1. SGOs for Educators Providing Educational Services March 12, 2014 AchieveNJ Website Wireless connection at DOE Guest – doeit/wireless

2. Special Education SGO Considerations Special Education Program Placements – Multiple grade levels in one class – In-class and pull-out resource – Teachers roles and responsibilities Challenges of specific student populations – Evaluation measures – Class size Related services personnel – Work directly or indirectly with student – Consider Student Growth Objective or Program Objective

3. Office of Special Education Achieve NJ: Overview for Special Education Teachers – Prepared with special education teacher in mind – Compares the differences between the SGO and IEP Goal and Objective – Reviews placement options with considerations for generating an SGO – Provides and example

4. Office of Special Education Pursuit of SGO Exemplars for NJ website – Worked with a small group of teachers, child study team and administrators – Reading, Math and Behavior Related Services Personnel – Time to learn from one another and discuss – Reflect with your colleagues – Come back and share

5. Objectives Describe the requirements and intents of SGOs Differentiate between SGOs with student learning outcomes and those with program delivery Identify components of sample SGOs using the stated requirements of a high quality goal Determine how SGOs might be developed to serve the needs of the educators present and their students

6. What is an SGO for Teachers? A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: Specific and measureable Aligned to New Jersey’s curriculum standards Based on available prior student learning data A measure of student learning between two points in time SGO Guidebook pg. 3

7. What is the Intent of the SGO Process? For Educators SGOs provide a method by which teachers can improve their practice through high quality goal setting while clearly demonstrating their effectiveness in the growth and/or achievement of the students for whom they are responsible For Evaluators SGOs provide an authentic measure of teacher effectiveness that is aligned to the learning achieved by students through an educators daily practice of teaching

8. Measures of Growth/Achievement for Other Certified Staff “Although not required by the state for SY13-14, staff members serving in educational services and other specialist positions might also create growth objectives.” Practice Score Growth Objectives Summative Rating

9. What is the Intent of the SGO Process for Teachers? For Educators SGOs provide a method by which teachers can improve their practice through high quality goal setting while clearly demonstrating their effectiveness in the growth and/or achievement of the students for whom they are responsible For Evaluators SGOs provide an authentic measure of teacher effectiveness that is aligned to the learning achieved by students through an educators daily practice of teaching

10. What is the Intent of the SGO Process? For Educators SGOs provide a method by which teachers can improve their practice through high quality goal setting while clearly demonstrating their effectiveness in the growth and/or achievement of the students for whom they are responsible For Evaluators SGOs provide an authentic measure of teacher effectiveness that is aligned to the learning achieved by students through an educators daily practice of teaching

11. Key Phrases for SGOs that Transfer to Other Educators Improve practice Not just a compliance exercise but one that uses goal setting and performance measurement to enhance practice Demonstrate effectiveness Goal inherently has the potential to show how the educator does his or her job well Authentic measurement Objective is based on a measure of an aspect, or aspects, of the educators typical role and is aligned to appropriate standards, and student (e.g. IEPs), school, and district goals Daily practice Goal is embedded within the work of the educator and when possible, provides a long-term view of his or her performance

12. Required Components for Goals Goals must beSGOs Require a Teacher to SSpecificDescribe how many students learn “what” or grow by “how much” MMeasurableCompare starting points to ending points using assessments of some type AAmbitious but Achievable Determine a reasonable amount of growth according to knowledge of students RRelevantAlign SGOs to standards TTime-relatedSet an appropriate instructional period

13. Key Questions to Consider When Developing a Goal What is the goal? What should be learned by students or achieved by the program by the end of the period? How will you know whether the goal has been met? What assessment method will you use? What are the starting points of the students or program? What are your sources of baseline data? How will you set a reasonable target goal? How do you draw together (a) through (c) to set ambitious but realistic targets?

14. When Practical Student Outcomes Should Be Used for Goal Setting For Ed. Service Educators Grade:SubjectNumber of StudentsInterval of Instruction 7 and 8Physical Therapy5 10/1/13 to 4/10/14 Name of AssessmentCore Strength Assessment, Sit-upsSGO Type Student Growth Objective 70 % of students will have the opportunity to demonstrate growth and development of strength in their core musculature as evidenced by their ability to complete 1 additional sit-up from their baseline score during a 15 second timed test. Baseline Data Students ability to complete sit-ups will be assessed at the beginning of the 2013-2014 therapy sessions to compile baseline data on each student. Two separate scores will be taken and averaged, and the result recorded as the students’ baseline. Please note, baseline data that was considered when selecting this focused goal included IEP information and Present Levels of Academic Achievement and Functional Performance (PLAAFP) in the area of Physical Therapy. Scoring Plan Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Target ScoreExceptional (4)Full (3)Partial (2)Insufficient (1) +1 sit-up from baseline during a 15 second timed test 90% or greater70-89%50-69%Less than 50%

15. Program Outcomes Are a Valid Approach to Setting Goals for Providers of Educational Services Is this a reasonable goal? What aspects might you change or want to know more about? Increase parent participation and involvement in the IEP process through their completion and return of the Pre-IEP Questionnaire. During the 2013-2014 school year the percentage of completed questionnaires will increase from 20%.

16. Small Numbers of Students Exchange a percentage/number of students in scoring plan for all the students hitting a particular level of growth Scoring Plan Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Target ScoreExceptional (4)Full (3)Partial (2)Insufficient (1) 75% 2 students 1 student Scoring Plan Objective Attainment Level Based on All Students Achieving Particular Target Score Number of StudentsExceptional (4)Full (3)Partial (2)Insufficient (1) 100%>90%>80%>70%<70%

17. Activity 1 Using the example provided, determine whether it meets the requirements of SMART goals. Can you answer the key questions through reading the example?

18. Activity 2 Using your own examples, determine whether they meet the requirements of SMART goals and can you answer the key questions through reading these examples? OR Develop one of your goal statements and consider ways in which the goal may fleshed out for the use of an educator.