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# Teach NJ project SGO presentation 2013-14

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• The NJ DOE SGO Guidebook (p. 16-17) provides additional detail on setting percentage ranges for goal attainment. Below is an excerpt from the Guidebook that you may want to share with participants: “ Setting the Standard for “Full Attainment” of the Student Growth Objective   In order to develop a scoring guide based on how well you meet your SGO, determine the following:   a target score on the final assessment that indicates considerable learning; the number of students that could reasonably meet this mark; the percentage of students in the course that this represents; and a 10-15 percent range around this number.   For example, you and your evaluator may decide that 80% on a challenging assessment indicates considerable learning. Based on an initial evaluation of the 65 students in your course, your evaluator agrees with the assessment that about 50 of them could reasonably make this score at the end of the year. This is 77 percent of the students. You make 70-84 percent the range around this number. This means that if between 45 and 55 of students (70-84 percent of them) score at least 80% on the final assessment, you would have fully met the objective. This is shown in Figure 4 on page 16.   Setting Other Standards of Attainment   Once a range is established for “full attainment,” subtracting 10-15 percent from the lower range of “full attainment” will produce the “partial attainment” category. Any number below this range is the “insufficient attainment” category. Above the high end of the “full attainment” range is the “exceptional attainment” range. These ranges are summarized below in Figure 6 where 15 percent margins were used to set the ranges.” (NJ DOE SGO Guidebook, p. 16-17)
• The NJ DOE SGO Guidebook (p. 16-17) provides additional detail on setting percentage ranges for goal attainment. Below is an excerpt from the Guidebook that you may want to share with participants: “ Setting the Standard for “Full Attainment” of the Student Growth Objective   In order to develop a scoring guide based on how well you meet your SGO, determine the following:   a target score on the final assessment that indicates considerable learning; the number of students that could reasonably meet this mark; the percentage of students in the course that this represents; and a 10-15 percent range around this number.   For example, you and your evaluator may decide that 80% on a challenging assessment indicates considerable learning. Based on an initial evaluation of the 65 students in your course, your evaluator agrees with the assessment that about 50 of them could reasonably make this score at the end of the year. This is 77 percent of the students. You make 70-84 percent the range around this number. This means that if between 45 and 55 of students (70-84 percent of them) score at least 80% on the final assessment, you would have fully met the objective. This is shown in Figure 4 on page 16.   Setting Other Standards of Attainment   Once a range is established for “full attainment,” subtracting 10-15 percent from the lower range of “full attainment” will produce the “partial attainment” category. Any number below this range is the “insufficient attainment” category. Above the high end of the “full attainment” range is the “exceptional attainment” range. These ranges are summarized below in Figure 6 where 15 percent margins were used to set the ranges.” (NJ DOE SGO Guidebook, p. 16-17)
• This is an example of a rubric-based post-assessment and an example of an achievement goal.
• ### Teach NJ project SGO presentation 2013-14

1. 1. Multiple Measures for Evaluating Teachers AchieveNJ (TEACHNJ Act) These measures include components of both student achievement and teacher practice. While all New Jersey teachers will receive an annual summative evaluation rating of Highly Effective, Effective, Partially Effective, or Ineffective, the components used to determine these ratings vary.
2. 2. What is a Student Growth Objective? According to the NJDOE (2013): “Student Growth Objectives (SGOs) are academic goals for groups of students that are aligned to state standards and can be tracked using objective measures.”
3. 3. A Student Growth Objective must be: •Annual, specific and measureable •Based on growth and achievement •Aligned to NJ/CC curriculum standards •Based on available prior student learning data •A measure of what a student has learned between two points in time •Ambitious and achievable •A collaborative process between teacher and supervisor •Approved by the principal http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
4. 4. SMART SGOs are… S … Specific M … Measurable A … Attainable/Ambitious R … Results-driven T … Timed
5. 5. SMART SGOs are…
6. 6. TYPES OF SGOs
7. 7. TYPE: General SGO Statement: 80% of students will master 7 of 9 skills measured by the district- developed 6th grade music rubric. Measuring Progress For a teacher to earn a rating of… 4 Exceptional 3 Full 2 Partial 1 Insufficient 90% or more students met goal. 80% or more students met goal. 70% or more students met their goal. Less than 70% of students met their goal. GRADE 6 MUSIC *Teachers can also use rubrics or portfolio assessments to measure student attainment. In this example the district created a rubric for 6th grade music teachers to measure attainment of certain skills.
