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Title: Developing Standards-Based, Assessment-Driven


1
Developing Standards-Based, Assessment-Driven Stud
ent Growth Objectives in ALL Content Areas
Summer 2013
1
2
Online Discussion Site

Go to http//todaysmeet.com/ Room Name
  • Post questions, share information, etc.
  • Room will remain open until _______________.
  • Use it after the workshop to continue discussion.

3
DAY 1 ---Todays Agenda
Morning Session
  • A. Introduction Overview
  •  
  • Introduce Todays Meet
  • Overview of AchieveNJ Evaluation System
  • Activity 1 KWL Chart
  • Activity 2 Pre Assessment Quiz
  • Compliance vs. Process
  • AchieveNJ/Teach NJ Requirements
  • SGO Template Components
  •  
  • B. SGO Basics
  •  
  • What is a SMART student growth objective?
  • Achievement and Growth Goals
  • B. SGO Basics (continued)
  • Activity 3 - Analysis Evaluation of SGO Sample
    Goals
  • NJDOE Teacher SGO Attainment Levels
  • 4 Types of SGOs with samples
  • BREAK (15 minutes)
  • C. SGO Development Process Timeline
  •  
  • Introduce/Review SGO process development steps
    timelines
  • D. Introduce SGO Template
  • E. Revisit KWL Self-Reflection
  • LUNCH (1 hour)

3
4
Day 1 ---Todays Agenda
Afternoon Session
  • G. SGO Design Template Review
  • Intro to SGO template
  • SGO Blueprint - Walk-through sample SGO
  • H. Data Analysis Considerations in Setting
    SGOs
  •  
  • Activity 5a Building a SMART SGO
  • Mr. Smith Science Pre-Assessment Data
  • I. Concluding Activity
  • Day 1 Feedback Form
  • Reminders Items to Bring for Day 2
  •  
  • DISMISSAL
  • Assessment Literacy
  • 1. Activity 4a Survey of Assessment Practices
  • Linking Assessment in the Classroom with
  • Student Growth Achievement
  • 3. Webbs Depth of Knowledge
  • 4. Creating Classroom Assessments
  • 5. Types of Assessments
  • 6. Alignment Assessments Standards
  • 7. Rigor Depth of Knowledge
  • 8. Choosing or Developing Quality Assessments
  • Instructional Connections Data-driven
  • Instruction Differentiated Instruction
    Feedback for Students
  • Activity 4b What Assessments are Utilized in
  • Your School for Measuring Learner Progress?
  • Activity 4c Considerations When Choosing
  • or Developing a Quality Assessment
  • BREAK (15 minutes)

4
5
Desired Outcomes
  • Understand Student Growth Objective (SGO)
    requirements.
  • Understand and apply the SMART-based SGO
    development process.
  • Effectively lead professional staff in the
    creation of standards-based, assessment-driven
    SGOs.

5
6
FOR DAY 2
  • Bring with you
  • Resources
  • Standards (CCSS and NJCCCS)
  • Curriculum Guides
  • Grade Level
  • Course Syllabi
  • School Plans
  • School Improvement Plan
  • Consolidated Plan (Title 1)
  • District Assessments
  • Quarterly and Benchmark Tests
  • Performance Assessments
  • Portfolio Rubrics
  • Data
  • School Specific Data
  • Historical Test Data
  • Test Specifications
  • Data from District Assessments

Paper or online!

Bring Back Day 1 Guide!
6
7
Activity 1
Self-Reflection
What do IKNOW? What do I WANT to KNOW? CONCERNS that I HAVE...
NJDOE SGO Requirements
SGOs Understanding and Ability
7
8
Activity 2
Lets take our SGO 101 Pre-assessment!
8
9
Introduction to Student Growth Objectives
June
January
September
9
9
10
In New Jersey
G
SLOs
10
11
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.
11
12
What is a Student Growth Objective?
  • 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

12
http//www.state.nj.us/education/AchieveNJ/teacher
/SGOGuidebook.pdf
13
SGO SETTING THE CONTEXT
PROCESS
vs.
  • COMPLIANCE

13
14
SGO SETTING PROCESS
14
15
SGO DESIGN TEMPLATE
16
Compliance!
SGO SETTING
16
17
Introduction to Teacher Evaluation
Teachers in Tested Grades 4-8
Teacher Practice Performance on a teacher
practice instrument, driven primarily through
observation
Stu. Growth Percentile State-calculated score
that measures individual teachers ability to
drive growth on NJ ASK NJASK
Stu. Growth Objective Locally-calculated score
that measures an individual teachers impact on
stu. achievement
Summative Rating 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. 6A10-4.1

18
Student Growth Percentiles (SGPs) FYI
  • All students can show growth.
  • Student Growth Percentiles (SGP) measure how much
    a student has learned from one year to the next
    compared to peers with similar academic history
    from across the state.
  • Students scored on a scale from 1 99.
  • Growth baseline established by students prior
    learning as measured by all of students NJ ASK
    results.

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For More InformationNJDOE SGP video
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http//www.state.nj.us/education/AchieveNJ/teacher
/percentile.shtml
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Teachers in Tested Grades
Tested Grades and Subjects (Currently grades 4-8,
math and ELA) 55 from teacher practice and 45
from student achievement measures
The NJDOE will look to incorporate other
measures where possible and percentages may
change as system evolves.
19
20
Teacher Evaluation Introduction
Introduction to Teacher Evaluation
Teachers in Non-Tested Grades/Areas
Teacher Practice Performance on a teacher
practice instrument, driven primarily through
observation
Stu. Growth Objective Locally-calculated score
that measures an individual teachers impact on
stu. achievement
Summative Rating 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. 6A10-4.1
21
Teachers in Non-Tested Grades/Subjects
Non-Tested Grades and Subjects Student
Achievement will be 15 in SY 13-14. Teacher
Practice will be 85.
The Department will look to incorporate other
measures where possible and percentages will
change as system evolves.
21
22
Teacher Evaluation Summative Evaluation Non-Teste
d Grades and Subjects
Component Raw Score Weight Weighted Score
Teacher Practice Eval. Instrument 3.0 X 85 2.55
Student Growth Objectives (2) 3.5 X 15 .525
Sum of the Weighted Scores 3.075
22
23
Teacher Evaluation Summative Evaluation Tested
Grades and Subjects
23
24
Principal Evaluation Introduction
  • New evaluation systems for Principals will
    include the following components

Principal Practice Performance on a principal
practice evaluation instrument
School SGP State-calc. score that measures a
principals ability to drive growth in ELA and
math
Average SGO Locally-calc. score that aggregates
the perf. of all teachers in a school on SGOs
Admin. Goals Locally-calc. score that measures a
principals impact on stu. achievement
Summ. Rating Overall eval. score that combines
the multiple measures of practice outcomes
Eval. Leadshp. Outputs that define how well a
principal is leading imp. of the eval system
Inputs
Student/Teacher Outcomes
25
Principal Evaluation SGP and SGO Components
School SGP
  • Principals whose students have SGPs will receive
    the average school-wide SGP score.
  • Principals will be placed in 3 categories
    Multi-Grade SGP Principal, Non-SGP Principal,
    Single-Grade SGP Principal. Component weighting
    will differ across categories.

SGO Average
  • Principals will be rated on their teachers
    success in achieving student growth objectives
    (SGOs) each year through an average of their
    teachers scores.

26
Principal Evaluation A Look at All Components
Components Multi-Grade SGP Schools Non-SGP Schools Single Grade SGP Schools
Principal Practice Instrument 30 30 30
Evaluation Leadership 20 20 20
SGO Average 10 10 10
School SGP 30 0 20
Principal Goals 10 40 20
Total Percentage 100 100 100
Inputs
Student/ Teacher Outcomes
27
Process!
SGO SETTING
27
28
Introduction to SMART
SGO
28
29
What does it mean to be
S
?
M
A
R
T
30
SMART SGOs are
  • S Specific
  • M Measurable
  • A Attainable/Ambitious
  • R Results-driven
  • T Timed

30
31
SMART SGOs are
Specific Measurable Attainable/ Ambitious Results-driven Timed
The SGO should be simplistically written, and clearly defined. The SGO should focus on a specific content area or skill.      The SGO should be measurable and provide tangible evidence that you have achieved the objective.     The SGO should be attainable reasonably challenging both you and your students, but clearly defined so that it can be achieved. The SGO should focus on measuring outcomes, not activities.           The SGO should be organized around a timeframe that presents a reasonable sense of urgency.
31
32
Growth vs. Achievement Goals
GROWTH
ACHIEVEMENT
Students post-assessment scores will be ___
greater than the pre-assessment.
On the post-assessment, ___ of students will
achieve a score of ___ or higher.
SGOs can be growth and/or achievement goals.
32
33
IS THIS SGO . . . .
During the 2013-14 school year, Language Arts
students will improve their accuracy, fluency and
comprehension.
SMART
During the 2013-14 school year, all of my 3rd
grade Language Arts students will demonstrate
measurable progress in the reading skills of
accuracy, fluency and comprehension. All
students will achieve at least 1 years gain as
measured by the Star Reading Enterprise
Assessment. Students in the below grade level
band will attain at least 1.2 years gain.
34
ACTIVITY 3
S
M
A
R
T
35
TYPES OF SGOs
Type of SGO Definition
General Focused on the teachers entire student population for a given course. Includes a large proportion of curriculum standards
General Tiered Same as above, but with student goals tiered by student preparation levels.
Specific Student Group Focused on a subgroup of students that needs specific support.
Specific Content/Skill Focused on specific skills or content that students must master.
35
36
Teacher attainment of SGOs
Source http//www.state.nj.us/education/Achie
veNJ/teacher/SGOGuidebook.pdf
36
37
TYPE General SGO
ELEMENTARY LITERACY
SGO Statement 80 of students increase at least one proficiency level on the Text Reading and Comprehension (TRC) assessment. 80 of students increase at least one proficiency level on the Text Reading and Comprehension (TRC) assessment. 80 of students increase at least one proficiency level on the Text Reading and Comprehension (TRC) assessment. 80 of students increase at least one proficiency level on the Text Reading and Comprehension (TRC) assessment.
Measuring Progress For a teacher to earn a rating of For a teacher to earn a rating of For a teacher to earn a rating of For a teacher to earn a rating of
Measuring Progress 4 Exceptional 3 Full 2 Partial 1 Insufficient
Measuring Progress 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.
37
These numbers will be determined by teacher and
principal based on knowledge of students to
create a rigorous and attainable goal.
37
38
TYPE General SGO
GRADE 6 MUSIC
SGO Statement 80 of students will master 7 of 9 skills measured by the district-developed 6th grade music rubric. 80 of students will master 7 of 9 skills measured by the district-developed 6th grade music rubric. 80 of students will master 7 of 9 skills measured by the district-developed 6th grade music rubric. 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 For a teacher to earn a rating of For a teacher to earn a rating of For a teacher to earn a rating of
Measuring Progress 4 Exceptional 3 Full 2 Partial 1 Insufficient
Measuring Progress 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.
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.
38
39
TYPE Tiered General SGO
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
39
40
TYPE General SGO
SGO Statement At least 75 of my 65 students
will score 80 or above on the end of course test.
Using the full attainment score range as a
starting point, you can assign ranges to the
other attainment standards as shown below. For
consistency, 14 ranges are used in the partial
category.
Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target
Target Exceptional (4)   Full (3) Partial (2) Insufficient (1)
Score 80 on assessment 85 students (56 or more) 70 students (range 84-70) (45 or more) 55 students (range 69-55) (36 or more) lt55 students (fewer than 36)
Using the data from the tiered sample, 24
students in the high and middle tiers scored at
or above 80. If only 10 student in the low tier
scored at or above 80, this teacher would only
receive a Insufficient rating.
41
Tiered SGO Scoring Plan and Weighted Score
Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan
Preparedness groups Target Score on Final Assessment Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores
Preparedness groups Target Score on Final Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1
Low 70 gt85 (31-36) gt70 (25-30) gt55 (18-24) lt55 (0-17)
Medium 80 gt85 (19-21) gt70 (15-18) gt55 (11-14) lt55 (0-10)
High 90 gt85 (8) gt70 (6-7) gt55 (4-5) lt55 (0-3)
Results of SGO Results of SGO Results of SGO Results of SGO Results of SGO Results of SGO
Preparedness groups Number of Students in Group Weight (Number of students in group/total students) Number of Students Reaching Target Scores Objective attainment Level Weighted score
Low 36/65 0.56 27 3 0.56x3 2.24
Medium 21/65 0.32 20 4 0.32x4 0.96
High 8/65 0.12 4 2 0.12x2 0.24
Total SGO Score 3.25
42
TYPE Specific/Targeted Students
GRADE 8 LAL
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. 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. 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. 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 For a teacher to earn a rating of For a teacher to earn a rating of For a teacher to earn a rating of
Measuring Progress 4 Exceptional 3 Full 2 Partial 1 Insufficient
Measuring Progress 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.
42
43
TYPE Specific/Targeted Content/Skill
HISTORY
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. 80 of students will score a 3 or better on the district DBQ assessment for using evidence to support a point of view. 80 of students will score a 3 or better on the district DBQ assessment for using evidence to support a point of view. 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 For a teacher to earn a rating of For a teacher to earn a rating of For a teacher to earn a rating of
Measuring Progress 4 Exceptional 3 Full 2 Partial 1 Insufficient
Measuring Progress 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.
43
44
The SGO Development Process
PREPARE SGO
SGO REVIEW and EDUCATOR SGO SCORE
STUDENT GROWTH OBJECTIVES PROCESS
PRE-APPROVAL STAGE
SCORE SGO RESULTS
DEVELOP SGO
SGO SUBMISSION APPROVAL
IMPLEMENT AND MONITOR SGO
FOCUSED STRATEGIES
EVIDENCE COLLECTION
MID-YEAR SGO REVIEW
45
PREPARE SGO
KEY TASKS   ESSENTIAL QUESTIONS
  Review student data   Identify student population   Target specific and enduring academic concepts, skills or behaviors from Standards   Address observable student need(s)   Identify evidence sources to measure student growth   Establish goals for student growth       Which students are being addressed?   What is being taught?   Which content standards are being targeted?   Does the content selected represent essential knowledge and skills that will endure beyond a single test date, be of value in other disciplines, and/or necessary for the next level instruction?  
46
DEVELOP SGO
KEY TASKS   ESSENTIAL QUESTIONS
  Understand SMART Goal design   Practice writing SMART Goals   Determine the rationale for SGO Decide if the SGO will be progress and/or achievement focused Decide ifGeneral or General-tiered? Specific to a group of students? Specific in content or skill? Determine and write the SGO(s)       Why choose this learning content, evidence or target?   What source(s) of data did you examine in selecting the SGO(s)?   What is the starting level of learning for students in the class? What strengths and weaknesses were identified?   Is the SGO(s) rigorous and measurable?   What is the target level of growth or performance that students will demonstrate?   Do I expect all students to make the same amount of growth, regardless of where they start from, or should I set differentiated goals?
47
IMPLEMENT and MONITOR SGO Focused Strategies
KEY TASKS   ESSENTIAL QUESTIONS
  Determine strategies and supports. Consider evidence-based and differentiated strategies aligned to district and school initiatives, content-based best practices, and grade level expectations Determine the plan for the actions to be implemented throughout the implementation timeframe   Plan for the documentation of the strategies   Consider the availability of supplemental supports to further strategies       Does the SGO(s) provide a clear focus for instruction and assessment?   Do the strategies meet the students needs and align with learning styles?   Are the strategies consistent with district, school and programmatic best practices?   What is the plan for documenting student progress and monitoring student growth?   Is the implementation plan rigorous? Structured?
48
IMPLEMENT and MONITOR SGO Evidence Collection
KEY TASKS   ESSENTIAL QUESTIONS
  Monitor student progress Collect data toward meeting SGO(s)   Administer end-of-term assessment, formal post-test, etc. or review rubric-based portfolio/performance assessments   Collect final results regarding student growth using the evidence source(s) identified   In this final collection of evidence, the educator will note the percentage of targeted population that did not meet, met, and exceeded their student growth targets.     What assessments(s), student work product(s), or other evidence sources will be used to measure whether students met the objective?   Assessment types? How are the results reported?   Accessibility to assessment results ?   Is the assessment valid and reliable?   Why is this the best evidence for determining whether students met the objective?   What are the trends in the data?
49
SCORE SGO RESULTS
KEY TASKS   ESSENTIAL QUESTIONS
  Review SGO(s) results and scores Educator will report the percentage of targeted population that did not meet, met, and exceeded their student growth targets Submit final results of SGO(s) to principal/supervisor A teachers supervisor and/or a member of the School Improvement Panel will calculate a rating for the SGOs (required by NJDOE). Final SGO score for educator is included as part of summative evaluation     What is the expected outcome (target) by the end of the instructional period? Did the students meet the expected goals of the SGO(s)? What were the final results of the SGO? Achieved? Not Achieved? What score did the educator achieve? Was there a summative evaluation conference to discuss the accomplishment of the SGO(s)?
50
IMPORTANT DATES
SGO SUBMISSION FOR APPROVAL (by 11/15/13)
SGO MID-YEAR REVIEW (by 2/15/14)
CONSIDERATIONS   CONSIDERATIONS
  Based upon the educators role/position, 1-2 SGO(s) will be set and the most appropriate assessment measure will be utilized to determine if the target is met or not The educator will submit the draft SGO(s) to his/her principal/supervisor for approval. The administrator will review each SGO and ensure that they meet the established criteria The SGO(s) will then be approved or will be returned for further revision, with specific directions as to which component(s) need revising     A mid-year meeting between the educator and the principal/supervisor is recommended Conference is scheduled at approximately the halfway point of the specified SGO interval A review of progress, a discussion of any issues, and adjustments to the SGO growth target may be made upon mutual agreement in situations where the goals are either too rigorous or not rigorous enough
51
SGO PROCESS TIMELINE
52
What do we still NEED to KNOW?
Self-Reflection Revisited
What do IKNOW? What do I WANT to KNOW? CONCERNS that I Have...
NJDOE SGO Requirements
SGOs Understanding and Ability
52
53
ASSESSMENT
The Heart of the SGO
SGO
Activity 4a Survey of Assessment Practices
53
54
Linking Assessment In the Classroom
with
Student Growth and Achievement
54
55
WHERE ASSESSMENT COUNTS!
Consider Summative Assessment!
Consider Formative Assessment!
56
What do highly effective teachers do?
  • Major reviews of the research on the effects of
    classroom assessment indicate that it might be
    one of the most powerful tools in a teacher's
    toolbox.
  • Marzano

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Classroom Assessment Helps Teachers
Provides the MEANS to GATHER EVIDENCE about what
students know and can do
57
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Ongoing Informal and Formal Classroom Assessment
  • Is the bond that holds teaching and learning
    together
  • Allows educators to monitor teaching
    effectiveness
  • and student learning
  • Can motivate and shape learning and instruction
  • Can help teachers gauge student mastery of
    required
  • skills
  • Can help teachers determine whether students
    are
  • prepared for tests that are used for
    high-stakes
  • decisions
  • Can help students improve their own performances

58
http//www.ets.org/Media/Tests/TOEFL_Institutional
_Testing_Program/ELLM2002.pdf
59
INSTRUCTION and STUDENT LEARNING
Linking assessment and instruction is critical
to effective learning.
59
ASSESSMENT
60
Good Evidence Improves Instruction
What needs to be assessed and why?
When planning instructional strategies, teachers
need to
1
2
3
60
61
Assessment OF/FOR Learning
Traditionally, we have used assessments to
measure how much our students have learned up to
a particular point in time. This is called
"assessment of learning" or what we use to see
whether our students are meeting standards set by
the state, the district, or the classroom
teacher. These summative assessments are
conducted after a unit or certain time period to
determine how much learning has taken place.
Although assessments of learning are important if
we are to ascribe grades to students and provide
accountability, teachers should also focus more
on assessment for learning. This type of
assessment formative assessment supports
learning during the learning process.
61
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FORMATIVE or SUMMATIVE?
  • FORMATIVE ASSESSMENT is part of the instructional
    process. When incorporated into classroom
    practice, provides information needed to adjust
    teaching and learning while they are happening.
  • Informs both teachers and students about student
    understanding at a point when timely adjustments
    can be made.
  • Help to ensure students achieve, targeted
    standards-based learning goals within a set time
    frame.
  • SUMMATIVE ASSESSMENTS are given periodically to
    determine at a particular point in time what
    students know and do not know.
  • State assessments
  • District benchmark or interim assessments
  • End-of-unit or chapter tests
  • End-of-term or semester exams
  • Scores that are used for accountability for
    schools (AYP) and students (report card grades).

62
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InFORMATIVE Assessment
"Informative assessment isn't an end in itself,
but the beginning of better instruction."  Carol
Ann Tomlinson
63
64
Activity - Brainstorm with Others
FORMATIVE ASSESSMENTS
64
65
Examples
FORMATIVE ASSESSMENTS
  • Observations
  • Questioning
  • Discussion
  • Journals
  • Assignments
  • Projects
  • Pop Quizzes (not-graded)
  • Exit/Admit Slips
  • Learning/Response Logs
  • Graphic Organizers
  • Peer/Self Assessments
  • Written Questions / Exercises
  • with Short, Extended or
  • Multiple-choice Answers
  • Practice Presentations
  • Diagnostic Tests
  • Visual Representations
  • Kinesthetic Assessments
  • Individual Whiteboards
  • Four Corners
  • Think Pair Share
  • Appointment Clock
  • Simulations/Business Games
  • Conferencing/Reviews
  • Meaningful Homework
  • Assignments

65
http//wvde.state.wv.us/teach21/ExamplesofFormativ
eAssessment.html
66
Webbs Depth of Knowledge
66
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Webbs Depth of Knowledge
67
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Dont Forget About the Students
68
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Dont Forget About the Students
  • Formative assessments
  • serve as practice for studentsshouldnt be
    graded
  • check for understanding along the way and guide
    teacher
  • decision making about future instruction
  • provide feedback to students so they can
    improve their
  • performance
  • help teachers differentiate instruction and
    thus improve student
  • achievement.

The student's role is to strive to understand
what success looks like and to use each
assessment to try to understand how to do better
the next time. Rick Stiggins, Educational
consultant
69
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Creating Classroom Assessments
  • Accurate
  • How is this student evolving as a learner? What
    can I do to assist this learner
  • on his path to mastery?
  • Does the assessment test the material that I
    taught in the lessons?
  • Does the assessment test the knowledge and
    skills/abilities related to my
  • grade level? Content area?
  • Is the assessment related to the essential
    questions of the unit of study?
  • Appropriate
  • Does the assessment design match the types of
    knowledge being assessed?
  • Does the performance tasks relate to the
    conceptual understandings of the
  • unit?
  • Relevant
  • Does the assessment match the goals of the
    unit? Lesson?
  • Will the student(s) be able to successfully
    accomplish the
  • assessment?
  • Does the assessment provide me with evidence of
    student growth?
  • Student achievement?

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Suggested Guidelines Assessment Creation (NJDOE
- 2013)
  • Develop assessments collaboratively.
  • Align all assessments with NJCCCS or CCSS.
  • Align all assessments with district, school and
    department goals.
  • Make sure all the content in your SGO is covered
    in the assessment.
  • Incorporate test items that vary in levels of
    difficulty.
  • Include a sufficient number of test items to
    ensure rigor.
  • Collaboratively determine possible modifications
    to meet the needs of students.
  • Develop rubrics to assess essay responses.
  • Make sure content- and skill-based rubrics are
    specific and address multiple levels of
    proficiency.

http//www.state.nj.us/education/AchieveNJ/teacher
/SGOGuidebook.pdf
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SGO Checklist HERE
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  • Resources from NJDOE SGO Guidebook (2013), pg. 26

74
  • NJDOE SGO Guidebook, 2013 pg. 27

75
  • NJDOE SGO Guidebook, 2013 pg. 27

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Common Assessments
  • Common formative assessments for learning can do
    for classroom teachers what large-scale
    assessments of learning, by design, cannot.
  • These are assessments collaboratively designed by
    a grade-level or department team that are
    administered to students by each participating
    teacher periodically throughout the year.
  • They assess student understanding of the
    particular standards that the grade-level or
    department educators are currently focusing on in
    their individual instructional programs.
  • The teachers collaboratively score the
    assessments, analyze the results, and discuss
    ways to achieve improvements in student learning
    on the next common assessment they will
    administer. In this way, assessment informs
    instruction.
  • If the common formative assessments are aligned
    to the large-scale assessments in terms of what
    students will need to know and be able to do on
    those assessments, the formative assessment
    results will provide valuable information
    regarding what students already know and what
    they need to learn. These assessments thus offer
    predictive value as to the results students are
    likely to produce on the large-scale assessments.
    Provided with this feedback early, educators can
    adjust instruction to better prepare students for
    success on the large-scale assessments.

77
Corrective Instruction
  • For assessments to become an integral part of the
    instructional process, teachers need to change
    their approach in three important ways. They
    must
  • use assessments as sources of information for
    both students and teachers
  • follow assessments with high-quality corrective
    instruction, and
  • give students second chances to demonstrate
    success.

Thomas R. Guskey 2007
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Data-Driven Instruction
Differentiation


Planning for All Students
Struggling Students, ELL Students, Accelerated
Students
Planning for Curriculum and Instruction
Students
Data
Instruction
Which instructional strategies work best for
these students? How do I manage a classroom with
a wide range of readiness levels, learning styles
and interests?
What have the students learned? How do I manage
student data? What patterns do the data show? How
do I align curriculum with assessments?
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79
Instructional Strategies
Differentiating Instruction
In Response to Formative Assessments
79
80
Teachers can differentiate through 4 ways
Differentiated Instruction The Core of
Instructional Practices
80
Carol Ann Tomlinson (as cited by Ellis, Gable,
Greg, Rock, 2008, p. 32)
81
10 Components of a Comprehensive Curriculum
Unit, Lesson, or Task

Content
Products
  • Assessment
  • Introduction
  • Teaching Strategies
  • Learning Activities

Grouping Strategies Resources Extension
Activities Modification (Ascending Levels of
Intellectual Demand)
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S.,
Purcell, J. H., Leppien, J. H., Burns, D. E.,
Strickland, C. A., Imbeau, M. B., (2009). The
Parallel Curriculum Model. (2nd ed.).Thousand
Oaks, CA Corwin Press.
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FEEDBACK
  • From the student's point of view, the formative
    assessment "script" reads like this
  • What knowledge or skills do I aim to develop?
  • How close am I now?
  • What do I need to do next?

Good feedback contains information that a
student can use, which means that the student has
to be able to hear and understand it.
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83
. . . our greatest opportunity for
better schools a simple, unswerving focus
on those actions and arrangements that ensure
effective, ever-improving instruction. Instructio
n itself has the largest influence on
achievement. Mike Schmoker, Results Now (2006)
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ASSESSMENT ACTIVITY
Activity 4b What Assessments are Utilized in
Your School for Measuring Learner Progress?
Complete the chart on Pages 31-32.
and/or Activity 4c Considerations When
Choosing or Developing a Quality
Assessment Complete the chart on Page 36.

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Introducing the SGO Template All Things
Considered!

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SGO DESIGN TEMPLATE
87
Introducing the SGO Blueprint Context
Context Describe the student population being served by your SGO. In addition, offer any information related to special learning circumstances that you believe to be important. 20 Visual Arts-3 students 2 students have delayed fine motor skills 3 Special Needs (other) 2 ELL 5 504 2 Academic Enrichment
(Note Adapted from Rhode Island Department of
Education (RIDE). Retrieved March 12, 2013 from
http//www.ride.ri.gov/EducatorQuality/EducatorEva
luation/SLO_Exemplars/Elem_FA-VisualArts.pdf)
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Introducing the SGO Blueprint Timeline
Timeline Describe the instructional time interval. Interval of Instruction All students receive instruction once per week, for 40 minutes, throughout the year, as part of an Expressive Arts Cycle program.
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Introducing the SGO Blueprint Learning
Content/Competencies
Learning Content and Competencies Describe the specific content, concepts, and/or topics around which the SGO will be organized and measured. RI Visual Arts (3-4) and Design Standard 1 Students demonstrate knowledge and application of Visual Art and Design concepts describing and applying basic VAD concepts line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast applying basic strategies and techniques to address artistic problems using observation to develop a visual representation of basic objects maintaining a portfolio of self-created art work and explaining art concepts learned
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Introducing the SGO Blueprint Evidence
Evidence Considered Describe all state-, district- and classroom-level assessments, that can be considered to support baseline data analysis. At the end of last year I examined this cohorts portfolios with the K-2 art teacher. This showed that while students were working with line, color, and shape, and pattern, they were not obviously constructing composition, relating parts to the whole, developing attention to detail, or mixing representational and expressive techniques.
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Introducing the SGO Blueprint Baseline Data
Baseline Data Describe the specific pre-assessment(s) that you utilized to establish an understanding of current student performance. Appropriately organize and present the student performance data that was used to influence your SGO performance targets. Visual Arts-3 Benchmark-I Assessment I Administered BA-I during the first week of class. Students are asked to draw a self-portrait from memory then, using individual mirrors, students do an observation of their face and draw a self-portrait with paper and pencil. Students are asked to reflect on the choices they made regarding concept and technique, and explain those choices verbally. Through this assessment I am able to determine which techniques students relied on utilizing in their art, which they were comfortable using in descriptive speech, and how they articulated their process and choices. Results (out of 6 possible) Level 4 4 Level 3 6 Level 2 8 and Level 1- 2
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Introducing the SGO Blueprint SGO Statement
SGO Statement In careful consideration of the information provided in the sections above, present your SMART Student Growth Objective (SGO). For the 2013-2014 Visual Arts-3 Cycle Program, 100 of my 20 students will demonstrate measurable progress in their ability to create portraits from observation in a variety of mediums (including drawing with oil pastels, printmaking, collage, and painting) that show evidence of problem solving using basic visual arts concepts (including visual composition, color, shape, as well as a mixture of representational and expressive techniques), as aligned to State Grade 3-4 VA Standards 1 and 3. In careful consideration of student K-2 Portfolios, related artifacts and evaluative instruments, as well as individual performance data generated from my Visual Arts-3 Benchmark-I Assessment, all students will score at least a Level 3 (out of 6) on the 6-point VA-3 Rubric.  
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Introducing the SGO Blueprint Instructional
Action Plan
Instructional Action Plan Describe key strategies intended to influence student growth during the defined timeline. Instructional Strategy Evidence of Impact Timeline
Instructional Action Plan Describe key strategies intended to influence student growth during the defined timeline. Regular practice with different mediums Product/Rubric Weeks 4-7
Instructional Action Plan Describe key strategies intended to influence student growth during the defined timeline. Creation analysis of portrait collection Journal Weeks 12-16
Instructional Action Plan Describe key strategies intended to influence student growth during the defined timeline. Observation self-portraits Portfolio/Rubric Weeks 23-30
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Introducing the SGO Blueprint Student
Performance Targets and Self-Evaluation
Student Performance Targets and Self-Evaluation
of SGO Achievement How will you define
instructional success? Describe what you consider
to be fair and reasonably challenging student and
personal performance targets. The SGO score will
represent 15 of your formal Summative Evaluation.
    Student Performance Targets and Scoring     Highly Effective (4) Effective (3) Partially Effective (2) Ineffective (1)
    Student Performance Targets and Scoring     100 students score a Level 3 or higher on the 6-point VA-3 Rubric 90 or more students increase 2 or more levels. 100 students score a Level 3 or higher on the 6-point VA-3 Rubric. 80 or more students score a Level 3 on the 6-point VA-3 Rubric. Less than 80 students score a Level 3 on the 6-point VA-3 Rubric.
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Introducing the SGO Blueprint Rationale
Rationale Describe what you believe makes your SGO SMART, and feasible and worthy of implementation. At this grade level students should expand the ways they draw and know that there is more than one way to depict figures. As the art teacher for grades 3-5, I work closely with the K-2 art teacher. In 2nd grade students begin to develop exposure to drawing from observation, but this is the first year this skill is explicitly discussed along with the differences of drawing from memory. In the past, learning how to look carefully at a subject has been a real challenge for students but drawing from observation is a crucial skill and students are often eager to develop their ability. It is developmentally appropriate for students to hone their ability to make conscious choices utilizing media, concepts and technique to represent the observable world. It is also critical that students become more mindful of how these choices affect their artwork and can describe these choices verbally. Students will be exposed to new mediums, including oil pastels and printmaking, whereas in the earlier grades they mainly utilized other drawing materials, cut paper, and paint. This expands their opportunity to make choices in their artwork and experiment with technique.
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Data-Driven SGOs
Activity 5a Building an SGO
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Assessment at a Glance

