doing well and suggestions for improvement, the teacher can make the Learning Log a powerful tool for learning. Response Logs are a good way to examine student thinking.  They are most often connected with response to literature, but they may be used in any content area.  They offer students a place to respond personally, to ask questions, to predict, to reflect, to collect vocabulary and to compose their thoughts about text. Teachers may use Response Logs as formative assessment during the learning process. Math Journals GRAPHIC ORGANIZERS Graphic organizers are visual models that can assist students in organizing information and communicating clearly and effectively.  Students can use graphic organizers to structure their writing, brainstorm ideas, assist in decision making, clarify story structure, help with problem solving, and plan research. Questioning Asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding.  Questions of this nature engage students in classroom dialogue that expands student learning.  Questions should go beyond the typical factual questions requiring recall of facts or numbers.  Paul Black, a noted authority on formative assessment, suggests that "more effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of students' understanding." (Black et al., 2003) Peer/Self Assessments Peer and self assessment help to create a learning community within the classroom.  When students are involved in criteria and goal setting, self evaluation becomes a logical step in the learning process.  Students become metacognitive and are more aware of their personal strengths and weaknesses.  With peer assessment students begin to see each other as resources for understanding and checking for quality work against previously determined criteria.  The teacher can examine the self assessments and the peer assessments and identify students' strengths and weaknesses.  "When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves."  (Black and Wiliam  1998) Practice Presentations Just as in sports, practice before a classroom presentation is vital.  Through practice and peer review, students can improve their presentation skills and the content of the presentation itself.  The practice presentation should take place a few days before the final presentation due date.  Students run through their presentations with the audience, their peers, evaluating the performance based on the previously established rubric criteria.  An easy way for students to furnish feedback is through a T Chart.  Students use the left column of the chart to comment on the positive aspects of the presentation, and they use the right columns to suggest changes that the presenter might make to improve the quality of the presentation.  By listening to both the practice and final presentations the teacher can easily gauge the level of student understanding of critical concepts and adjust instruction to address any misconceptions. Kinesthetic Assessments These examples of the formative assessment process require students to incorporate movement to demonstrate their understanding of a topic or concept.  Although usually connected with the Arts (dance, playing a musical piece) or physical education (dribbling a basketball, serving a volleyball), kinesthetic assessments can be used in the core content classrooms to furnish teachers with insight into their students' understandings and misconceptions concerning a concept.  Kinesthetic assessments are a good way to add movement in the classroom and allow teachers to determine the depth of student learning to inform their instructional decisions. Individual Whiteboards Individual slates or whiteboards are a great way to hold all students in the class accountable for the work.  They actively involve students in the learning and are a terrific tool in the formative assessment process because they give the teacher immediate information about student learning.  When students complete their work and hold their whiteboard up, the teacher can quickly determine who is understanding and who needs help and adjust his/her instruction accordingly.  Individual whiteboards are easy to make from melamine or tile board which are usually carried at a local home supply store.  Four Corners Four Corners is a quick strategy that can be used effectively in the formative assessment process for gauging student understanding.  It can engage students in conversations about controversial topics.  The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly Disagree.  Present students with a statement, like "All students should wear uniforms to school," and have them move to the corner that expresses their opinion.  Students could then discuss why they feel the way they do.  The teacher can listen to student discussions and determine who has information to support their opinion and who does not.  Another way to use Four Corners is associated with multiple choice quizzes.  Label the corners of the classroom as A, B, C and D. Students respond to a teacher-created question by choosing the answer they feel is correct.  They must be able to give a reason for their answer. Appointment Clock The Appointment Clock is a simple strategy in the formative assessment process that can be embedded within a lesson.  The teacher directs students to find thee people with whom to schedule appointments at the quarter hour, the half hour, and the 45-minute mark. The teacher begins the lesson and provides information to move students to higher-order thinking.  The teacher determines the stopping point and asks students to meet with their quarter hour appointment to discuss their thinking about a couple of questions the teacher has posed.  The teacher walks around and listens to the conversations taking place between partners, noting any misconceptions or misunderstandings.  The teacher uses this information to adjust instruction by redirecting the next segment of the lesson.  Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson.  Students continue this process until the lesson is complete.  By structuring a lesson in the manner, the teacher is able to determine the current level of understanding for the class and for individual students, and make immediate adjustments to instruction to assist students in their learning. 63

64 Webb’s Depth of Knowledge
Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks. 64

65 Webb’s Depth of Knowledge
Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks. 65

66 Don’t Forget About the Students
66

67 Don’t Forget About the Students
Formative assessments: serve as practice for students…shouldn’t be “graded” check for understanding along the way and guide teacher decision making about future instruction provide feedback to students so they can improve their performance help teachers differentiate instruction and thus improve student achievement. “The student's role is to strive to understand what success looks like and to use each assessment to try to understand how to do better the next time.” Rick Stiggins, Educational consultant 67

