1. AchieveNJ Updates 2017-2018 Franklin Lakes Public Schools
Dr. Lydia E. Furnari, Superintendent
Information provided by the New Jersey Department of Education
This presentation provides information regarding AchieveNJ, the regulations developed for compliance with TEACHNJ, N.J.S.A. 18A:6, P. L Chapter 26. It is very important that you take the time to get to know this information. Once you have reviewed the presentation, please follow up with your building principal with any questions you may have.

2. Multiple Measures for Evaluating Teachers
AchieveNJ relies on multiple measures of performance to evaluate teachers.
These measures include components of both student achievement and teacher practice.
All New Jersey teachers receive a summative evaluation rating of Highly Effective, Effective, Partially Effective or Ineffective.
Components used to determine these ratings vary depending on the grades and subjects taught.
AchieveNJ is a system that relies on multiple measures of rating the performance of teachers and administrator, in order to ensure high quality educational experiences for students. Student achievement data as well as teacher practice are measured through the use of teacher-made and state assessments, classroom observation and evaluation. A rating scale of 1 through 4 is used to assign scores of Ineffective, Partially Effective, Effective, or Highly Effective. We will review the details of the component parts during this presentation.

3. Multiple Measures for Evaluating Teachers
Teacher Practice
Based on classroom observations
Student Growth Objective (SGO)
Set by teacher and principal
Student Growth Percentile
(SGP)
Based on state assessment
Summative Rating
Overall evaluation score
This chart briefly describes the components of the annual summative rating, or overall evaluation score. You will note that some teachers scores include both Student Growth Objectives (All teachers and principals) and Student Growth Percentiles (LAL Teachers of grades 4-8 and Math Teachers of grades 4-7). Teacher practice scores are included for all teachers.
Teachers of grades 4-8 LAL and 4-7 Math
All teachers and principals

4. Teachers in Tested Grades and Subjects
4th-8th grade Language Arts and 4th-7th grade Math teachers with students having baseline and end-of-year scores available from state standardized assessments.
At least 20 separate students with SGP scores
Students must be enrolled in the teacher’s class for at least 70% of the school year.
If two or three years of data are available, the Department of Education will either choose the median score of the current roster, or the median score of all student scores for available years.
Teachers of students in grades 4-8 (Language Arts) and 4-7 (Mathematics), earn a median Student Growth Percentile score (mSGP). The New Jersey Department of Education determines the mSGP. This is not a score that the school district assigns. In order to earn an mSGP, a teacher must be assigned at least 20 students who earn an SGP score. In order to earn an SGP score, a student must have state standardized assessment scores for 2 consecutive school years. These 20 or more students must be enrolled in a teacher’s class for at least 70% of the school year (as determined by the school district’s enrollment and attendance records).
If a teacher of Language Arts or Mathematics teaches fewer than 20 total students in a given year, the rosters of previous school years are used to reach the 20 student or more mark, if two or three years of data are available.

5. How are Teachers in Tested Grades Scored?
30% of a teacher’s overall evaluation rating is based on SGP data from state standardized assessments.
15% is based on Student Growth Objective (SGO) data from one or two measures set by a teacher and their principal
55% is based on teacher practice (observations)
Teachers assigned to tested grades earn an overall summative rating consisting of three components. The distribution has reverted back to those percentages originally in place prior to the change from NJASK to PARCC - 55% teacher practice, 15% SGO score, and 30% mSGP score.

6. How are Teachers of Non-Tested Grades & Subjects Scored?
85% of a teacher’s overall evaluation rating is based on teacher practice (observations).
15% is based on SGO data from two measures set by the teacher and their principal.
Teachers assigned to non-tested grades and subjects earn an overall summative rating consisting of two components. The distribution is 80% teacher practice, and 20% SGO score.

7. Teacher Practice
Teacher practice is measured by performance on a teacher practice instrument. The Franklin Lakes Public Schools use McREL.
Required observations
Non-Tenured Teachers – 3 Observations
Tenured Teachers – 2 Observations
Any teacher ending the previous school year with an Ineffective or Partially Effective rating – Plus one observation as part of their Corrective Action Plan
The Franklin Lakes Public Schools use the McREL teacher evaluation system to rate teacher practice, through the observation and evaluation process. Training in the use of McREL will be presented separately. The McREL system generates a Teacher Practice score based on the Summative Evaluation entered by a teacher’s primary evaluator. This Teacher Practice score becomes part of the overall evaluation rating. Other Educators are evaluated using a variety of District created rubrics rather than the McREL tool. AchieveNJ requires that all Non-Tenured teachers have a minimum of three (3) observations per school year. Tenured teachers will have a minimum of 2 observations. Any teacher working for a partial school year may have that number prorated according to the requirements of AchieveNJ. If a teacher earns an Ineffective or Partially Effective rating in the previous school year, an additional observation is required as part of a Corrective Action Plan, as mandated by AchieveNJ.

