Presentation on theme: "STUDENT GROWTH OBJECTIVES FOR CAREER AND TECHNICAL EDUCATION Agriculture, Food, and Natural Resources."— Presentation transcript:
STUDENT GROWTH OBJECTIVES FOR CAREER AND TECHNICAL EDUCATION Agriculture, Food, and Natural Resources
2 Objectives for Today Part 1 Clarify the general requirements for SGOs Describe the components of the SGO process Part 2 Provide examples of SGOs and analyze their components Apply SGO concepts to create high quality SGOs
3 Why Student Growth Objectives (SGO)? The fundamental obligation of education is to at least ensure that all students are making appropriate gains relative to the time they spend in classrooms. (ASCD 2012) Studies have shown increased student performance when clear objectives are given.
4 Whats it worth?
5 What Do Effective Teachers Do? Teach a curriculum that is aligned to standards. Determine the needs of students using several methods. Differentiate instruction based on needs of students. Set goals for students appropriate readiness level. Use quality assessments to measure student performance. Work collaboratively to improve student achievement. Formally document process while being supported to do them well.
6 Steps of the SGO Process SGO framework development: What learning should be measured during timeframe? What should students be able to do? What should students know? Step 1 Determine a quality assessment aligned to NJCCCS or CCSS (choose, create or modify). Step 2 Determine students starting points. Step 3 Set ambitious & achievable SGOs principal approval. Step 4 Track progress, refine instruction. Step 5 Review results, score, consult with principal/supervisor.
7 What is a Student Growth Objective? A long-term academic goal that teachers set for groups of students, that are: Specific and measureable Aligned to curriculum standards Based on available prior student learning data A measure of student learning between two points in time
8 Showing Student Growth Growth : an increase in learning between two points in time, such as that indicated by: Acquisition of knowledge or skill from a particular starting point or readiness level. Development of a portfolio indicating a change in skill or knowledge over a period of time. Difference in learning on pre- and post-tests.
9 SGOs and SMART goals Typical Usage of SMART SGOs Must BeSGOs Require a Teacher to SSpecific Describe how many students learn what or grow by how much MMeasurable Compare starting points to ending points using assessments of some type AAchievableAmbitious but Achievable Determine a reasonable amount of growth according to knowledge of students RRelevant Align SGOs to standards TTime-related Set an appropriate instructional period
10 September By Nov. 15* By Feb. 15 By end of school year TEACHERS Timeline Consult with evaluator to set SGO Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Verify assessment Determine students starting points Set SGO Track progress, refine instruction Review results and score Consult with evaluator to discuss SGO rating Year long SGO process Accommodate for semester courses
11 Assessment Formative and Summative Begin With the End in Mind Formative What do the students already know? What can the students already do? Summative What should students be able to do? What should students know?
12 Assessment What do you want your students to KNOW ? A.(5).4 System management activities in natural habitats and the important relationship between natural resource preservation and human intervention A.(5).5 Control and management procedures and techniques that protect or maintain natural resources in a variety of settings A.(6).4 public policies and regulations impacting environmental services A.(6).6 How to use surveying and drafting tools, equipment, machinery, and technology to accomplish planning and other tasks in this pathway
13 Assessment What do you want your students to DO ? A.(5).3 Apply scientific principles and processes to natural resource system problems and issues when planning natural resource management activities A.(6).6 Use surveying and drafting tools, equipment, machinery, and technology to accomplish planning and other tasks in this pathway C.(5).4 Identify, describe, and develop system management activities in natural habitats to demonstrate recognition of the important relationship between natural resource preservation and human intervention C.(6).5 Apply scientific principles to the study of environmental service systems in order to facilitate development of solutions to environmental issues, problems, and applications.
14 Assessment Types of Assessments (How will they show what they know) Options: Select a third party assessment Create a new assessment Modify an existing assessment (Final Exam)
15 Assessment Types of Assessments Traditional Assessments Portfolio Assessments Performance Assessment Practice tests and/or modified final exams Research and writing Lab notebook Portfolio of work Project-based assessment Skills demonstration Programming, designing, organizing etc. Dramatic performance Practical performance
16 Assessment Depth of Knowledge
17 September By Nov. 15* By Feb. 15 By end of school year TEACHERS Timeline Consult with evaluator to set SGO Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Verify assessment Determine students starting points Set SGO Track progress, refine instruction Review results and score Consult with evaluator to discuss SGO rating Year long SGO process Accommodate for semester courses
18 SGOs – Requirements & Recommendations
19 Distinguishing Between SGO Types GeneralTargeted Captures a significant proportion of the students and key standards for a given course or subject area Focuses on a particular subgroup of students, and/or specific content or skill
20 Got Rigor? 100% attainment is probably not rigorous enough! 100% of the Culinary students will be able to demonstrate proficiency in knife skills with a score of 70% or better. or 85% of the Culinary students will score a 90% or better on a catering plan final project.