68 Accurate Appropriate Relevant Creating Classroom Assessments 68
How is this student evolving as a learner? What can I do to assist this learner on his path to mastery? Does the assessment test the material that I taught in the lessons? Does the assessment test the knowledge and skills/abilities related to my grade level? Content area? Is the assessment related to the essential questions of the unit of study? Appropriate Does the assessment design match the types of knowledge being assessed? Does the performance tasks relate to the conceptual understandings of the unit? Relevant Does the assessment match the goals of the unit? Lesson? Will the student(s) be able to successfully accomplish the assessment? Does the assessment provide me with evidence of student growth? Student achievement? 68

69 Suggested Guidelines: Assessment Creation (NJDOE - 2013)
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. Page 28 and Pages in Participant’s Guide Talk to the following points. This list is to be used if participants will be working with teachers to design and create “teacher-made” assessments for use as pre/post assessments for the SGOs. 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. Initial Questions to Consider When Choosing or Developing a Quality Assessment (Participant p. 28) What style assessment will best measure student growth in relation to my SGO? What assessments do I have now that I might use? What resources are available to find or create an assessment? How much time do my colleagues and I have to develop or choose and assessment? Will I use the same assessment, or modification of it, as a pre-test? If the assessment is used as a pre-test, how does it gauge my students’ level of pre-required knowledge and skills for the course I am about to teach them? Does my assessment measure depth of understanding and are there questions that would challenge even my most knowledgeable students? 69

70 SGO Checklist HERE TYPES OF ASSESSMENTS – THIS CORRESPONDS TO ACTIVITY #4 – BRAINSTORMING possible assessments and the list of provided assessments in handout. Page 25, 26, 27 and 28 in Participant’s Guide Focus the participants of the 3 categories of assessments recommended and suggested by the NJDOE.   Traditional Assessments: National/State tests (e.g., A.P. exams, DIBELS, EOC Biology), District, School, & Departmental tests (e.g., final exams, benchmark tests) Portfolio Assessments: Writing & reflection samples (ELA), Laboratory research notebook (Sciences), Student project-based assessments (all subjects), Portfolio of student work (Art, Photography, Graphic Design, etc.) Performance Assessments: Lab Practicum (Sciences), Sight Reading Performance (Music), Dramatic performance (Drama), Skilled demonstration (Physical Ed.), Persuasive Speech (Public Speaking) Have participants look at the listing of commercially available assessments available. If they can add additional items, they should post them on the chart paper available for all to see/reference or on the Today’s Meet meeting room so that all can share. 70

71 Resources from NJDOE SGO Guidebook (2013), pg. 26

72 NJDOE SGO Guidebook, 2013 – pg. 27

73 NJDOE SGO Guidebook, 2013 – pg. 27

74 Common Assessments Common formative assessments for learning can do for classroom teachers what large-scale assessments of learning, by design, cannot. These are assessments collaboratively designed by a grade-level or department team that are administered to students by each participating teacher periodically throughout the year. They assess student understanding of the particular standards that the grade- level or department educators are currently focusing on in their individual instructional programs. The teachers collaboratively score the assessments, analyze the results, and discuss ways to achieve improvements in student learning on the next common assessment they will administer. In this way, assessment informs instruction. If the common formative assessments are aligned to the large-scale assessments in terms of what students will need to know and be able to do on those assessments, the formative assessment results will provide valuable information regarding what students already know and what they need to learn. These assessments thus offer “predictive value” as to the results students are likely to produce on the large-scale assessments. Provided with this feedback early, educators can adjust instruction to better prepare students for success on the large-scale assessments. Administrators who foresee the vast potential that common formative assessments have in improving both the quality of instruction and the subsequent learning for all students play a vital role in implementing this process in their schools. They can deliberately look for creative ways to change daily teaching schedules to promote collaborative educator planning. By freeing participating teachers to meet in grade-level and course/department teams, administrators provide teachers with both the support and structure critical to effectively plan and implement this important instruction-assessment component. Common Formative Assessments by Larry Ainsworth and Donald Viegut (2006)

75 Corrective Instruction
For assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must: use assessments as sources of information for both students and teachers follow assessments with high-quality corrective instruction, and give students second chances to demonstrate success. With these easy adjustments to your lesson plans, you will be able to respond to the diverse readiness needs of students in your heterogeneous classroom. "Tiering" your activities for two or three levels of learners is usually what is called for after a review of assessment data. We must be prepared to provide both corrective activities and enrichment activities for those who need them. An important caveat to keep in mind, however, is that the follow-up, corrective instruction designed to help students must present concepts in new ways and engage students in different learning experiences that are more appropriate for them (Guskey, 2007/2008). Your challenge will be to find a new and different pathway to understanding. The best corrective activities involve a change in format, organization, or method of presentation (Guskey, 2007/2008). Thomas R. Guskey 2007 75

76 Data-Driven Instruction + Differentiation
Planning for All Students… Struggling Students, ELL Students, Accelerated Students Planning for Curriculum and Instruction Students Data Instruction Relationship between DDI and Differentiation Co-dependent relationship Which instructional strategies work best for these students? How do I manage a classroom with a wide range of readiness levels, learning styles and interests? What have the students learned? How do I manage student data? What patterns do the data show? How do I align curriculum with assessments? 76

77 Instructional Strategies
Differentiating Instruction Differentiated instruction and assessment (also known as differentiated learning or simply, differentiation) is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. In Response to Formative Assessments 77

78 Based on Individual Learner
Teachers can differentiate through 4 ways: Differentiated Instruction: The Core of Instructional Practices Based on Individual Learner Content Product Process Learning Environment Content The content of lessons may be differentiated based on what students already know. The most basic content of a lesson should cover the standards of learning set by the district or state. Some students in a class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the content - or display mistaken ideas about the content, and some students may show mastery of the content before the lesson begins. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's Taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's Taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis. When teachers differentiate content, they may adapt what they want the students to learn or how the students will gain access to the knowledge, understanding, and skills (Anderson, 2007). In these instances, educators are not varying student objectives or lowering performance standards for students. They use different texts, novels, or short stories at a reading level appropriate for each individual student. Teachers can use flexible groups and have students assigned to like groups listening to books on tape or accessing specific internet sources. Students could have a choice to work in pairs, groups, or individually, but all students are working towards the same standards and objectives. Process The process of how the material in a lesson is learned may be differentiated for students based on their learning styles, taking into account what standards of performance are required for the age level. This stage of differentiation allows students to learn based either on what method is easiest for them to acquire knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content. Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials. Many teachers use areas of Multiple Intelligences to provide learning opportunities. Commonalities in the assessment results lead to grouping practices that are designed to meet the students’ needs. "How" a teacher plans to deliver the instruction is based on assessment results that show the needs, learning styles, interests, and levels of prior knowledge. The grouping practices must be flexible, as groups will change with regard to the need that will be addressed. Regardless of whether the differentiation of instruction is based upon student readiness, interests, or needs, the dynamic flow of grouping and regrouping is one of the foundations of differentiated instruction. It is important for a differentiated classroom to allow some students to work alone, if this is their best modality for a particular task. (Nunley, 2004) Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson, 2007). After teaching a lesson, a teacher might break students into small “ability” groups based on their readiness. The teacher would then give each group a series of questions, based on each group's appropriate level of readiness-skills, related to the objectives of the lesson. Another way to group the students could be based on the students’ learning styles. The main idea behind this is that students are at different levels and learn in different ways, so a teacher can’t teach them all the same way. Another model of differentiation, Layered Curriculum, simply offers student a choice of assignments but requires demonstration of learning in order to pass the assignment. This eliminates the need for pre-assessment and is useful for teachers with large class loads, such as in high school. (Nunley, 2004). Product The product is essentially what the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities. Based on students' skill levels and educational standards, teachers may assign students to complete activities that demonstrate mastery of an educational concept (writing a report), or in a method the student prefers (composing an original song about the content, or building a 3-dimensional object that explains mastery of concepts in the lesson or unit). The product is an integral component of the differentiated model, as the preparation of the assessments will primarily determine both the ‘what’ and ‘how’ instruction will be delivered. When an educator differentiates by product or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit (Anderson, 2007; Nunley, 2006). It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths. Examples of differentiated structures include Layered Curriculum, tiered instruction, tic-tac-toe extension menus, Curry/Samara models, RAFT writing activities, and similar designs. (see external links below) In differentiated instruction, teachers respond to students’ readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. A classroom that utilizes differentiated instruction is a learner-responsive, teacher-facilitated classroom where all students have the opportunity to meet curriculum foundation objectives. Lessons may be on inquiry based, problem based and project based instruction. Learning Environment Differentiating through the environment is important as it creates the conditions for optimal learning to take place. According to Tomlinson (2003), “environment will support or deter the student’s quest for affirmation, contribution, power, purpose, and challenge in the classroom” (p. 37).[14] The learning environment includes the physical layout of the classroom, the way that the teacher uses the space, environmental elements and sensitivities including lighting, as well as the overall atmosphere of the classroom.[4] The teacher’s goal is to create an environment that is positive, structured, and supportive for each student. The physical environment should be a place that is flexible with varied types of furniture and arrangements, and areas for quiet individual work as well as areas for group work and collaboration. This supports a variety of ways to engage in flexible and dynamic learning. Teachers should be sensitive and alert to ways in which the classroom environment supports students’ ability to interact with others individually, in small groups, and as a whole class. They should employ classroom management techniques that support a safe and supportive learning environment. In a classroom where the teaching theory is based on differentiated instruction, students should feel welcomed and safe. The teacher teaches for success and fairness is evident. The teacher and students collaborate for mutual growth and success. In a differentiated classroom, there is a strong rationale for differentiating instruction based on assessment results, student readiness, interest, and learning profiles. All instructions are clearly stated in a way that students easily understand. Students are aware of the classroom rules and know routines and procedures. There is a procedure for all activities completed in the classroom. These procedures should promote minimal noise, minimize unnecessary movement, encourage on-task behavior, have a plan for those who finish early, and promote independent work and responsibility. 78 Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32)