8. 8. TYPE: Tiered PHYSICS 1 SGO Statement: 75% students will meet their designated target scores on the Physics 1 post assessment. Preparedness Group No. of Students in Group Target Score on PA (%) Low 36/65 70 Medium 21/65 80 High 8/65 90 Measuring Progress For a teacher to earn a rating of… 4 Exceptional 3 Full 2 Partial 1 Insufficient Low 85% or more students in each tier met goal. 75% or more students in each tier met goal. 65% or more students in each tier met goal. Less than 65% of students in one or more tiers met goal. Medium High
9. 9. TYPE: Specific/Targeted Students SGO Statement: 6/8 students who scored in the low range on the pre-assessment will increase 10 words/minute over their baseline score on the Oral Reading Fluency Assessment. Measuring Progress For a teacher to earn a rating of… 4 Exception al 3 Full 2 Partial 1 Insufficient 7-8 students met goal 6 students met goal. 3-5 students met goal 0-2 students met goal. For some teachers there may be a specific student group that is appropriate to target. In this instance, the teacher identified a group of students with low preparedness who he believed would benefit from increased work in reading fluency. GRADE 8 LAL
10. 10. TYPE: Specific/Targeted Content/Skill SGO Statement: 80% of students will score a “3” or better on the district DBQ assessment for using evidence to support a point of view. Measuring Progress For a teacher to earn a rating of… 4 Exceptional 3 Full 2 Partial 1 Insufficient 90% or more students met goal. 80% or more students met goal. 70 or more students met their goal Less than70% of students me their goal Teachers can also use rubrics or portfolio assessments to measure student attainment. In this example the district created a rubric for U.S. History students to measure attainment of specific critical thinking skills. HISTORY
11. 11. SGOs: Some Possible Assessment Types Traditional Assessments: •District, school, departmental tests •Units tests Portfolio Assessments: •Writing and reflections samples (ELA) •Laboratory research notebooks (sciences) •Students project-based assessments (all subjects) •Portfolio of student work (art, photography, graphic design) Performance Assessments: •Lab practicum (sciences) •Sight reading performance (music) •Dramatic performance (drama) •Skills demonstration (physical education) •Persuasive speech (public speaking)
12. 12. SGO Timeline for Teachers In setting SGOs, teachers should take the following steps: 1.1. Choose applicable standards in September 16.Choose applicable standards in September 16. 2.2. Determine and implement a quality measurement tool withDetermine and implement a quality measurement tool with studentsstudents’ baseline by October 2.’ baseline by October 2. 3.3. Drafts should be submitted to the supervisor by October 15.Drafts should be submitted to the supervisor by October 15. 4.4. With supervisor / principal input and approval, set ambitiousWith supervisor / principal input and approval, set ambitious yet achievable student learning goals with final approval byyet achievable student learning goals with final approval by Nov. 15, 2013; by Oct. 15 in all subsequent years.Nov. 15, 2013; by Oct. 15 in all subsequent years. 5.5. Track progress, refine instruction accordingly, makeTrack progress, refine instruction accordingly, make adjustments to SGOs if needed with your supervisor /adjustments to SGOs if needed with your supervisor / principal approval by Feb. 15.principal approval by Feb. 15. 6.6. Deadline for post-assessments will be April 4.Deadline for post-assessments will be April 4. 7.7. Review results and SGO scores and discuss them with yourReview results and SGO scores and discuss them with your supervisor by the end of the school year.supervisor by the end of the school year.
13. 13. Teacher attainment of SGOs
14. 14. Weighting of Teacher Evaluation Components Teachers in Tested Grades and Subjects To whom does this apply? •4th–8th grade English language arts and mathematics teachers. •In order for teachers to have an SGP score, they must have a minimum of 20 student SGP scores, and students must be enrolled in a teacher’s class for at least 60 percent of the year. •These teachers will also need one SGO score. The following weights are set for SY13–14; the state may adjust them in future school years to reflect lessons learned from new data and feedback from educators.
15. 15. Teachers of Non-Tested Grades and Subjects To whom does this apply? •All Middle School teachers who are not considered teachers of tested grades and subjects and all High School teachers. How will these teachers be measured? •85 percent of a teacher’s overall evaluation rating is based on classroom observations. •15 percent is based on two SGO’s which need the approval of their principals. Weighting of Teacher Evaluation Components The following weights are set for SY13–14; the state may adjust them in future school years to reflect lessons learned from new data and feedback from educators.