Student Growth Objectives Setting SGOs and Developing High Quality Assessments

1
Student Growth ObjectivesSetting SGOs and
Developing High Quality Assessments

• 2013-14

2
Objectives for Today

• Explain how SGOs can be an effective measure of
  student learning
• Analyze the components of a well-formulated SGO
• Determine the assessments that would be
  appropriate for SGOs
• Evaluate the quality of pre-existing assessments
• Develop a series of next steps to take back to
  your districts

3
Norms for Today

• Be mindful of your normal speaking patterns
• Remain engaged in the
• process
• Assume good
• faith

4
Determining Starting Points

• In your table groups do the following
• Briefly introduce yourselves to each other.
• Discuss the hopes and fears you have about SGOs.
• Each team write one hope and one fear - 5 word
  limit for each.
• Share your hopes and fears with the larger group.

5
Determining Starting Points
One Hope
One Fear
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Shrinking the Change
7
Teacher Checklist
Individually, check the items that effective
teachers do in your school.

• Teach a curriculum that is aligned to standards.
• Determine the needs of students using several
  methods including a variety of assessments.
• Differentiate instruction based on the needs of
  students.
• Set goals for students appropriate to their
  grade, subject, and readiness level.
• Use high quality assessments to measure student
  performance.
• Work in collaborative groups to improve student
  achievement.

Workshop packet pg. 4
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In Requiring Teachers to Develop SGOs, What Are
We Asking Them To Do?

• Teach a curriculum that is aligned to standards.
• Determine the needs of students using several
  methods including a variety of assessments.
• Differentiate instruction based on the needs of
  students.
• Set goals for students appropriate to their
  grade, subject, and readiness level.
• Use high quality assessments to measure student
  performance.
• Work in collaborative groups to improve student
  achievement.
• Formalize and document the process, and be
  recognized for doing these things well.

Workshop packet pg. 4
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8. State regulations require all of the following
for SGOs EXCEPT
a) They must be specific and measurable
b) They must measure learning between two points in time
c) They must be aligned to standards
d) They must be perfect
Survey - Question 8
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What is an SGO?

• A Student Growth Objective is a long-term
  academic goal that teachers set for groups of
  students and must be
• Specific and measureable
• Aligned to New Jerseys curriculum standards
• Based on available prior student learning data
• A measure of student learning between two
  points in time

SGO Guidebook pg. 3
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What Constitutes Growth In Student Growth
Objectives

• For the purposes of SGOs, the Department is
  defining growth as an increase in learning
  between two points in time, such as that
  indicated by
• Acquisition of knowledge or skill from a
  particular starting point or readiness level.
• Development of a portfolio indicating a change in
  skill or knowledge over a period of time.
• Difference in learning on pre- and post-tests.

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1. For what percentage does the SGO rating count
towards a teachers evaluation?
a) 10
b) 15
c) 20
d) 15 for teachers in non-tested grades and subjects and 20 for teachers with an SGP
Survey - Question 1
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SGOs and AchieveNJ
Survey - Question 1
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2. How many SGOs must a teacher set for
evaluation?
a) All set only 1
b) All set only 2
c) All set between 1 and 2, depending on district discretion
d) 1 or 2 for teachers with SGPs, 2 for teachers in non-tested grades and subjects
Survey - Question 2
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SGOs in AchieveNJ - Requirements

• All teachers who receive an SGP score must set
  between 1 and 2 SGOs.
• Teachers who do not receive an SGP score must set
  2 SGOs.
• A teacher develops SGOs in consultation with his
  or her principal.
• SGOs must be aligned to NJCCCS or CCSS and
  measure student achievement and/or growth between
  two points in time.
• SGOs must be specific and measurable and based on
  students prior learning data when available.
• A teachers final SGO rating is determined by the
  principal.

Survey - Questions 2, 4
SGO Guidebook pg. 5
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SGOs in AchieveNJ - Recommendations
The remainder of this workshop provides
recommendations and useful guidance on how to go
about making the SGO process valuable for
educators and students.
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Attributes of SGOs and SGO Development

• Teacher-created
• Tailored
• Collaborative
• Process-based
• Flexible

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Distinguish Between General and Specific SGOs

• Working in your district groups, and using the
  examples provided, determine the attributes that
  distinguish a general SGO from a specific SGO.
• Share your answers with your table group.

SGO Guidebook pg. 5-7
Workshop packet pg. 5
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General or Specific SGOs

• Example 2 A music teacher teaches two sections
  of orchestra, two sections of guitar, and one of
  strings. He sets one of his SGOs for orchestra,
  and one for guitar, thereby including the
  majority of his students. His assessments are
  portfolio-based and include components from each
  of the four visual and performing arts standards.

 Example 3 A kindergarten teacher has 14
students and uses a locally-developed portfolio
to assess her students. She sets one of her SGOs
for all of her students based on their growth as
measured by 5 out of 7 domains in the portfolio.
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General or Specific SGOs

• Example 1 A 4th-grade elementary team focuses
  an SGO on science. In consultation with the
  middle school science teacher, the team develops
  a portfolio assessment that requires the students
  to demonstrate the critical standards-based skill
  of scientific thinking and practice.
• Each teacher sets an SGO for her individual
  class based on the starting point of her
  students. Students build a science portfolio
  throughout the year. At the end of the year, the
  team sits together to collaboratively grade the
  portfolios using a rubric.

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General or Specific SGOs

• SGOs can be classified as general or
  specific. However, in some cases, the line
  between these is blurry. It is better to think
  of general and specific SGOs being on a continuum.

General Specific

• Broad
• Includes a significant proportion of the
  curriculum and key standards for a given course
• Includes all, or a significant number, of a
  teachers students

• Focused
• Includes a particular subgroup of a teachers
  students, and/or
• Includes specific content or skill

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General or Specific SGOs
General Specific

• A 10th-grade social studies teacher has five
  sections of US History 1 and has 102 students.
  His general SGO includes all 102 students, and
  incorporates a significant proportion of content
  standards and skills he will teach between
  October 15 and May 1, the week before the
  department-wide assessment.

A 10th-grade social studies teacher finds on the
free response portion of the pre-assessment many
students were unable to clearly use evidence to
support their points of view. He sets one of his
SGOs to deal with this particular skill.
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3. When should SGOs be set?
a) Annually, before the beginning of the school year
b) Annually, during the first few weeks of the school year
c) Annually, at some point during the year at the teachers discretion
d) Once, at the beginning of the school year to be used over the next few years
Survey - Question 3
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The SGO Process
Teachers
Recommended
Official SGO process
Consult with evaluator to approve SGOs
Consult with evaluator to discuss SGO rating
Step 1 Choose an assessment
Step 4 Track progress, refine instruction
September By Nov. 15
By Feb. 15 By end of
school year
Step 2 Determine students starting points
Adjustments made to SGOs with approval
Step 3 Set SGO
Step 5 Review results and score
For 201314 only. In subsequent years, SGOs must
be set by Oct. 15.
Survey - Question 3
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SGOs and SMART goals
Typical Usage of SMART SGOs Must Be SGOs Require a Teacher to
S Specific Specific Describe how many students learn what or grow by how much
M Measurable Measurable Compare starting points to ending points using assessments of some type
A Achievable Ambitious but Achievable Determine a reasonable amount of growth according to knowledge of students
R Relevant Relevant Align SGOs to standards
T Time-related Time-related Set an appropriate instructional period
Workshop packet pg. 6
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Grade Grade Subject Subject Number of Students Number of Students Interval of Instruction Interval of Instruction Interval of Instruction
Full year Semester Other ________ Full year Semester Other ________ Full year Semester Other ________
Name of Assessment Name of Assessment SGO Type SGO Type General Specific
Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.)

Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective

Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)

Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score Objective Attainment Based on Percent and Number of Students Achieving Target Score
Target Score Exceptional (4) Exceptional (4) Full (3) Full (3) Partial (2) Partial (2) Insufficient (1) Insufficient (1)