79 10 Components of a Comprehensive Curriculum Unit, Lesson, or Task
Content Products Assessment Introduction Teaching Strategies Learning Activities Grouping Strategies Resources Extension Activities Modification (Ascending Levels of Intellectual Demand) Explanation: These elements are likely to be part of planning high-quality curriculum. These elements represent our current professional understanding of what it means to plan well so that students can learn well. In some cases a teacher may have legitimate reasons not to attend to one or more of the elements we propose here. There may be instances in which teachers would add elements to the ones we’ve chosen to present. Further, the planning process may not always follow a linear process. That is, a teacher may not begin by thinking about content or standards, move directly to thinking about an assessment plan, select an introductory activity, and so on. Early planning may actually begin with an idea for a powerful student product or by examining available resources for the unit. Our goal of generating these ten components is not to restrict or prescribe teaching planning but, rather, to prompt reflection on those elements which, used in concert and with finesse, can strengthen what and how we teach, with the goal of strengthening student learning. Workshop Leader Activity: Divide your group into teams. Provide each team with one or more index cards that have one of the ten components written on it. Their task is to provide a definition that helps us to understand the importance of this component and to identify what considerations should be made when planning for this component within a unit of instruction. If You Are Working Alone Activity: Reflect on why careful consideration of these ten components would strengthen student learning. Begin to ask yourself: “How can the products that I ask from the students demonstrate understanding of the content? How can these products be used to assess student learning?” “How will I ascend the levels of intellectual demand for some of my students and how will these changes impact the types of grouping strategies that I will use in my classroom?” This type of metacognitive thinking about the ten components is necessary as you design curriculum using the four parallels. Debriefing: Have one member from each group share their definitions and considerations and discuss with the group how each of these components help us to design curriculum that is comprehensive and reflective of student differences. Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press. 79

80 Good feedback contains information that a student
From the student's point of view, the formative assessment "script" reads like this: What knowledge or skills do I aim to develop? How close am I now? What do I need to do next? Good feedback contains information that a student can use, which means that the student has to be able to hear and understand it. Feedback is an important component of the formative assessment process. Formative assessment gives information to teachers and students about how students are doing relative to classroom learning goals. From the student's point of view, the formative assessment "script" reads like this: "What knowledge or skills do I aim to develop? How close am I now? What do I need to do next?“ Giving good feedback is one of the skills teachers need to master as part of good formative assessment. Other formative assessment skills include having clear learning targets, crafting clear lessons and assignments that communicate those targets to students, and—usually after giving good feedback—helping students learn how to formulate new goals for themselves and action plans that will lead to achievement of those goals. Feedback can be very powerful if done well. The power of formative feedback lies in its double-barreled approach, addressing both cognitive and motivational factors at the same time. Good feedback gives students information they need so they can understand where they are in their learning and what to do next—the cognitive factor. Once they feel they understand what to do and why, most students develop a feeling that they have control over their own learning—the motivational factor. Good feedback contains information that a student can use, which means that the student has to be able to hear and understand it. Students can't hear something that's beyond their comprehension; nor can they hear something if they are not listening or are feeling like it would be useless to listen. Because students' feelings of control and self-efficacy are involved, even well-intentioned feedback can be very destructive. ("See? I knew I was stupid!") The research on feedback shows its Jekyll-and-Hyde character. Not all studies about feedback show positive effects. The nature of the feedback and the context in which it is given matter a great deal. Good feedback should be part of a classroom assessment environment in which students see constructive criticism as a good thing and understand that learning cannot occur without practice. If part of the classroom culture is to always "get things right," then if something needs improvement, it's "wrong." If, instead, the classroom culture values finding and using suggestions for improvement, students will be able to use feedback, plan and execute steps for improvement, and in the long run reach further than they could if they were stuck with assignments on which they could already get an A without any new learning. It is not fair to students to present them with feedback and no opportunities to use it. It is not fair to students to present them with what seems like constructive criticism and then use it against them in a grade or final evaluation. 80

81 . . . our greatest opportunity for better
schools: a simple, unswerving focus on those actions and arrangements that ensure effective, ever-improving instruction. Instruction itself has the largest influence on achievement. Mike Schmoker, Results Now (2006) 81

82 ASSESSMENT ACTIVITY Activity #4b: What Assessments are Utilized in Your School for Measuring Learner Progress? Complete the chart on Pages and/or Activity #4c: Considerations When Choosing or Developing a Quality Assessment Complete the chart on Page 36. Considerations when choosing or developing a quality assessment 82

83 Introducing the SGO Template: All Things Considered!
Re-introduce the SGO Design Template. Reference the NJDOE web site link and additional resources available. Explain that we have provided select documents/forms from the NJDOE SGO Handbook in their program workbook/resource 83

84 SGO DESIGN TEMPLATE Pages reference the NJDOE’s suggested forms for use in Assessment Development and Approval. These are helpful suggested forms to assess existing teacher created and/or district created assessments to ensure rigor and alignment to curriculum standards. Also reference the chart on page 28. These questions refer directly to choosing or developing the assessment.