21 Limited skills or scope? 75% of students will complete an oil change on a vehicle in 30 minutes or less and score 70% accuracy on task. Or 80% of the automotive students will score 80% or better on a portfolio assessment that includes a written assessment and performance assessments on customer service, shop procedures, oil change, fluid assessment, brake assessment and related documentation.
22 Example 1 A STEM program teacher focuses an SGO on the Design (problem-solving) process. The teacher develops a portfolio assessment that requires students to demonstrate the skills of critical thinking and documenting the problem-solving/design process. The teacher sets an SGO for the class based on pre- assessing students. Students build a portfolio throughout the year that will be graded by a rubric.
23 Example 2 An Agriculture teacher teaches one section of Principles of Agricultural Science-Animal, one section of Food Science and Safety, and two sections of Introduction to Agriculture, Food, and Natural Resources. They set one SGO for Principles of Agriculture and one SGO for Introduction to Agriculture, Food and Natural Resources (majority of students). The assessments are portfolio-based and include 9.4 standards
24 Example 3 A Culinary Arts Instructor pre-assesses their students with a culinary-related math test. The results were varied, but many of the students were unable to complete the test well. The Instructor sets one SGO to measure math skills in particular. The SGO will be tiered and address Common Core State Standards for math and NJCCCS 9.3 standards.
25 Example 4 A Child Care teacher pre-assesses their students and finds on the free response portion that many students were unable to write clearly or cite evidence to support their points of view. The teacher then sets one of their SGOs 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.
26 Grade:SubjectNumber of StudentsInterval of Instruction Full year Semester Other ________ Name of AssessmentSGO Type General Specific Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Student Growth Objective Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Scoring Plan Objective Attainment Based on Percent and Number of Students Achieving Target Score Target Score Exceptional (4)Full (3)Partial (2)Insufficient (1)
27 Grade:SubjectNumber of Students Interval of Instruction Juniors Animal and Plant Biotechnology 15 Full year X Semester Other _________ Name of AssessmentCapstone Project (Portfolio with Lab Notebook)SGO Type General X Specific Rationale for Student Growth Objective This SGO covers all of the junior class and the following New Jersey Standards: NJCCCS Century Life & Career Skills: A.1, A.2, A.3; A.(2) A.(5).3, Written: Portfolio Reflections show a connection between prior learning and new information Practical: Students will complete all labs as they relate to Animal and Plant Biotechnology Student Growth Objective Written : At least 85% of the students will attain a score of 85 points or above on the Portfolio Assessment Rubric. Practical: At least 90% of the class will score at least 85% on each lab. Baseline Data Written: Pre-assessment test. Average Score was 35% of the content knowledge needed Practical: Beginning lab 80% of student scored a 70% on introductory lab. Scoring Plan Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Target ScoreExceptional (4)Full (3)Partial (2)Insufficient (1) 100 points on Portfolio 100% on labs At least 95% of studentsAt least 85% of students At least 70%Less than 60% of students
28 September By Nov. 15* By Feb. 15 By end of school year TEACHERS Timeline Consult with evaluator to set SGO Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Verify assessment Determine students starting points Set SGO Track progress, refine instruction Review results and score Consult with evaluator to discuss SGO rating Year long SGO process Accommodate for semester courses
29 Tracking Progress Track progress and adjust instruction as needed – Individual students – Whole class Adjust SGO as necessary within timeframe
30 September By Nov. 15* By Feb. 15 By end of school year TEACHERS Timeline Consult with evaluator to set SGO Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Verify assessment Determine students starting points Set SGO Track progress, refine instruction Review results and score Consult with evaluator to discuss SGO rating Year long SGO process Accommodate for semester courses
31 Set Growth Objectives Scoring Rubric Attainment of Student Growth Objective Exceptional 4 Full 3 Partial 2 Insufficient 1 Teacher has demonstrated an exceptional impact on learning by exceeding the objective. Teacher has demonstrated a considerable impact on learning by meeting the objective. Teacher has demonstrated some impact on learning but did not meet the objective. Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.
32 Set Growth Objectives Tiered SGO Scoring Guide Groups Target Score on Final Assessment Objective Attainment Based on Percent of Students Achieving Target Score Exceptional 4 Full 3 Partial 2 Insufficient 1 Low70% At least 90% At least 80% At least 70% Less than 70% Medium80% High90%
33 Student Growth Objective Preparedness Group (e.g. Low, Medium, High) Number of Students in Each Group (Total) Target Score on Post- Assessment (%) Number of Students Required for Full Attainment Low36/ Medium21/ High8/ Scoring Plan Preparedness Group Target Score on Final Assessment Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Exceptional Attainment (4) Full Attainment (3) Partial Attainment (2) Insufficient Attainment (1) Low70 >85% students (31-36) 70% students (25-30) 55% students (18-24) <55% students (0-17) Medium80 >85% students (19-21) 70% students (15-18) 55% students (11-14) <55% students (0-10) High90>85% students (8) 70 % students (6-7) 55% students (4-5) <55% students (0-3)
34 Set Growth Objectives SGO Scoring Guide Target ScoreAttainment Level in Meeting Student Growth Objective 80% or Higher on Final Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1 Percent of Students Meeting Target Greater than 84% 70-84%55-69% Less than 55%
35 Possible Steps of the SGO process in Agriculture- Consider program objectives, essential questions, agriculture standards and the CCS and NJCCC standards. Utilize check for understanding assessments (CASE) or use other approved assessment(s).CASE 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.
36 FAQs Will DOE/OCTE be developing SGOs or assessments that will be used in similar programs across the state? No, NJ has chosen to allow district flexibility in the SGO process and is encouraging districts to develop SGOs and assessments of their own choice. How will instructors know extent of growth to expect? SGOs should be designed from the teachers expertise with knowledge of the subject matter and students. The SGO process can be adjusted and modified by February 15 th with approval.
37 FAQs Should SGOs look different for students with learning disabilities? An SGO should be the same for a variety of learners. However, the SGO may be tiered (rather than simple) and can measure growth or mastery.tiered 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)
38 FAQs Can a CTE teacher develop an SGO that pertains to literacy? Yes, literacy should be addressed in CTE, therefore one of the SGOs can address learning based on the CCSS for literacy in technical subjects and will most likely be evident in a portfolio type of assessment. Should SGOs be set to assess content knowledge only, similar to an end-of-program assessment or final exam? No, SGOs can be developed in a variety of ways and could include multiple elements of assessments. Some CTE programs would benefit the students to assess a particular process (Design process, trouble shooting, or customer service) or skills that demonstrate growth of learning.
39 FAQs Can a final exam, NOCTI or other end-of-program test be used? These are Not generally recommended to use for SGOs as they do not generally measure what should be learned during the specified timeline. Teachers can create new assessments based on these exams but modified to assess only what the students should have learned during the timeframe. Also, these EOP test questions and results are generally not disaggregated enough to measure appropriate expectations for participators or concentrators & would typically need to be given too early for completers. The results are needed to be analyzed by the time for teacher conference with the administrator (early May?)
40 Final Thoughts on SGOs Focus on what is most important/effective for students Re-creating the wheel is NOT necessary! Revised assessments may be used It should be good, but doesnt have to be perfect! Support each other and share!
41 Fortunate are the flexible, they shall never be bent out of shape
43 1.Student Growth Objectives require a specific test in addition to what already is used for the class/program. (T / F) 2.SGOs must be designed to ensure all students attain 100% mastery of the course material although the amount of each students growth varies. (T / F) 3.SGOs are 25% of a teachers final evaluation. (T / F) For CTE teachers it is 15% 4.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) 5.SGOs are only required for year-long courses. (T / F) 6.Objectives approved by the principal cannot be revised by the teacher after November 30 th. (T / F) (Objectives are due the 15 th of November but they can be revised through a meeting with the principal up to February 15 th ) 7.Performance-based assessments cannot be included in SGOs. (T / F) 8.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) 9.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) 10. The purpose of SGOs is to document that each teacher demonstrates an exceptional impact on learning by exceeding their objective(s). (T / F)