Why set Student Growth Objectives (SGOs)?  Currently the Aldine Growth Model used to measure student growth can only be applied to teachers in content areas with standardized assessments  We need a way to measure student growth for teachers and staff members in non-tested grades and subjects (more than ½ of the teachers and staff members in the district)  AISD will be using Student Growth Objectives (SGOs) to measure the impact of these teachers and staff members

Student Impact: Student Growth Objectives  Goals: Accurately measure student growth for all teachers and staff members Ensure equity and rigor in the process Differentiate Highly Effective, Effective, and Ineffective teachers and staff members

Final INVEST Rating Part A: Teacher Practices Highly EffectiveEffectiveNeeds ImprovementIneffective Part B: Student Growth Highly Effective HEENI Effective EENII Needs Improvement NI I Ineffective NIIII

What is an SGO?  A Student Growth Objective (SGO) is a long term academic goal that teachers and staff members set for groups of students  SGOs should be: Specific Measurable Based on baseline student data Aligned to state and/or local standards Based on progress, mastery, or both

Who Sets SGOs? Core Instructional Staff High School Teachers in Non- Tested Grades/Subjects PreK Teachers Non-Core Instructional Staff Career and Technology Dyslexia Foreign Language GAP Performing Arts Physical Education Health Visual Arts Skills Specialists Special Education Teachers Response to Intervention Credit Recovery/Online Learning Hall Compass Non-Instructional Staff Academic Assessment and Data Specialists Assessment Specialists and LSSPs Athletic Trainers/Athletic Coordinators/Head Football Coaches Counselors, Social Workers, Special Ed Counselors Information Literacy Specialists Nurses Occupational Therapists, Physical Therapists, Adaptive PE, and Orientation & Mobility Pregnancy Related Services Speech Pathologists/Dyslexia Specialists Technology Specialists

Components of an SGO  Priority of Content Population: Which students will the objective address? Instructional Time: How often do you meet with students and for how long? Aligned Standards: What specific standards will the objective address?  Evaluation and Assessment/Evidence Assessment/Evidence: How will student growth be measured? Data Collection: How often will assessments be administered and data collected? Scoring: How will evidence be collected and scored (including scoring guides, rubrics, etc…)  Rigor of SGO Baseline Data: Where are students at the beginning of the semester/year? Expected Growth: How much are your students going to grow? Evidence of Growth: Does the SGO indicate measurable student growth? Is the rationale included in the SGO?

Objective Setting Process  Objective setting is a collaborative process between staff members, district level experts and appraisers Allows for ongoing conversations about expectations for student growth Creates a level of equity across campuses for each unique staff group Promotes staff member reflection on student academic progress and instructional practice(s)

Objective Setting Steps  Step 1: Collect baseline data  Step 2: Staff members write the initial draft of their objective  Step 3: Staff members, district level experts, and appraisers reach consensus on the objective  Step 4: Check progress towards meeting the objective  Step 5: Assess whether the objective has been met

SGO Document Review

 SGO Checklist Used by staff members, district level experts, and appraisers to ensure the SGO meets district standards  SGO Setting Form Used by staff members to create their SGO  SGO Rubric Used by appraisers to evaluate the SGO  SGO Process Timeline Used by staff members, district level experts, and appraisers to maintain deadlines SGO Document Review

SGO Checklist

SGO Setting Form

SGO Evaluation Rubric

SGO Process Timeline

Communication and Support

 Purpose Teachers need to understand why SGOs are important and be invested in how the SGO system will support their growth as educators.  Foundation Change can be challenging, so it’s important to connect new learning to previous experiences (i.e., SGOs are a way to measure what you as educators already do).  Scaffolding SGO training should take into account the pre-existing knowledge of teachers and scaffold development over the course of the year. Purpose & Communication: Why set SGOs?

 Specificity and timeliness An expert (i.e., principal, assistant principal, or district level expert) should diagnose specific needs and closely monitor a teacher or staff member’s progress towards their SGO and offer immediate feedback. The more targeted this feedback, the more likely it is to be actionable.  Explicit instruction Feedback should be followed by explicit steps on how to improve practice that can be sequenced over time.  Consistency Feedback needs to be an ongoing process. Teachers should continually revisit specific actions to evaluate their progress towards their SGO and adjust future plans accordingly. Feedback: Help teachers improve their practice through the SGO process

 Accuracy Teachers need to believe that SGOs have face validity (i.e., align with their values and accurately represent their performance).  Attainability Teachers will only persist in the face of challenge if they ultimately believe that the end goal is possible to achieve. If they perceive the SGO is impossible, they will disengage from pursuing the goal. Accuracy & Attainability of the Measures: What are SGOs and how are they measured?

Thank you!  Please don’t hesitate to reach out with questions or concerns regarding Student Growth Objectives, SGO documents, or the objective setting process. Dawn Rodriguez: Denise Simons: