STUDENT GROWTH OBJECTIVES Professional Development and Instructional Issues

STUDENT GROWTH OBJECTIVES Professional Development and Instructional Issues Division Fall 2013

Teacher Evaluation: Overall formula • The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. • New teacher evaluation systems will include the following components: Teacher Practice Stu. Growth Percentile Stu. Growth Objective Summative Rating Performance on a teacher practice instrument, driven primarily through observation State-calculated score that measures individual teacher’s ability to drive growth on NJ ASK NJASK Locally-calculated score that measures an individual teacher’s impact on stu. achievement Overall eval. score that combines the multiple measures of practice and student progress Inputs of Effective Teaching Outcomes of Effective Teaching N. J. A. C. 6 A: 10 -4. 1 2

INTRODUCTION TO STUDENT GROWTH OBJECTIVES All teachers will set Student Growth Objectives (SGOs): • SGOs are long term, specific, and measureable academic goals based on growth and achievement for groups of students. • Establishing an SGO is a collaborative process between teacher and supervisor with the principal having final decision. • SGOs may be based on appropriate national, state, or LEAdeveloped assessments, including rubric-measured portfolios. • In 2013 -14 teachers with an SGP score will set a minimum of 1 SGO. • In 2013 -14 teachers without an SGP score will set 2 SGOs.

WHAT IS A STUDENT GROWTH OBJECTIVE ? A Student Growth Objective is a long-term academic goal that teachers set for groups of students. It must be: • • • Specific and measureable Focused on the right content and /or skills Aligned to state/national standards Based on available prior student learning data Based on growth and achievement Ambitious and feasible

TIMELINE FOR DEVELOPING SGOS * * Suggested timeline from the New Jersey Department of Education

WEIGHTING OF COMPONENTS (TESTED) 45% Student Achievement 55% Teacher Practice Tested Grades and Subjects (Currently grades 4 -8, Math and ELA): 55% from teacher practice and 45% from student achievement measures * The Department will look to incorporate other measures where possible and percentages will change as system evolves.

WEIGHTING OF COMPONENTS (NTGS**) 50% Student Achievement 15% Student Achievement 85% Teacher Practice 50% Teacher Practice Teacher in Non-Tested Grades and Subjects: Weights will be phased in over time to move towards 50% teacher practice and 50% student achievement *The Department will look to incorporate other measures where possible and percentages will change as system evolves. ** Non Tested Grades and Subjects

KEY STEPS AND TIMELINE FOR TEACHERS • Choose or develop a quality measurement tool that is aligned to applicable standards. • Determine students’ starting points in September – October through pre-assessments or other measures. • With supervisor input and approval, set ambitious yet achievable student growth objectives by Nov. 15, 2013; by Oct. 15 in all subsequent years. • Track progress, refine instruction accordingly, make adjustments to SGOs with your supervisor approval’s by Feb. 15. • Review results and SGO scores and discuss them with your supervisor by the end of the school year.

QUALITY MEASUREMENT TOOLS Assessments used to track progress on SGOs can include national standardized tests; statewide assessments; or locallydeveloped measures such as tests, portfolios, etc. • Measurement Tools – Traditional – Portfolio Assessments – Performance Assessments

TRADITIONAL ASSESSMENT • National o DIBELS to AP Exams • State Tests o End – of – Course Exams • District/School/Departmental o Final Exams o Benchmark Tests o Assessments developed in collaborative teams

PORTFOLIO ASSESSMENT • Collection of work over a period of time • True multiple measure of student achievement • Demonstrates wide-range of student growth

PERFORMANCE ASSESSMENTS • Requires students to demonstrate mastery of specific skills and competencies o Method of teaching and learning o Involves process and product o Not just testing strategy • Demonstrates what students can DO with knowledge vs. how much they know • Requires critical thinking skills

QUESTIONS TO GUIDE CHOICE OF ASSESSMENTS • What type of assessment would best measure student growth in my area? • Is there an assessment I use now that would be appropriate? • Can I use the same assessment as a pre-assessment? • Does my assessment measure a depth of understanding?

STARTING POINTS • Getting to know your students • Data regarding current student performance o Data sources align to the skills and/or content focus • Data is both qualitative and quantitative o Highest-quality sources possible o Multiple evidence sources • Character of the class

SOURCES OF DATA TO DETERMINE STARTING POINTS • Beginning of course diagnostic tests or performance task measuring: o Prerequisite skills for course material o Level of content knowledge • Prior year tests • Tests from other subjects/courses • Students’ grades in previous classes • NJEA Evaluation Teacher Resource Guide o http: //www. njea. org/njeamedia/pdf/Teacher. Eval. Resource. Guide. pdf? 1367863129312 • REMEMBER: An SGO is developed for a specific group of students, not for an entire grade level or content area in a school or school district.

DEVELOPING STUDENT GROWTH OBJECTIVES Student Growth Objectives (SGOs) are academic goals for groups of students that are aligned to state standards and can be tracked using objective measures. • Types o General – Tiered Goal o Specific – Student Group o Specific – Content / Skill

SGOS ARE SMART GOALS • Specific Identifies the skill or content to be mastered • Measurable Identifies a way to measure the results • Achievable Based on current student data • Relevant Reflect the standards for the course work • Timely Can be accomplished in the specified time frame

GENERAL SGO • Simple Method o Determine how many students are expected to meet a single target § Predict what percentage of students will be able to meet particular score on a final assessment o Develop a scoring guide on how well teacher meets SGO • Target score on final assessment that indicates considerable learning • Number of students that can reasonably meet that mark • Percentage of students in the course that this represents • 10 -15% range around this number

GENERAL SGO • Simple SGO: At least 70% (45/65) students will attain a score of 80% or above on the end of course test. Target Score Students will attain a score of 80% or above on the end of course test. Percent of students meeting target Number of students Attainment Level in Meeting Student Growth Objective Exceptional (4) Full (3) Partial (2) Insufficient (1) At least 85% At least 70% At least 55% Less than 55% 55 -65 45 -54 35 -44 <35

GENERAL SGO • Tiered Method o Requires a closer look at any pre-assessment data § Break down a class based on their performance on pre-assessments Preparedness Score on Pre. Assessment Number of Students Percentage of Students Low 35 -49 36/65 56% Medium 50 -66 21/65 32% High 67 -80 8/65 12%

GENERAL SGO • Tiered Method o Use the pre-assessment data to develop a goal for each group of students based on their preparedness Preparedness Group Number of students in each group (Total) Target Score on Post –Assessment Number of students required for “Full Attainment” Low 36/65 70 25 -30 Medium 21/65 80 15 -18 High 8/65 90 6 -7 Full Attainment = 70 -84%

GENERAL SGO • Tiered Method o Determine the teacher score (objective attainment) based on % of students achieving the target score Preparedness Group Target score Objective Attainment Based on Percent (and on Final Numbers) of Students Achieving Final Score Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1 Low 70 >85% (31 -36) 70 -84% (25 -30) 55 -69% (18 -24) <55% (0 -17) Medium 80 >85% (15 -18) 70 -84% (15 -18) 55 -69% (11 -14) <55% (0 -10) High 90 >85% (8) 70 -84% (6 -7) 55 -69% (4 -5) <55% (0 -3)

SPECIFIC SGOS • Set for a more specific, limited purpose o Subset of Students § Gifted and Talented § Special Education § English Language Learners § Other students with a specific need or characteristic o Subset of Content § Specific Content area § “Power Standards” § Specific Skill area

CREATING COLLABORATIVE SGOS • In pairs, role play the process of creating an SGO o Educator: § Think about a current class and its students and content § Describe your class and content, advocate for the creation of a particular SGO o Administrator: § Give feedback that either supports or rejects the educator’s SGO

TRACKING PROGRESS • On-going student progress monitoring • Use of formative assessment • Adjust instruction accordingly • Adjust expectations if necessary o By February 15 th

TRACKING PROGRESS • Periodically through the year, and perhaps mid year with a supervisor, ask these questions: o How are students progressing toward SGOs? § How do I know? o Which students are struggling/exceeding expectations? § What am I doing to support them? o What additional resources do I need to support my work as I work to achieve my SGOs?

REVIEW RESULTS • Supervisor calculates the SGO o Prior to meeting, prepare evidence of student progress based on SGO § Score assessments, portfolios, performance rubrics, etc. o Calculate your own scores o Bring evidence and scores to annual summary conference

REVIEW RESULTS Results of the student group from tiered goal on slide 22 Preparedness Group Target Score (%) Number of Students at Target Score Low 70 31 Medium 80 16 High 90 4

REVIEW RESULTS • Using SGO Form, translate student performance to Objective Attainment Level Preparedness Group Target score on Final Assessment Objective Attainment Based on Percent (and Numbers) of Students Achieving Final Score Exceptional 4 Full 3 Partial 2 Insufficient 1 Low 70 >85% (31 -36) 70 -84% (25 -30) 55 -69% (18 -24) <55% (0 -17) Medium 80 >85% (15 -18) 70 -84% (15 -18) 55 -69% (11 -14) <55% (0 -10) High 90 >85% (8) 70 -84% (6 -7) 55 -69% (4 -5) <55% (0 -3) 4+3+2=9 9/3=3 3 is the teacher’s Objective Attainment Level for this SGO

REVIEW RESULTS • Weighted method o Determine the percentage of students in each group o Use that percentage to weight the assigned Attainment Score Preparedness Group Number of students in each group (Total) Percentage of Students in Each Group Weight Assigned to Attainment Score Low 36/65 56% . 56 Medium 21/65 32% . 32 High 8/65 12% . 12

REVIEW RESULTS • Weighted Method o Calculated Weights then applied to straight scores Preparedness Group Number of Students at Target Score Objective Attainment Level Weighted Score Low 31 4 x 0. 56 2. 24 Medium 16 3 x 0. 32 . 96 High 4 2 X 0. 12 . 24 Total 3. 44

REVIEW RESULTS • Work in pairs to role play the following scenario o Use the data in the two scenarios on reviewing results…non-weighted and weighted o Teacher partner should advocate for the use of the weighted version of the results o Administrator partner should advocate for the use of the non weighted version of results

IMPROVING PRACTICE • USED PROPERLY SGOs can help us focus: o On content that matters o On solid instructional practices o On differentiation o On formative assessments that drive instruction o On collaboration with peers