8. Observation Requirements Summary
Teacher Status
Minimum # of Observations (at least 20 minutes each)
Multiple Observers
Non-Tenured 3
Required
Tenured 2
Recommended
Corrective Action Plan
Plus One
Additional Notes on Observation:
Announced vs Unannounced: Within the minimum requirements, all teachers must have at least one unannounced and one announced observation with a pre-conference.
Non-tenured teachers present for less than 40% total school days in an academic year: a minimum of 2 observations are required.
Post-conferences: Post-conferences must all be face-to-face for non-tenured teachers and at least one must be face-to-face for tenured teachers.
This slide depicts the minimum number and minimum length of observations for both Non-Tenured and Tenured teachers. It should be noted that a school district has the discretion to perform more than the minimum requirement. In addition to the number and length of observations, AchieveNJ outlines the notion of announced versus unannounced observations. All teachers must have at least one unannounced and one announced observation. The rest of the observations performed can be either announced or unannounced, as determined by district administrators. We make every effort to ensure consistency with this process. Announced observations require a pre-conference and a post-conference. Unannounced observations only require a post-conference. Any teaching staff member working under a Corrective Action Plan will receive at least one additional observation as part of the minimum number required. In the event that a teacher is present for less than 40% of total school days in an academic year, a minimum of 2 observations is required.

9. Observation & Evaluation Tools
Teachers are evaluated using the McREL Teacher Evaluation Tool located on our website under the Faculty tab.
Other Certified Staff are evaluated using locally designed evaluation rubrics located on our website under Teacher & Principal Evaluation.

10. Accessing Information
New Jersey Department of Education web-site:
Franklin Lakes Public Schools web-site found on Dr. Furnari’s Superintendent’s web-page, “Teacher and Principal Evaluation”:
sp?uREC_ID=420408&type=d&pREC_ID=918619
Links to a variety of resources are included in this presentation. The New Jersey Department of Education web-site has a page dedicated to AchieveNJ, where important resources are accessible. In addition the Franklin Lakes Public Schools web-page also includes links to important information, found on the Superintendent’s web-page, under Teacher & Principal Evaluation.

11. What is an SGO?
Student Growth Objectives (SGOs) are academic goals set for groups of students by their teacher and principal.
Aligned to academic standards
Measured by various high quality assessments
Differentiated, ambitious and achievable
Must include a significant proportion of the standards, course work, and students for which the teacher is responsible.
All Teachers must create two (2) tiered SGOs as recommended by NJDOE for the school year.
Now, lets take some time to review information regarding Student Growth Objectives (SGOs). SGOs are academic goals set for groups of students by their teacher and principal. These goals are designed based on a variety of pertinent student achievement data, grade level expectations and discussions between teachers and administrators. AchieveNJ requires that SGOs be aligned to academic standards that cover a significant proportion of the course taught by the teacher. Student outcomes must be measured by high quality assessments. These can be teacher-made assessments, or commercial valid and reliable educational assessment tools. The SGOs must ambitious and achievable, and must be differentiated appropriately for the students assigned to the teacher.

12. Timeline for SGO Process
Teachers, supervisors meet to discuss and agree on SGOs by
October 31st
Adjustments to SGOs can be made with approval by
February 15th
Teachers, supervisors meet to discuss SGOs and other measures by the end of the school year.
(Date to be determined by the district)
Here is a timeline for the SGO process. Teachers and their supervisor (Principal) must meet to discuss and agree on the SGO. SGOs must be designed, and approved by the principal no later than October 31st of a given school year. Any necessary adjustments to the SGO must be made and approved by the principal by February 15th of a school year. All SGO outcomes must be discussed with a teacher’s principal by the end of the school year. Here in Franklin Lakes, that means that the SGO results are finalized by the teacher as part of preparations for the annual Summative conference. As a reminder, Non-Tenured teachers will have their Summative conference prior to April 30th, while Tenured teachers Summative conferences occur later.
It is extremely important that you visit the NJDOE web-site using the link on this slide, and that you review the contents of the SGO Guide Book 2.1.
IMPORTANT - NJDOE SGO Overview:

13. SGO Process
Choose or develop a quality assessment aligned to the standards.
Determine students’ starting points.
With supervisor input and approval, set ambitious yet achievable student learning goals.
Track progress and refine instruction accordingly.
Review results and discuss score with supervisor.
Collaboration
Collaboration
Integration
Step 2
Step 4
September By Oct By Feb By end of school year
In order to design high quality, ambitious and achievable SGOs, teachers must follow a series of steps. Once the standards to be evaluated have been chosen, it is important to decide exactly how student attainment of the standards will be measured. It is equally important to determine a starting point for each student, based on all of the available data. This can include quantifiable historical assessment or achievement data, data gathered through a pre-assessment, and other evidence deemed appropriate by the teacher and principal. No SGO can be implemented without the approval of a teacher’s supervisor (principal). Teachers must track student progress throughout the school year. As previously noted, there is an opportunity for a mid-year check-in with the principal. Any adjustments that need to be made to the SGO must occur no later than February 15th. Final SGO results must be determined and submitted to the principal by the end of the school year (Summative conference).
Step 1
Step 3
Step 5
Optional mid-year check-in
Adjustments to SGOs can be made with approval
Assessment Design
Innovation
Collaboration
Collaboration
Collaboration

14. Use Assessment Approaches that Make Sense
Traditional Assessments
Portfolio Assessments
Performance Assessment
National/State tests (e.g., Advanced Placement, DIBELS, EOC Biology)
District, school and departmental tests (e.g., final exams, modified as necessary)
Teaching Strategies Gold® (pre-K, K)
Writing and reflection samples (LAL)
Laboratory research notebook (sciences)
Portfolio of student work (visual and performing arts, etc.)
Student project-based assessments (all subjects)
Lab Practicum (sciences)
Sight reading (music)
Dramatic performance (drama)
Skills demonstration (physical education)
Persuasive speech (public speaking)
It is advisable to choose assessment tools that lend themselves to the subject being taught. This slide lists several suggestions.

15. Determine Student Starting Points: SAMPLE
In order to place students in levels of preparedness, benchmark scores for each of the data points used should be determined. Here is a sample of data used to place students in the High, Middle, or Low preparedness levels in a high school English class. Three tools are used in this sample to demonstrate the measures used for level placement.

16. SAMPLE Scoring Plan
Using knowledge of the students, standards, and SGO assessment, agree upon a vision for student mastery of the standards you have selected for your SGO.
Next, the teacher would place students in one of the three levels of preparedness, and establish target scores for each group. In order for the teacher to attain a particular score, a scoring plan is then developed. Scores range from Exceptional (4) to Insufficient (1), based upon the percentage or number of students achieving the SGO in each of the levels of preparedness. Applicable percentages can be determined by the teacher and principal, based on all available information. The table on this slide is an example provided by NJDOE.

17. Integrating SGOs into the Typical Cycle of Teaching and Learning
In what ways can student learning be improved by using SGOs as a tool to enhance and inform teaching?
SGO 2.1
Assessment Design
Collaboration
Integration
Innovation
The importance of monitoring cycles
The four purposes of assessment
Using assessment data to inform instruction
The importance of step four
The department recommends integrating SGOs into the regular instructional cycle of the existing course for which the SGO is created.

18. Monitoring Cycles A process by which teachers…
Analyze
Collect
Implement
Plan
A process by which teachers…
Plan – Develop curriculum, instruction, and assessments
Implement – Teach
Collect – Gather indicators of student progress
Analyze – Identify trends, patterns, and misconceptions; decide what needs more reinforcement or re-teaching
Plan – Refine the plan based on analysis of the data
In addition, a monitoring cycle that allows for planning, implementation, data collection, data analysis and time to refine the plan should be in place. This is in keeping with the required timeline discussed previously.

19. What is an SGP?
Student Growth Percentile (SGP) consists of data that represents the growth of an individual student on state standardized assessments from one year to the next.
NJDOE measures that growth and compares it to a student’s “academic peer group”, or students with a similar academic history.
The SGP is the median percentage between 1 and 99 of a teacher’s students, which is then translated into a score of 1.0 to 4.0.
As noted earlier, the Student Growth Percentile (SGP) is the measure of a student’s progress from one state assessment to the next. NJDOE gathers all of the state assessment data for each student, and creates academic peer groups consisting of students across the state with a similar academic history. The student is then assigned an SGP based on a comparison of their consecutive assessment scores. In order for a teacher to earn a median SGP (mSGP) score, the state calculates the median of all of the SGP scores for students on the teacher’s roster for either Language Arts or Mathematics. In the event that a Language Arts or Mathematics teacher has fewer than 20 students across all of their ELA or Math classes, scores are banked for a period of 2 or 3 years, until the total number of students is 20 or higher.

20. Professional Development and Support
Improved Evaluation – Educator feedback, data and information
School Improvement Panel (ScIP) – School-based group that ensures effective oversight of mentoring activities, evaluation, identifying PD opportunities, and conducting mid-year evaluation of teachers rated Ineffective or Partially effective in the most recent annual summative evaluation.
ScIP web-page:
There is a wealth of information available on the district website, and on the NJDOE website concerning opportunities and processes for professional development and support. AchieveNJ requires that each school have a School Improvement Panel (ScIP), and that each district have a District Educational Advisory Committee (DEAC). To learn more about the ScIP and DEAC, please visit the NJDOE website link provided.

21. Professional Development and Support (continued)
Mentoring for novice teachers
Individual Professional Development Plans and ongoing PD opportunities
Corrective Action Plan (CAP) – any teaching staff member rated Ineffective or Partially Effective on his or her evaluation receives additional support through the CAP. The CAP is created by the teacher and their administrator. The CAP is linked to the earning and keeping of Tenure.
NJDOE requires all novice teachers to be assigned a mentor teacher. The relationship between a novice teacher and their mentor is extremely important. All mentor teachers must undergo training in the process in order to best support the novice teacher to whom they are assigned.
All teachers are required to develop an individual professional development plan with their supervisor. This plan must include PD goals and the means by which those goals will be attained. In the event that a teacher earns a rating of Ineffective or Partially Effective, a Corrective Action Plan must be created. The corrective action plan must focus on any area(s) or skill(s) found to have contributed to the low rating in the prior year. A Corrective Action Plan must be in place in these circumstances no later than September 15th of the year following the rating of Ineffective or Partially Effective.

22. Evaluation and Tenure
Tenure is awarded after 4 years, with ratings of Effective or Highly Effective in at least 2 of the 4 years of employment.
Year 1 – Teacher participates in the district’s mentoring program. Teacher receives a summative rating, but rating does not count toward tenure acquisition.
Years 2, 3, and 4 – Teacher receives an Effective or Highly Effective summative rating in at least 2 of these three years. (Teachers working under a CE or CEAS continue to be mentored in year 2, but need to be rated as Effective or Highly Effective as noted here.
Only then is tenure granted.
Another change directly related to TEACH NJ and AchieveNJ deals with Tenure. Staff hired on or after August 6, 2012 earn Tenure after the completion of 4 years and 1 day. Those hired before August 6, 2012 earned their Tenure after 3 years and 1 day of employment. In order to earn Tenure, a teacher must earn ratings of Effective or Highly Effective in at least 2 of the 4 years of employment, within years In Year 1 of a teacher’s employment, the teacher participates in the district’s mentoring program and does receive a summative rating. This rating does not count toward tenure acquisition. If all of these provisions are met and the teacher remains employed by the district, Tenure is then able to be granted.

23. Ineffective or Partially Effective Ratings for Tenured Teachers
Summative Rating A
Summative Rating B
(Consecutive)
Action
Ineffective
The superintendent shall file a charge of inefficiency.
Partially Effective
The superintendent may file a charge of inefficiency, or may defer by filing written evidence of exceptional circumstances. After the following summative evaluation (3rd consecutive), the superintendent shall file a charge of inefficiency if the rating is Ineffective or Partially Effective.
In the event that a teacher earns Ineffective and/or Partially Effective ratings for 2 consecutive academic years, Inefficiency charges may be filed. This chart indicates the circumstances that trigger filing of these charges. Please note that 2 Ineffective ratings as well as a Partially Effective Rating in one year with an Ineffective rating in the next require the superintendent of schools to file a charge of inefficiency. There is no discretion under these circumstances.

24. NJDOE Resources
New Jersey Department of Education provides resources related to AchieveNJ, Teacher Evaluation and Professional Development. Please visit their website at: