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Student Growth Objectives
- 1. Student Growth Objectives: The Basics for Non-Tested Subjects Marlene L. Lang September 2013
- 2. What are they? Long Term Academic Goals Similar to the SMART Goals of the Past Collaborative Effort with Supervisor
- 3. Qualities of a Good SGO Specific and Measureable Ambitious Achievable Aligned to NJ Core Curriculum Standards
- 4. What Is Their Purpose? Measure Student Academic Growth Teacher Evaluation
- 5. Two Types of Objectives Make A Choice… Skill Based Objective OR Performance Based Objective
- 6. Data Collection Collect Baseline Data For Skill-Based SGO’s use a pre-test For Performance- Based SGO’s use prior grades
- 7. Using the Data Tiering Students Determining Tier Cut-off Scores Scoring Plan
- 8. Final Steps My Learning Plan Submit For Approval Make Revisions As Needed Draft Due Date
- 9. Sample Resources Blank District SGO Form Completed & Approved SGO Sample
- 10. References Images Credited in Order of Appearance: Book and apple courtesy of Discovery Education Teachers collaborating courtesy of Discovery Education Boy sitting at laptop courtesy of Discovery Education Evaluation Form. teachers' evaluation questions for learning resources. December 15, 20016. Retrieved on October 2, 2013 from http://www.flickr.com/photos/73371655@N00/322923890 Moodle 1.9.8 Gradebook User Report retrieved October 2, 2013 from http://www.flickr.com/photos/86657707@N00/490473989 3/in/photolist-8tq5hV-asLUh3-8FqurU-95pF19 The content of this presentation is based upon district provided materials, as well as the article in the September 2013 issue of NJEA Review, “OMG: I Have to Create My SGO’s,” by Richard Wilson.
Editor's Notes
- Welcome to our session on the basics of creating student growth objectives for non-tested areas. It is my hope that you will leave this session feeling more comfortable with the creation of your SGO’s. Please feel free to take notes on your handouts/packet of the slides included in this presentation. At the end of the slide pages, there are additional resources to help you understand what your objective should look like once you are finished. We will have a break-out session following the presentation where you can ask questions specific to you and your subject or teaching situation. Well, here we go…
- SGO’s are being created to help ensure that are students are learning. They are mandated by the state, and each teacher’s SGO will be reflective of his or her own students. You all have some experience with creating SGO’s from our past use of SMART goals. They share some of the same characteristics, are measured similarly, and require the same use of student achievement data. Each of these ideas will be discussed in this presentation. It is important to know that you are not alone in this effort. Your department supervisors will be assisting in the creation of these objectives. They have just as much at stake as you do, as their performance will be measured by the success of yours. If you have any questions during this process, do not hesitate to ask for assistance. We are all working together for the success of our students. These objectives are to measure student academic growth in each subject area.
- As you can see, the traits of a good SGO are similar to those of the SMART Goals of the past. They must include a specific target, be measureable through assessment, and data collection and analysis. We want to keep our curriculum rigorous, and hold our students to high standards so they will also be ambitious. We need to keep in mind that although our goals and objectives need to make our students grow, we want them to be achievable, so don’t make your goal too lofty. It is also important to connect your objectives with your subject’s curriculum standards. If you need to locate the specific standards, use your curriculum guides or go to the department of labor website.
- You students’ academic growth will reflect upon you as a teacher. It is important to know that your students’ academic growth as measured by your objectives will also be used as part of your summative evaluation for the year. Each of your two objectives will count for 7.5% of your evaluation as part of standard 4: Assessment of/for Learning of the Stronge Evaluation System adopted by the district.
- Now down to the creation process. You have an initial choice to make, once you have learned about the SGO process. You must choose to measure growth in the area of a specific skill related to your subject, or base your goal on performance. No matter which you choose, there is some “leg work” that needs to be done before determining which objective choice will work best for you and your students. The collection of data for each of your classes will help you to make the best choice.
- Skill based objectives will require some sort of pre-assessment based upon a skill that the students have some sort of prior exposure. Performance or grade based objectives will necessitate use of data from the previous school year, such as year end final grade, grade point average, or quarterly exam grades, or the last year’s NJASK scores for a specific group of your students. That specific group can be one particular class, a “special” group of students within a class, or among all of your students. No matter which you choose, you will be creating the objective for one specific group of your students. This information will be your baseline data from which to determine this year’s goal or objective.
- Once you have your data collected, you will need to analyze that data to choose the students that you will focus on for the year in relationship to SGO’s. Then, you must tier your students based upon the data. It is suggested that you split your students into three basic groups, high, middle, low. A suggested tiering places students with a 90%, or A average on your pre-assessment, or previous year’s determination in the high tier, those that achieved between an 80% and 89%, or B average, in the middle tier, and those falling below 79%, C to F average since we do not have a grade of D, into the low tier. This is a guide for you. You will determine your tier cut-offs with your supervisor during your collaboration session. You will also need to determine the percentage of students in each tier that must move to the next tier as a result of their learning and growth based upon a target score determined by your department supervisor. This will be the scoring plan section of your objective. This will all become more clear as you begin your work, and there is further information outlined with examples in the district sample SGO forms provided as part of your packet. Do not worry about being a data analysis expert, this is where your supervisor will probably be of the most assistance. They will be able to direct you in figuring out your target score, cut-offs, and scoring plan.
- Once you have created the rationale for your choice of student growth objective, written the objective in collaboration with your department supervisor, determined your baseline data, created your scoring plan/target score for determining growth, you will need to enter the information into the form found on My Learning Plan. Once you log into My Learning Plan, scroll to the bottom of the page and you will see a link for your SGO creation and submission. Complete the form with the information necessary, save it, often, and then click submit. Your department supervisor will view the draft of your SGO and then make suggestions for further revision, if necessary. The due date for your submission is November 1st. Keep in mind that meeting due dates is also a part of the Stronge Evaluation system in the Professionalism standard.
- At the end of your packet is a copy of a blank SGO form similar to what you will see in My Learning Plan. There is also a completed form for a science SGO that has already been approved for a teacher by the district. This should help you to see what type of information needs to be included in each section of the form.
- Please refer to the the article in the September 2013 issue of NJEA Review, “OMG: I Have to Create My SGO’s,” by Richard Wilson. It may provide you with additional insight. After a short break, we will go to the break-out sessions, where you will be meeting in subject area departments to start brainstorming, and be able to ask questions.