85 Introducing the SGO Blueprint: 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 Walk participants through the steps of the Design Template. Explain that the development of the SGO is much more than simply a statement of performance targets. Rather, it represents a thoughtful blueprint of instructional goal, desired performance outcomes, aligned assessments, and instructional strategies – all in the context of their classroom environment. (Note: Adapted from: Rhode Island Department of Education (RIDE). Retrieved March 12, 2013 from: 85

86 Introducing the SGO Blueprint: Timeline
Describe the instructional time interval. Interval of Instruction: All students receive instruction once per week, for 40 minutes, throughout the year, as part of an Expressive Arts Cycle program. 86

87 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: describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast applying basic strategies and techniques to address artistic problems using observation to develop a visual representation of basic objects maintaining a portfolio of self-created art work and explaining art concepts learned 87

88 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. 88

89 Introducing the SGO Blueprint: 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 89

90 Introducing the SGO Blueprint: SGO Statement
In careful consideration of the information provided in the sections above, present your SMART Student Growth Objective (SGO). For the 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.   90

91 Introducing the SGO Blueprint: Instructional Action Plan
Describe key strategies intended to influence student growth during the defined timeline. Instructional Strategy Evidence of Impact Timeline Regular practice with different mediums Product/Rubric Weeks 4-7 Creation & analysis of portrait collection Journal Weeks 12-16 Observation & self-portraits Portfolio/Rubric Weeks 23-30 91

92 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. 92

93 Introducing the SGO Blueprint: 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. 93

94 Data-Driven SGOs Activity #5a: Building an SGO 94
At this time you will reinforce/explain the importance of the strategic use of data to inform the SGO development process. Refer participants to pp. 29 of their program workbook, and introduce Activity No. 5 – Data-Driven SGOs: Data Analysis. Activity #5 offers 2 simulations through which participants will analyze specific classroom data (provide) and engage in collaborative development of an SGO. Activity #5a: Building an SGO 94

95 Assessment at a Glance Mrs. Smith’s Class COURSE:
Life Science– Grade 10 Science STANDARDS: LIFE SCIENCE – NJCCCS Standards: STANDARD 5.3: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS: A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity ASSESSMENT CONSTRUCT: TYPE: Pre-Assessment TIME FRAME: 45 minutes/1 class period/5 days week QUESTION TYPES: MC: 19 CR: 6 ER: PT: 1 This slide explains the information contained on the Activity #5 SGO Template (partially completed) in the Participant’s Guide. It details the information contained in the “Learning Content and Competencies” and elaborates on the description provided on the template in the “Baseline Data”. PLEASE NOTE: This pre-assessment is based on a large portion of the course. The pre-assessment and post-assessment are aligned. Both assessments and the course content are aligned with NJCCCS 5.3 for Life Science.

96 96 STUDENT PRE-ASSESSMENT DATA Tim 7 Sanji 17 Barb 18 Sam 20 Shawn 21
Janelle 22 Sara 24 Jorge 25 Michael 27 Joe 33 Bill Mickey 34 Trevor John 43 Jaylen Sally Jose 44 Jennifer 45 Alan 46 Shannon 65 CLASS SIZE 20 students AVERAGE 32.2 RANGE 29pt spread Purpose – to begin walking through the steps, reflection, collaboration necessary to build an effective SGO Context –Point out to participants specific information about the class that they can fill in on the template: 1 class of heterogeneously grouped students; class size of 20 students; Science class (10th grade); 1 student, Shannon, is repeating the course; 2 students, Barb & Trevor, have testing accommodations from 504 plans used during administration of assessment; Sanji and Jorge are ELL students Timeline - review with the whole group Learning Competencies - review with the whole group Evidence Considered: (You can review this here or wait until the end of the Data Analysis in conjunction with the “Zoom-in Analysis”.) It is tempting to set an SGO based on a single pre-assessment, however, other information should be considered when analyzing the data. After the pre-assessment data has been analyzed, teachers look at other sources to support the inferences they have made. This is a critical step in the data analysis cycle because it enables teachers to make the most effective decision about setting learning targets that are ambitious, realistic and attainable. Sources of evidence may include: all relevant standardized assessments, district/school and classroom assessments, previous year’s grades, IEPs, demographic data (i.e. attendance), student portfolios, anecdotal notes, guided reading logs, student history data, and supplemental assessments, inventories/surveys. Baseline Data (Pre-Assessment): Review type of assessment information provided – alignment to standards and post-assessment, types of assessment items (Point out that the Pre-assessment is based on a total score of 100 points). Baseline Data (Data Analysis): Have the participants mark up p. 38 as you walk them through the steps of the analysis. Organize the data – Look at the pre-assessment scores (p. 38); the first step is to organize the data in ascending order – this has already been done. Outliers- Look for scores on the low end and the high end. In this case, 2 students have scores that could be considered outliers. There is a difference of greater than 10 points between the outliers and the next student. Additional information from the teacher reveals possible reasons for this. See “Context” on SGO form. One outlier – Shannon – is repeating the course which potentially explains her score. Another outlier, Tim, based on the teacher’s observations and anecdotal notes (not on the SGO form) did not take the pre-assessment seriously. Have participants circle the outliers. Average – The average pre-assessment score is The teacher expected the class to perform at about this level (out of 100 points) since much of this is brand new material. Participants can write this in the box. (Class Size is 20 students) Range – The range of pre-assessment scores is As you can see, we have removed the 2 outliers from this analysis. This is a big range which indicates a lot of diversity within the class in terms of preparedness. With such a large range, it is unlikely that one target for the entire class may not be realistic; a tiered SGO may be appropriate. With a smaller range, this might be the case. Big Picture Analysis – Are there trends or patterns in the data? Often, 3 groups will emerge – average, above average, below average. In the case of this data, 2 groups appear to be emerging. Ask the participants which groups are emerging from the scores on p Then, have them draw a line between Trevor and John to indicate the 2 groups. One question to consider: What percentage of the students do you expect to perform at grade level? Zoom-in Analysis – This information should be completed in the “evidence” section of the SGO template. In considering these outside data sources, the teacher should ask how are the students in each group similar? How are they difference? What other data sources would be helpful? e.g., If the teacher knew that the students in the cluster with the higher pre-assessment scores had high standardized test scores and received high classroom grades in this subject last year, what kind of target might the teacher set for this cluster of students? Tim’s IEP and past performance may be a predictor of lower achievement on the post-assessment. Other information to consider? e.g., 2 ELL students, 2 students with testing accommodations, etc. Baseline Data (Post-Assessment) – review SGO Statement – Participants should work on this in pairs or small groups. Before they do this you may want to review with them what types of SGOs they could develop. In this case, General SGO, General-Tiered SGO, and Specific-Student Group SGO could be considered. Because the content (see “Learning Content & Competencies” on the template) is broad, the Specific-Content/Skill SGO would not apply. Instructional Action Plan – If time permits, participants can do this in pairs as well. If time is limited, brainstorming as a whole group several sample instructional strategies would be helpful. Student Performance Targets and Self-Evaluation of SGO Achievement – This can be done collaboratively by the participants as well. Based on the DOE Guidebook, one approach for developing the scoring guide for General SGOs, is to determine: a target score on the final assessment that indicates considerable learning; the number of students that could reasonably meet this mark; the percentage of students in the course that this represents; and a percent range around this number. Once a range is established for “full attainment,” subtracting percent from the lower range of “full attainment” will produce the “partial attainment” category. Any number below this range is the “insufficient attainment” category. Above the high end of the “full attainment” range is the “exceptional attainment” range. These ranges are summarized below in Figure 6 where 15 percent margins were used to set the ranges. *Keep in mind, the scoring guide is created by the teacher and evaluator. Rationale - What makes the SGO SMART? Why is the SGO worthwhile? As teachers begin working with the data to formulate SGO statements, have them pay attention to the questions and needs that are arising. E.g., What other information do they want? More assessment data? Demographic data? Past performance on classroom tests? These are the questions – this is the process that they will naturally go through as they set their own SGOs with next year’s students. 96

97 Paper or online! REMINDER Bring with you… Resources Data 97
Standards (CCSS and NJCCCS) Curriculum Guides Grade Level Course Syllabi School Plans School Improvement Plan Consolidated Plan (Title 1) District Assessments Quarterly and Benchmark Tests Performance Assessments Portfolio Rubrics Data School Specific Data Historical Test Data Test Specifications Data from District Assessments Paper or online! 97

98 Day 1 -Reflection & Feedback
Presenters should collect completed feedback & reflection forms. Pages 61-62 Participant’s Guide 98

99 Day 2 Developing Standards-Based, Assessment-Driven
Student Growth Objectives in ALL Content Areas Day 2 Add Presenter’s Name, Contact Information, etc. into center text box. Welcome all participants. Review the program logistics, etc. 99

100 DAY 2 ---Today’s Agenda Morning Session 100
A. Introductory Activity Welcome Today’s Meet Truth or Confusion Activity B. Data Considerations in Developing SGOs Activity #5b: Building a SMART SGO Mr. Adams – Grade 2 Literacy BREAK (15 minutes) C. Working Together to Develop SGOs: School-Content- and Grade Level Team-Based Activity #6 - Strategic SGO Planning: Creating a SMART SGO LUNCH (1 hour) Review the proposed Agenda for the morning session. Adjust this agenda as your session requires. 100

101 Day 2 ---Today’s Agenda Afternoon Session 101
Carousel/Gallery Walk- SGO Statements Debrief/Groups Report Out- Examples from each content area shared with group BREAK (15 minutes) BREAK-OUT SESSIONS INSTRUCTIONAL STAFF MEMBERS Peer Review of Completed SGOs Activity #7: Next Steps Closing Activity Feedback Form Dismissal ADMINISTRATORS Principal Evaluation & the NJ State Practice Instrument for Evaluating Leadership Activity: Evaluating an SGO Activity: 4 Scenarios Next Steps Feedback Form Dismissal Review the Agenda for the afternoon’s activities. Adjust this agenda as if fits for your session. 101

102 Let’s Review! TRUTH OR CONFUSION? 102

103 SGOs are required for both teachers of tested and non-tested subjects.
103

104 TRUE Teachers of tested subjects who have an SGP will develop one SGO. Teachers of non-tested subjects will write 2 SGOs. 104

105 An SGO must be linked to New Jersey’s curriculum standards.
105

106 TRUE The process of setting SGOs requires the creation of standards-aligned goals and assessments. 106

107 The teacher makes the final determination about the SGO.
107

108 CONFUSION! The building principal provides final SGO approval.
SGOs are part of each teacher’s evaluation. Most principals’ evaluations include the school’s SGO average. 108

109 The “A” in SMART goals stands for activities.
SMART goals focus on the number of differentiated classroom activities that a teacher provides. 109

110 CONFUSION! The SGO should focus on measuring outcomes NOT activities.
(The “A” represents Attainable / Ambitious!) 110

111 SGOs can be growth and/or achievement goals.
111

112 TRUE SGOs may be growth goals or achievement goals or a combination of both. 112

113 A general SGO goal must focus on a teacher’s entire student population and a large proportion of curriculum standards and must set one general expectation for all students. 113

114 CONFUSION! There are two types of General SGOs – General and General-Tiered. The General-Tiered SGO tiers student goals by student preparation levels; hence, different expectations are set for different groupings of students. 114

115 There are 2 types of Specific SGOs:
Specific – Student Group = focusing on subgroup of student with specific needs. Specific – Content/Skill = focusing on specific skills of content that students must master. 115

116 TRUE NJDOE recommends that teachers who must develop 2 SGOs write one General SGO and one Specific SGO. 116

117 Teacher attainment of SGOs will be based on a four point scale
Teacher attainment of SGOs will be based on a four point scale. Teachers who fully attain their Student Growth Objective will earn 3 points. 117

118 TRUE A teacher who has fully attained the SGO has “demonstrated a considerable impact on learning by meeting the objective” and will be awarded 3 points via a 4 point scale. 118

119 Formative Assessment provides information to adjust teaching and learning while they are happening.
Summative Assessment determines at a point in time what students know and do not know. Summative Assessments are graded. 119

120 TRUE Formative Assessment is assessment for learning!
Summative Assessment is assessment of learning! 120

121 The collaborative development of common assessments by teachers is a valid and professional practice. 121

122 TRUE Teachers via their PLC, grade level or department may collaboratively develop and score formative assessments to measure student understanding of particular standards. 122

123 Data-Driven SGOs Activity #5b: Building an SGO 123
At this time you will reinforce/explain the importance of the strategic use of data to inform the SGO development process. Refer participants to pp. 2 – Day 2 of their program workbook, and introduce Activity No. 5 – Data-Driven SGOs: Data Analysis. Activity #5 offers 2 simulations through which participants will analyze specific classroom data (provide) and engage in collaborative development of an SGO. Activity #5b: Building an SGO 123

124 Assessment at a Glance 124 DRA Grade 2 Teacher: Adams Pre-assessment:
 Teacher: Adams Pre-assessment: Week of Student Points Earned DRA Level Comments Anai 10 F  ELL Angie 24 L Antonio 4 C   ELL Ashley Christopher 28 M Cristian 16 I Davis Denisse Elvira 18 J Emely Francisco Freddy 8 E Geraldine Jamie Jaymen 6 D Jonathan Katherine Kerem Malachi Michael 3 Noel C. Randy 12 G enrolled /assessed 10.22 Stefani R. Stephanie H. Tiffany 14 H 124

125 Strategic SGO Planning
ACTIVITY #6 Strategic SGO Planning

126 SGO DESIGN TEMPLATE Activity 6 – This provides an opportunity for the participants to begin developing their own SGO statements. Re-introduce the Design Template (p. 40) and the working version of it located on pp of their program workbook. Allow a few minutes for a summative review of the template and Q/A (as needed). Direct participants to the content area-specific SGO Exemplars to further support their work. Address any questions, as necessary, prior to initiating development. Explain that they are to record their completed SGO draft on the chart paper provided, on post on the walls of the room in preparation for “carousel walk” and group share. Be sure to carefully monitor participants as you facilitate this activity. *Note: CCSS Literacy Standards are provided in the Appendix for teacher to reference when relevant.

127 Next Steps… SGO Review content area samples from NJDOE and other districts/ states. See pages for school and district planning in participants’ manual – Next Steps Use the packets of Table Resources – Samples of SGOs from other states that are collated by content area. Have participants work at their tables to view samples and work to begin to create sample/model SGOs for their school or district. 127

128 Guiding the SGO Conversation
Activity #7 – Slides Return to the idea of Process vs. Compliance before concluding the training. Engage participants in the conversation about “Process” vs. “Compliance” once again. Emphasize “The Process”…collaboration, conversation, dialogue, negotiation, discussion, etc. Explain that the timeframe from May-June 2013 through November 2013 should be heavily engaged in communicating about SGOs with the focus on improving student learning and performance. 128 Activity #7 – Strategic District and School Planning

129 Placeholder Adele’s slide
ADVANCING THE IMPLEMENTATION of SGO DEVELOPMENT PROCESS At the District and School Levels  This chart represents 3 essential levels of planning critical to the success of the SGO process. Communication and collaboration at the district, school and classroom levels are essential throughout the SGO cycle so that all constituents feel that their voice has been included in the process. The goal is to improve student performance and achievement. Activity #7 There are 2 planning charts –   Page 45 (Participant’s Guide) DISTRICT LEVEL Planning   Page 46 (Participant’s Guide) SCHOOL LEVEL Planning  Both of the charts focus on 4 components: Communicate a Clear and Consistent Vision Identify and Align Resources Align Professional Learning Build Accountability for implementation  There are planning columns for short and longer range planning to be used as worksheets for participants to discuss at their tables and begin to complete. REFERENCE PAGE 39 in Participant’s Guide at this time: Effective Planning for SGO Implementation Suggestions for Principals Read through this list of suggestions with participants…highlight only several suggestions…Pick the one’s you feel are most appropriate for the group.  Allow minutes for this planning activity as time allows.

130 Table Talk: District and School Planning
130

131 Breakout sessions 131

132 Instructional Staff Breakout Session

133 Next Steps… Writing Your Own SGOs
Review content area samples from NJDOE and other districts/ states. Write your own SGOs. See pages for school and district planning in participants’ manual – Next Steps Use the packets of Table Resources – Samples of SGOs from other states that are collated by content area. Have participants work at their tables to view samples and work to begin to create sample/model SGOs for their school or district. 133

134 Wrap It Up! Concluding Points SGO Inside! Precious Cargo… 134
Pages in Participant’s Guide Point out the Online Resources available for further use and information related to SGOs. 134

135 The Connected Action Roadmap
4/13/2017 Please complete the Feedback Form: Reflect Jot Turn in Feedback page – last page in participants manual; detach and collect completed forms 135 CAR

136 Administrator Breakout Session

137 Revisiting Compliance:
Principal Evaluation

138 Student/Teacher Outcomes
Principal Evaluation: Introduction New evaluation systems for Principals will include the following components: Principal Practice Performance on a principal practice evaluation instrument Eval. Leadshp. Outputs that define how well a principal is leading imp. of the eval system 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. Rating Overall eval. score that combines the multiple measures of practice & outcomes Inputs Student/Teacher Outcomes

139 Principal Evaluation:
SGP and SGO Components School SGP 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. SGO Average Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.

140 Principal Evaluation: A Look at All Components
Multi-Grade SGP Schools Non-SGP Schools Single Grade Principal Practice Instrument 30% Evaluation Leadership 20% SGO Average 10% School SGP 0% Principal Goals 40% Total Percentage 100% Inputs Student/ Teacher Outcomes

141

142 Principal Evaluation: A Look at All Components
Multi-Grade SGP Schools Non-SGP Schools Single Grade Principal Practice Instrument 30% Evaluation Leadership 20% SGO Average 10% School SGP 0% Principal Goals 40% Total Percentage 100% Inputs Student/ Teacher Outcomes

143 Teacher attainment of SGOs
NJDOE SGO Performance Bands Source: 143

144 Evaluating the SGO! ELA SGO Analysis

145 Principal Scenarios: Potential Challenges
Do a short commercial…Inform participants about the FEA Summer Series on “Creating SGOs”…2-day event scheduled in North, Central and South regions in July and August 2013!

146 Principal Scenario No. 1:
Fairness and Equity At Top Notch Elementary School, teachers of grades K-3, teachers of special subject areas (art, music, etc.) and special education teachers with fewer than 20 students will set two SGO’s per State regulation. The superintendent determined that for consistency teachers of grades 4-5 will set two SGO’s as well. The 4th and 5th grade teachers are very upset because they already receive an additional measure of student achievement in the SGP score which is tied to their students’ performance on the NJ ASK. What’s a principal to do?

147 Principal Scenario No. 2: District v. School-based Decision
The superintendent of Prestige Public School District has designed and mandated a 4 point SGO scoring plan for all teachers that sets very high expectations. Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1) % of Students Meeting Target 100-95 94-89 88-83 82-77 Two of the district’s elementary schools have won National Blue Ribbon School designations. You are the principal of the third elementary school. Your school’s NJ ASK scores are historically lower. Seventy percent (70%) of your students qualify for free and reduced lunch. Fifty five percent (55%) are in the ELL program. Your annual student mobility rate is thirty three percent (33%). Your teachers are furious. They claim these expectations are unrealistic. What’s a principal to do?

148 Principal Scenario No. 3:
Ethics A group of high school teachers appears to be especially anxious about their students’ performance on SGO’s. They want to: Set low SGO student expectations with limited rigor, Address an area of apparent strength in their SGO objective, Score their own students’ pre and post tests, Report data via a small random sampling that they will control. The principal is suspicious of the value, validity and integrity of their SGO plan. What’s a principal to do?

149 Principal Scenario No. 4:
Accountability You are the principal, the sole building-based administrator, in a school with 640 students and 77 teachers. You understand the SGO process and know that your own evaluation will incorporate your school’s SGO performance. You are apprehensive that you will not have enough time to oversee the SGO development, monitoring and outcome evaluation processes. What’s a principal to do?

150 Next Steps: School and District SGO Planning
Table Talk: District and School Planning Next Steps: School and District SGO Planning

151 Wrap It Up! Concluding Points SGO Inside! Precious Cargo… 151
Pages in Participant’s Guide Point out the Online Resources available for further use and information related to SGOs. 151

152 The Connected Action Roadmap
4/13/2017 Please complete the Feedback Form: Reflect Jot Turn in Feedback page – last page in participants manual; detach and collect completed forms 152 CAR

153 for your participation, collaboration and dedicated efforts!!!
Thank you for your participation, collaboration and dedicated efforts!!! Wishing you much professional success as you continue your work in developing and implementing Student Growth Objectives. Do a short commercial…Inform participants about the FEA Summer Series on “Creating SGOs”…2-day event scheduled in North, Central and South regions in July and August 2013!


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