Presentation on theme: "Student Growth Objectives for Career and technical education"— Presentation transcript:
1Student Growth Objectives for Career and technical education Agriculture, Food, and Natural Resources
2Objectives for Today Part 1 Clarify the general requirements for SGOs Describe the components of the SGO processPart 2Provide examples of SGOs and analyze their componentsApply SGO concepts to create high quality SGOsGive the SGO quiz…. After this slide
3Why Student Growth Objectives (SGO)? “The fundamental obligation of education is to at least ensure that all students are making appropriate gains relative to the time they spend in classrooms.” (ASCD 2012)Studies have shown increased student performance when clear objectives are given.The 2010 study provides separate effect sizes for setting objectives(0.31) and providing feedback (0.76). These translate to percentile gains of12 points and 28 points, respectively.
4What’s it worth?Talk about the new teacher evaluation system-
5What Do Effective Teachers Do? Teach a curriculum that is aligned to standards.Determine the needs of students using several methods.Differentiate instruction based on needs of students.Set goals for students appropriate readiness level.Use quality assessments to measure student performance.Work collaboratively to improve student achievement.Formally document process while being supported to do them well.
6Steps of the SGO Process SGO framework development: What learning should be measured during timeframe? What should students be able to do? What should students know? Step 1 Determine a quality assessment aligned to NJCCCS or CCSS (choose, create or modify). Step 2 Determine students’ starting points. Step 3 Set ambitious & achievable SGO’s principal approval. Step 4 Track progress, refine instruction. Step 5 Review results, score, consult with principal/supervisor.Discuss how the steps compare to what effective teachers do!
7What is a Student Growth Objective? A long-term academic goal that teachers set for groups of students, that are:Specific and measureableAligned to curriculum standardsBased on available prior student learning dataA measure of student learning between two points in timeAnimated slide that highlights the last point – transition to next slide about growth
8Showing Student “Growth” Growth: an increase in learning between two points in time, such as that indicated by:Acquisition of knowledge or skill from a particular starting point or readiness level.Development of a portfolio indicating a change in skill or knowledge over a period of time.Difference in learning on pre- and post-tests.Psychometricians use the term growth in a very specific way and develop assessments with valid and reliable constructs to measure it. Unless the teacher has access to such a set of assessments, technically, they cannot measure growth of the their students.However, using the term growth more loosely is appropriate for the purposes of SGOs, and can include any of the above examples, e.g. target score of 80% based on rigor of assessment and readiness level of students, improvement by 3 reading levels on DRA test, increase on post test by 50% compared to pre-test, increase in score by one level on a portfolio rubric in at least 70% of elements.
9SGOs Require a Teacher to SGOs and SMART goalsTypical Usageof SMARTSGOs Must BeSGOs Require a Teacher toSSpecificDescribe how many students learn “what” or grow by “how much”MMeasurableCompare starting points to ending points using assessments of some typeAAchievableAmbitious but AchievableDetermine a reasonable amount of growth according to knowledge of studentsRRelevantAlign SGOs to standardsTTime-relatedSet an appropriate instructional periodSetting goals improves performance
10Timeline Consult with evaluator to set SGO TeachersYear long SGO processAccommodate for semester coursesConsult with evaluator to set SGOConsult with evaluator to discuss SGO ratingVerify assessmentTrack progress, refine instructionSeptember By Nov. 15* By Feb By end of school yearQuestion 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed backDetermine students’ starting pointsSet SGOAdjustments made to SGOs with approvalReview results and score*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
11Assessment Formative and Summative Begin With the End in MindFormativeWhat do the students already know?What can the students already do?SummativeWhat should students be able to do?What should students know?
12Assessment What do you want your students to KNOW? A.(5).4 System management activities in natural habitats and the important relationship between natural resource preservation and human intervention A.(5).5 Control and management procedures and techniques that protect or maintain natural resources in a variety of settings A.(6).4 public policies and regulations impacting environmental services A.(6).6 How to use surveying and drafting tools, equipment, machinery, and technology to accomplish planning and other tasks in this pathway
13Assessment What do you want your students to DO? A.(5).3 Apply scientific principles and processes to natural resource system problems and issues when planning natural resource management activities A.(6).6 Use surveying and drafting tools, equipment, machinery, and technology to accomplish planning and other tasks in this pathway C.(5).4 Identify, describe, and develop system management activities in natural habitats to demonstrate recognition of the important relationship between natural resource preservation and human intervention C.(6).5 Apply scientific principles to the study of environmental service systems in order to facilitate development of solutions to environmental issues, problems, and applications.Animated slideUse as example of what standards might be appropriate
14Assessment Types of Assessments (How will they show what they know) Options:Select a third party assessmentCreate a new assessmentModify an existing assessment (Final Exam)Animated slide with 3 options appearing on click
15Assessment Types of Assessments Traditional AssessmentsPortfolioAssessmentsPerformance AssessmentPractice tests and/or modified final examsResearch and writingLab notebookPortfolio of workProject-based assessmentSkills demonstrationProgramming, designing, organizing etc.Dramatic performancePractical performanceFinal exams can be modified for instructional window. AP type exams can be created for students using prior year’s questions so that data is available by the end of the year.
16Assessment Depth of Knowledge Alignment to standards is one piece of the puzzle. Another is the rigor of the assessment. A rigorous assessment ensures that students are being asked to use the sorts of skills that are crucial in order to be ready for college and career.Play video using link – have this link ready to go at the beginning of the presentation for simplicity and flow.
17Timeline Consult with evaluator to set SGO TeachersYear long SGO processAccommodate for semester coursesConsult with evaluator to set SGOConsult with evaluator to discuss SGO ratingVerify assessmentTrack progress, refine instructionSeptember By Nov. 15* By Feb By end of school yearQuestion 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed backDetermine students’ starting pointsSet SGOAdjustments made to SGOs with approvalReview results and score*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
18SGOs – Requirements & Recommendations CTE teachers are required to set 2 SGOs developed in consultation with their Principal or Principal’s designee.SGOs should be appropriate, achievable & rigorousA teachers final SGO rating is determined by the principal.Final grading of student’s growth is recommended to be part of students Final Grade.Question 4 – consultation with principal
19Distinguishing Between SGO Types General TargetedCaptures a significant proportion of the students and key standards for a given course or subject areaFocuses on a particular subgroup of students, and/or specific content or skillUse term “targeted” to avoid confusion with term “Specific”’ in SMART goals.
20Got Rigor?100% attainment is probably not rigorous enough! 100% of the Culinary students will be able to demonstrate proficiency in knife skills with a score of 70% or better. or 85% of the Culinary students will score a 90% or better on a catering plan final project.
21Limited skills or scope? 75% of students will complete an oil change on a vehicle in 30 minutes or less and score 70% accuracy on task. Or 80% of the automotive students will score 80% or better on a portfolio assessment that includes a written assessment and performance assessments on customer service, shop procedures, oil change, fluid assessment, brake assessment and related documentation.
22Example 1A STEM program teacher focuses an SGO on the Design (problem-solving) process. The teacher develops a portfolio assessment that requires students to demonstrate the skills of critical thinking and documenting the problem-solving/design process. The teacher sets an SGO for the class based on pre-assessing students. Students build a portfolio throughout the year that will be graded by a rubric.Review the answers to these stating whether general or specific and why.
23Example 2An Agriculture teacher teaches one section of Principles of Agricultural Science-Animal, one section of Food Science and Safety, and two sections of Introduction to Agriculture, Food, and Natural Resources. They set one SGO for Principles of Agriculture and one SGO for Introduction to Agriculture, Food and Natural Resources (majority of students). The assessments are portfolio-based and include 9.4 standardsReview the answers to these stating whether general or specific and why.
24Example 3A Culinary Arts Instructor pre-assesses their students with a culinary-related math test. The results were varied, but many of the students were unable to complete the test well. The Instructor sets one SGO to measure math skills in particular. The SGO will be tiered and address Common Core State Standards for math and NJCCCS 9.3 standards.
25Example 4A Child Care teacher pre-assesses their students and finds on the free response portion that many students were unable to write clearly or cite evidence to support their points of view. The teacher then sets one of their SGO’s to measure these particular skills. The SGO will address Common Core State Standards for ELA and Literacy in History/Social Studies, Science and Technical Subjects.Review the answers to these stating whether general or specific and why.
26Interval of Instruction Full year Semester Other ________ Grade:SubjectNumber of StudentsInterval of InstructionFull yearSemester Other ________Name of AssessmentSGO TypeGeneralSpecificRationale for Student Growth Objective(Please include content standards covered and explanation of assessment method.)Student Growth ObjectiveBaseline Data(Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)Scoring PlanObjective Attainment Based on Percent and Number of Students Achieving Target ScoreTarget ScoreExceptional (4)Full (3)Partial (2)Insufficient (1)Voice over the way the form is set up and the type of information that goes in each section.
27Interval of Instruction Juniors 15 Name of Assessment Grade:SubjectNumber of StudentsInterval of InstructionJuniorsAnimal and Plant Biotechnology 15 Full year XSemester Other _________Name of AssessmentCapstone Project (Portfolio with Lab Notebook)SGO TypeGeneral XSpecificRationale for Student Growth ObjectiveThis SGO covers all of the junior class and the following New Jersey Standards:NJCCCS Century Life & Career Skills: A.1, A.2, A.3; A.(2).2 A.(5).3,Written: Portfolio Reflections show a connection between prior learning and new informationPractical: Students will complete all labs as they relate to Animal and Plant BiotechnologyStudent Growth ObjectiveWritten : At least 85% of the students will attain a score of 85 points or above on the Portfolio Assessment Rubric.Practical: At least 90% of the class will score at least 85% on each lab.Baseline DataWritten: Pre-assessment test. Average Score was 35% of the content knowledge neededPractical: Beginning lab 80% of student scored a 70% on introductory lab.Scoring PlanObjective Attainment Level Based on Percent and Number of Students Achieving Target ScoreTarget ScoreExceptional (4)Full (3)Partial (2)Insufficient (1)100 points on Portfolio100% on labsAt least 95% of studentsAt least 85% of studentsAt least 70%Less than 60% of students
28Timeline Consult with evaluator to set SGO TeachersYear long SGO processAccommodate for semester coursesConsult with evaluator to set SGOConsult with evaluator to discuss SGO ratingVerify assessmentTrack progress, refine instructionSeptember By Nov. 15* By Feb By end of school yearQuestion 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed backDetermine students’ starting pointsSet SGOAdjustments made to SGOs with approvalReview results and score*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
29Tracking Progress Track progress and adjust instruction as needed Individual studentsWhole classAdjust SGO as necessary within timeframe
30Timeline Consult with evaluator to set SGO TeachersYear long SGO processAccommodate for semester coursesConsult with evaluator to set SGOConsult with evaluator to discuss SGO ratingVerify assessmentTrack progress, refine instructionSeptember By Nov. 15* By Feb By end of school yearQuestion 3 When should SGOs be set – in the first few weeks of the school year once baseline data has been collected. This year the date is pushed backDetermine students’ starting pointsSet SGOAdjustments made to SGOs with approvalReview results and score*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
31Set Growth Objectives Scoring Rubric Attainment of Student Growth ObjectiveExceptional4Full3Partial2Insufficient1Teacher has demonstrated an exceptional impact on learning by exceeding the objective.Teacher has demonstrated a considerable impact on learning by meeting the objective.Teacher has demonstrated some impact on learning but did not meet the objective.Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.Animates to highlight FULL 3 – the level to which SGOs should be set.
32Set Growth Objectives Tiered SGO Scoring Guide GroupsTarget Score on Final AssessmentObjective Attainment Based on Percent of Students Achieving Target ScoreExceptional 4Full3Partial2Insufficient 1Low70%At least 90%At least 80%At least 70%Less than 70%Medium80%High90%Here, students were grouped at the beginning of the year based on their baseline data and set different goals based on this. When calculating an overall rating score for this, the teacher can take into account the number of students in each group and weight her score accordingly.Refer to packet with tiered SGO form with weighted average.