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Grade Subject Number of Students Interval of Instruction Interval of Instruction
9 Physics 1 65 Full year Semester Other ________ Full year Semester Other ________
Name of Assessment Department-developed Physics 1 assessment Department-developed Physics 1 assessment SGO Type General Specific
Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.)
This SGO covers all of my students, all of the physical science standards that are part of NJ standards related to physics and many appropriate science practice standards NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D (as appropriate) Physics 1 assessment Written 60 multiple choice (4 choice), 5 short response questions, Practical students design a simple apparatus, take measurements and collect data. This SGO covers all of my students, all of the physical science standards that are part of NJ standards related to physics and many appropriate science practice standards NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D (as appropriate) Physics 1 assessment Written 60 multiple choice (4 choice), 5 short response questions, Practical students design a simple apparatus, take measurements and collect data. This SGO covers all of my students, all of the physical science standards that are part of NJ standards related to physics and many appropriate science practice standards NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D (as appropriate) Physics 1 assessment Written 60 multiple choice (4 choice), 5 short response questions, Practical students design a simple apparatus, take measurements and collect data. This SGO covers all of my students, all of the physical science standards that are part of NJ standards related to physics and many appropriate science practice standards NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D (as appropriate) Physics 1 assessment Written 60 multiple choice (4 choice), 5 short response questions, Practical students design a simple apparatus, take measurements and collect data. This SGO covers all of my students, all of the physical science standards that are part of NJ standards related to physics and many appropriate science practice standards NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D (as appropriate) Physics 1 assessment Written 60 multiple choice (4 choice), 5 short response questions, Practical students design a simple apparatus, take measurements and collect data.
Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective
At least 70 (45/65) of my students will attain a score of 80 or above on the end of course test. At least 70 (45/65) of my students will attain a score of 80 or above on the end of course test. At least 70 (45/65) of my students will attain a score of 80 or above on the end of course test. At least 70 (45/65) of my students will attain a score of 80 or above on the end of course test. At least 70 (45/65) of my students will attain a score of 80 or above on the end of course test.
Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Baseline Data (Please include what you know about your students performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)
Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52. Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52. Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52. Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52. Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was 52.
SGO Guidebook pg.17
Workshop packet pg. 7
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How SMART is your SGO?

• In your district teams, study the SGO provided.
• Using the SMART framework, annotate this SGO to
  identify which components align with a S-M-A-R-T
  goal.
• Share your findings with the group.

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How SMART is your SGO?
Separate handout
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A Tiered SGO
Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.) Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.) Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.) Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.)
Based on the Physics 1 pre-assessment, students are grouped into 3 levels of preparedness. These groupings are also supported by prior years math scores. See attached. Low 36 students scored 35-49 Medium 21 students scored 50-66 High 8 students scored 67-80 Based on the Physics 1 pre-assessment, students are grouped into 3 levels of preparedness. These groupings are also supported by prior years math scores. See attached. Low 36 students scored 35-49 Medium 21 students scored 50-66 High 8 students scored 67-80 Based on the Physics 1 pre-assessment, students are grouped into 3 levels of preparedness. These groupings are also supported by prior years math scores. See attached. Low 36 students scored 35-49 Medium 21 students scored 50-66 High 8 students scored 67-80 Based on the Physics 1 pre-assessment, students are grouped into 3 levels of preparedness. These groupings are also supported by prior years math scores. See attached. Low 36 students scored 35-49 Medium 21 students scored 50-66 High 8 students scored 67-80
Student Growth Objective Student Growth Objective Student Growth Objective Student Growth Objective
Preparedness Group (e.g. Low, Medium, High) 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
SGO Guidebook pg. 19
Workshop packet pg. 8
31
Break
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5 Steps of the SGO Process

• Step 1
• Choose or develop a quality assessment aligned to
  NJCCCS or CCSS.
• Step 2
• Determine students starting points.
• Step 3
• Set ambitious and achievable SGOs with the
  approval of the principal.
• Step 4
• Track progress, refine instruction.
• Step 5
• Review results and score in consultation with
  your principal/supervisor.

Some detail on each of these steps can be found
in the SGO Quick Start Guide
Survey - Question 9
SGO Guidebook pg. 8
33
Step 1 Choose or Develop a Quality Assessment
3 components

• Assessment Scope
• Determine the instructional period, the
  appropriate standards, and the educational goals
  that will be captured by the assessment.
• Assessment Quality
• Choose or develop an assessment, analyze for
  quality, and modify as necessary.
• Collection of Evidence
• Ensure that scoring and administration of
  school-based assessments relies on valid,
  reliable, and practical systems.

SGO Guidebook pg. 10
34
Assessment ScopePlanning

1. Determine the instructional period, the
   appropriate standards, and the educational goals
   that will be captured by the assessment.

• In your district teams, complete the planning
  guide.
• Make note of the questions that you were able to
  answer easily and those that provided more of a
  challenge.
• Share your findings with your table group.

Workshop packet pg. 9
35
Assessment ScopePlanning
Workshop packet pg. 9
36
Assessment ScopeWhat do you want your students
to KNOW?
37
Assessment ScopeWhat do you want your students
to DO?
38
Assessment ScopeCritical Decisions About
Critical Standards

• In district teams, review the social studies
  standards provided.
• Which standards are foundational for success in
  this class and beyond?
• Which standards will lead to enduring
  understanding?
• Which of these standards will be taught during
  the SGO instructional period?
• Identify a group of standards that fit these
  criteria and write them on the Standards
  Alignment and Coverage form.
• Share your findings with your table group.

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Assessment ScopeCritical Standards
SGO Guidebook pg. 26
Workshop packet pg. 10
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Assessment QualityTypes of Assessments

1. Choose or develop an assessment, analyze for
   quality, and modify as necessary.

• 3 Options
• Purchase a new assessment or select an existing
  one
• Create a new assessment locally
• Modify an existing assessment

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Assessment QualityTypes of Assessments
Traditional Assessments Portfolio Assessments Performance Assessment
District, school and departmental tests e.g., modified final exams, benchmark exams State and national exams (except the NJ ASK), e.g. NOCTI, AP Writing and reflection sample Laboratory research notebook Portfolio of work Project-based assessment Teaching Strategies Gold Lab Practicum Sight reading in music Dramatic performance Skills demonstration Persuasive speaking DRA2
SGO Guidebook pg.10
42
Assessment QualityStandards Alignment and
Coverage

• In district teams, refer to the social studies
  assessment provided.
• Using the Standards Alignment and Coverage Check
  form, make a note of the items in the assessment
  that are aligned to the standards you have
  identified.
• How would you judge the alignment? Use a scale
  of 1-10.

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Assessment QualityStandards Alignment and
Coverage
SGO Guidebook pg. 26
Workshop packet pg. 10
44
Assessment QualityDepth of Knowledge
4 minute video explaining DOK using the
Gettysburg Address
Workshop packet pg. 11
45
Assessment QualityDepth of Knowledge
How rigorous is your assessment?

• Choose several items from your assessment.
• Categorize them as level 1-4 on the Assessment
  Rigor and Depth of Knowledge Analysis form.
• Discuss what modifications of this assessment may
  be necessary.

46
Assessment QualityDepth of Knowledge
SGO Guidebook pg. 27
Workshop packet pg. 12
47
Assessment QualityValidity and Variety
SGO Guidebook pg. 28
Workshop packet pg. 13
48
Collection of Evidence

1. Ensure that scoring and administration of
   school-based assessments relies on valid,
   reliable, and practical systems.

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Collection of EvidenceQuality Rubrics

• Strong rubrics ensure that a students knowledge
  of a subject or skill is accurately assessed.
• Identify the knowledge and skills being measured
• Differentiate between high and low achievement
• Clearly identify and describe levels of
  performance for each element
• Determine component weighting as necessary
• Create and share with colleagues to ensure rigor
  and alignment to common expectations

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Collection of EvidenceQuality Rubrics
Grades 9-12 Common Core History and Social Studies Rubrics Grades 9-12 Common Core History and Social Studies Rubrics Grades 9-12 Common Core History and Social Studies Rubrics Grades 9-12 Common Core History and Social Studies Rubrics
Key Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Key Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Key Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Key Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Needs Specific Improvement Approaching Meets Expectations Exceeds
Lacks specific details from the text Does not connect details to the text as a whole. Contains some specific details from the text but omits the most important ones Attempts to connect details to the text as a whole. Cites specific evidence to support the analysis of the text-Connects insights from specific details to the text as a whole. Meets expectations and performs one of the following Brings in outside information from prior knowledge/other sources Demonstrates a connection between the historical context of the document and the modern day.
Differentiate between high and low achievement
Identify the knowledge and skills being measured
Clearly identify and describe levels of
performance for each element
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Collection of Evidence Administration and
Scoring of Assessments

• What are the most valid, reliable, and practical
  ways to administer and score school-based
  assessments in your district?

• In your district team discuss the following
• Will assessments be administered in one sitting
  or several?
• Should the students teacher be the one
  administering the assessment?
• Who should score the assessments?
• Would professional development in scoring or
  other aspects of assessment be useful in your
  district?
• Open up the discussion at the table and share
  your ideas.

52
5 Steps of the SGO Process

• Step 1
• Choose or develop a quality assessment aligned to
  NJCCCS or CCSS.
• Step 2
• Determine students starting points.
• Step 3
• Set ambitious and achievable SGOs with the
  approval of the principal.
• Step 4
• Track progress, refine instruction.
• Step 5
• Review results and score in consultation with
  your principal/supervisor.

53
7. Which of the following data sources can be
used to determine students starting points?
Check all that apply.
A rigorous and carefully constructed pre-assessment
Grades from the students prior year classes relevant to the current class
Test scores from the prior year in relevant classes
Grades from the current year
Survey - Question 7
54
Step 2 Determine Students Starting
PointsExamples
Source of Performance Data to Determine Students Starting Points Examples and Notes
Grades/performance in current year Based on all aspects of work during the first few weeks of school
Beginning-of-course diagnostic tests or performance tasks Department-generated pre-assessment Early course test
Prior-year test results that assess knowledge and skills that are pre-requisites to the current subject/grade NJASK for math, LAL and science DRA for reading End of course assessments
Test results in other relevant subjects from prior years A physics teacher uses results of her students math tests from last year
Students grades in previous classes Teachers should make sure they understand the basis for the grades given by students previous teachers
Survey - Question 7
55
Step 2 Determine Students Starting
PointsMultiple Sources of Data
A 9th-grade LAL teacher has two sets of data
readily available a department-wide
pre-assessment that is based on the content and
structure of the final assessment and scores on
the portfolio that the students completed the
previous year.
Student Portfolio Score (June 2013) Pre-Assessment (Sep 2013) Preparedness Group
1 89 76 High
2 68 43 Low
3 78 54 Medium
4 86 66 Medium
56
5 Steps of the SGO Process

• Step 1
• Choose or develop a quality assessment aligned to
  NJCCCS or CCSS.
• Step 2
• Determine students starting points.
• Step 3
• Set ambitious and achievable SGOs with the
  approval of the principal.
• Step 4
• Track progress, refine instruction.
• Step 5
• Review results and score in consultation with
  your principal/supervisor.

57
Step 3 Set Growth ObjectivesScoring Rubric
Attainment of Student Growth Objective Attainment of Student Growth Objective Attainment of Student Growth Objective Attainment of Student Growth Objective
Exceptional 4 Full 3 Partial 2 Insufficient 1
Teacher has demonstrated an exceptional impact on learning by exceeding the objective. Teacher has demonstrated a considerable impact on learning by meeting the objective. Teacher has demonstrated some impact on learning but did not meet the objective. Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.
58
Step 3 Set Growth ObjectivesSGO Scoring Guide
Target Score Attainment Level in Meeting Student Growth Objective Attainment Level in Meeting Student Growth Objective Attainment Level in Meeting Student Growth Objective Attainment Level in Meeting Student Growth Objective
80 or Higher on Final Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1
Percent of Students Meeting Target Greater than 84 70-84 55-69 Less than 55
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Step 3 Set Growth ObjectivesTiered SGO Scoring
Guide
Groups Target Score on Final Assessment Objective Attainment Based on Percent of Students Achieving Target Score Objective Attainment Based on Percent of Students Achieving Target Score Objective Attainment Based on Percent of Students Achieving Target Score Objective Attainment Based on Percent of Students Achieving Target Score
Groups Target Score on Final Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1
Low 70 At least 90 At least 80 At least 70 Less than 70
Medium 80 At least 90 At least 80 At least 70 Less than 70
High 90 At least 90 At least 80 At least 70 Less than 70
Workshop packet pg. 7
60
5 Steps of the SGO Process

• Step 1
• Choose or develop a quality assessment aligned to
  NJCCCS or CCSS.
• Step 2
• Determine students starting points.
• Step 3
• Set ambitious and achievable SGOs with the
  approval of the principal.
• Step 4
• Track progress, refine instruction.
• Step 5
• Review results and score in consultation with
  your principal/supervisor.

61
Step 4 Track Progress, Refine InstructionThe
Most Important Work
62
Your Next Steps

• Discuss with your district team some of the key
  lessons you have learned from todays workshop.
• Agree to follow up with1-3 concrete next steps to
  facilitate the SGO development process in your
  school.
• Share with your table and the larger group when
  asked.

Workshop packet pg. 1
63
Resources at the NJDOE

• AchieveNJ
• SGO Training modules - online in June
• Future workshops provisionally planned for
  September/October
• Updates, samples, and bulletins
• Partner with us on creating exemplar SGOs

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Final Thoughts on SGOs

• Continue doing what is effective for your
  students
• Use or adapt assessments that you already use
• Support each other and share
• Dont let perfection get in the way of the good