33Student Growth Objective Preparedness Group (e.g. Low, Medium, High) Number of Students in Each Group (Total)Target Score on Post-Assessment (%)Number of Students Required for “Full Attainment”Low36/657025-30Medium21/658015-18High8/65906-7Scoring PlanPreparedness GroupTarget Score on Final AssessmentObjective Attainment Level Based on Percent and Number of Students Achieving Target ScoreExceptional Attainment (4)Full Attainment (3)Partial Attainment (2)Insufficient Attainment (1)Low70>85% students(31-36)≥70% students (25-30)≥55% students (18-24)<55% students(0-17)Medium80(19-21)≥70% students (15-18)≥55% students (11-14)(0-10)High90(8)≥70 % students(6-7)≥55% students(4-5)(0-3)
34Set Growth Objectives SGO Scoring Guide Target ScoreAttainment Level in Meeting Student Growth Objective80% or Higher on Final AssessmentExceptional4Full3Partial2Insufficient1Percent of Students Meeting TargetGreater than 84%70-84%55-69%Less than 55%Talk about the 10-15% range – add to slide to show this.Question, if you do not put 100% of the students does this apply to your objective or your population
35Possible Steps of the SGO process in Agriculture- Consider program objectives, essential questions, agriculture standards and the CCS and NJCCC standards.Utilize check for understanding assessments (CASE) or use other approved assessment(s).Based on pre-assessment, create a SGO that addresses students needs .Document projects and assessments in portfolios, or record and track progression of assessments to fulfill goals and objectives.The red link shows a sample pre-assessment that can be purchased through CASEThe other approved pre and post assessments are in the FAQ section.Student’s preparedness may be based on the age, performance, or past experience of your population
36FAQ’sWill DOE/OCTE be developing SGOs or assessments that will be used in similar programs across the state?No, NJ has chosen to allow district flexibility in the SGO process and is encouraging districts to develop SGOs and assessments of their own choice.How will instructors know extent of growth to expect?SGOs should be designed from the teacher’s expertise with knowledge of the subject matter and students. The SGO process can be adjusted and modified by February 15th with approval.
37FAQ’sShould SGOs look different for students with learning disabilities?An SGO should be the same for a variety of learners. However, the SGO may be tiered (rather than simple) and can measure growth or mastery.How do teachers assigned more than 2 preps determine which class to set SGOs for?Teachers set only 2 SGOs that account for a majority of students. It is recommended to set SGOs that cover students throughout the year (or one per semester if semester classes)So if I teach accounting, software application, horticulture, and programming I may create a SGO that says 85% of the students will increase clarity in business communications by 70 %Or if I teach engineering, land surveying, and logistics I may create a SGO that says 90% of the students will increase application of mathematical skills in their career field as evidenced by a project portfolio.
38FAQ’s Can a CTE teacher develop an SGO that pertains to literacy? Yes, literacy should be addressed in CTE, therefore one of the SGOs can address learning based on the CCSS for literacy in technical subjects and will most likely be evident in a portfolio type of assessment.Should SGOs be set to assess content knowledge only, similar to an end-of-program assessment or final exam?No, SGOs can be developed in a variety of ways and could include multiple elements of assessments. Some CTE programs would benefit the students to assess a particular process (Design process, trouble shooting, or customer service) or skills that demonstrate growth of learning.
39FAQ’s Can a final exam, NOCTI or other end-of-program test be used? These are Not generally recommended to use for SGOs as they do not generally measure what should be learned during the specified timeline. Teachers can create new assessments based on these exams but modified to assess only what the students should have learned during the timeframe.Also, these EOP test questions and results are generally not disaggregated enough to measure appropriate expectations for participators or concentrators & would typically need to be given too early for completers. The results are needed to be analyzed by the time for teacher conference with the administrator (early May?)
40Final Thoughts on SGOsFocus on what is most important/effective for studentsRe-creating the wheel is NOT necessary! Revised assessments may be usedIt should be good, but doesn’t have to be perfect!Support each other and share!
41Fortunate are the flexible, they shall never be bent out of shape
42Use benchmarks, formative assessments etc to keep students on track. Modify SGOs if appropriate (attendance issues, for example)
43Student Growth Objectives require a specific test in addition to what already is used for the class/program. (T / F)SGOs must be designed to ensure all students attain 100% mastery of the course material although the amount of each student’s growth varies. (T / F)SGOs are 25% of a teacher’s final evaluation. (T / F) For CTE teachers it is 15%The final decision on whether or not an objective was met or not must be determined by the end of the school year. (T / F) (Though students should continue to grow in knowledge past May the SGOs will be evaluated before the end of the year)SGOs are only required for year-long courses. (T / F)Objectives approved by the principal cannot be revised by the teacher after November 30th. (T / F) (Objectives are due the 15th of November but they can be revised through a meeting with the principal up to February 15th)Performance-based assessments cannot be included in SGOs. (T / F)Teacher-made assessments are not considered valid or reliable to measure student growth. (T / F) (A careful crafted assessment with high validity can be used)Career and Technical Education Teachers are only required to “set” one student growth objective for the year. (T / F) (All CTE teachers must set two SGOs)The purpose of SGOs is to document that each teacher demonstrates an exceptional impact on learning by exceeding their objective(s) (T / F)