Mrs. Smiths Class
COURSE COURSE Life Science Grade 10 Science Life Science Grade 10 Science Life Science Grade 10 Science Life Science Grade 10 Science
STANDARDS STANDARDS STANDARDS STANDARDS STANDARDS STANDARDS
LIFE SCIENCE NJCCCS Standards STANDARD 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity LIFE SCIENCE NJCCCS Standards STANDARD 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity LIFE SCIENCE NJCCCS Standards STANDARD 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity LIFE SCIENCE NJCCCS Standards STANDARD 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity LIFE SCIENCE NJCCCS Standards STANDARD 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity LIFE SCIENCE NJCCCS Standards STANDARD 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. STRANDS A. Organization and Development B. Matter and Energy Transformations C. Interdependence D. Heredity and Reproduction E. Evolution and Diversity
ASSESSMENT CONSTRUCT ASSESSMENT CONSTRUCT ASSESSMENT CONSTRUCT ASSESSMENT CONSTRUCT ASSESSMENT CONSTRUCT ASSESSMENT CONSTRUCT
TYPE Pre-Assessment Pre-Assessment Pre-Assessment TIME FRAME 45 minutes/1 class period/5 days week
QUESTION TYPES MC 19 MC 19 CR 6 ER PT 1
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STUDENT PRE-ASSESSMENT DATA
Tim 7
Sanji 17
Barb 18
Sam 20
Shawn 21
Janelle 22
Sara 24
Jorge 25
Michael 27
Joe 33
Bill 33
Mickey 34
Trevor 34
John 43
Jaylen 43
Sally 43
Jose 44
Jennifer 45
Alan 46
Shannon 65
CLASS SIZE 20 students
AVERAGE 32.2
RANGE 17 - 46 29pt spread
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REMINDER
  • Bring with you
  • Resources
  • Standards (CCSS and NJCCCS)
  • Curriculum Guides
  • Grade Level
  • Course Syllabi
  • School Plans
  • School Improvement Plan
  • Consolidated Plan (Title 1)
  • District Assessments
  • Quarterly and Benchmark Tests
  • Performance Assessments
  • Portfolio Rubrics
  • Data
  • School Specific Data
  • Historical Test Data
  • Test Specifications
  • Data from District Assessments

Paper or online!

Bring Back Day 1 Guide!
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100
Day 1 -Reflection Feedback
Pages 61-62 Participants Guide
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101
Developing Standards-Based, Assessment-Driven
Student Growth Objectives in ALL Content
Areas
Day 2

101
102
DAY 2 ---Todays Agenda
Morning Session
  • A. Introductory Activity
  •  
  • Welcome
  • Truth or Confusion Activity
  •  
  • B. Data Considerations in Developing SGOs
  •  
  • Activity 5b Building a SMART SGO
  • Mr. Adams Grade 2 Literacy
  • BREAK (15 minutes)
  • C. Working Together to Develop SGOs
    School-Content- and Grade Level Team-Based
  • Activity 6 - Strategic SGO Planning Creating a
    SMART SGO
  • LUNCH (1 hour)

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Day 2 ---Todays Agenda
Afternoon Session
  • Carousel/Gallery Walk- SGO Statements
  • Debrief/Groups Report Out- Examples from each
    content area shared with group
  • BREAK (15 minutes)
  • BREAK-OUT SESSIONS

INSTRUCTIONAL STAFF MEMBERS Peer Review of
Completed SGOs Activity 7 Next Steps Closing
Activity Feedback Form Dismissal
ADMINISTRATORS Principal Evaluation the NJ
State Practice Instrument for Evaluating
Leadership Activity Evaluating an
SGO Activity 4 Scenarios Next Steps Feedback
Form Dismissal
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Lets Review!
  • TRUTH
  • OR
  • CONFUSION?

104
105
TRUTH OR CONFUSION?
SGOs are required for both teachers of tested and
non-tested subjects.
105
106
TRUE Teachers of tested subjects who have an SGP
will develop one SGO. Teachers of non-tested
subjects will write 2 SGOs.
106
107
TRUTH OR CONFUSION?
An SGO must be linked to New Jerseys curriculum
standards.
107
108
TRUE The process of setting SGOs requires the
creation of standards-aligned goals and
assessments.
108
109
TRUTH OR CONFUSION?
The teacher makes the final determination about
the SGO.
109
110
  • CONFUSION!
  • The building principal provides final SGO
    approval.
  • SGOs are part of each teachers evaluation. All
    principals evaluations include the schools SGO
    average.

110
111
TRUTH OR CONFUSION?
The A in SMART goals stands for
activities. SMART goals focus on the number of
differentiated classroom activities that a
teacher provides.
111
112
CONFUSION! The SGO should focus on measuring
outcomes NOT activities. (The A represents
Attainable/ Ambitious!)
112
113
TRUTH OR CONFUSION?
SGOs can be growth and/or achievement goals.
113
114
TRUE SGOs may be growth goals or achievement
goals or a combination of both.
114
115
TRUTH OR CONFUSION?
A general SGO goal must focus on a teachers
entire student population and a large proportion
of curriculum standards and must set one general
expectation for all students.
115
116
CONFUSION! There are two types of General SGOs
General and General-Tiered. The General-Tiered
SGO tiers student goals by student preparation
levels hence, different expectations are set for
different groupings of students.
116
117
TRUTH OR CONFUSION?
  • There are 2 types of Specific SGOs
  • Specific Student Group focusing on subgroup
    of student with specific needs.
  • Specific Content/Skill focusing on specific
    skills of content that students must master.

117
118
TRUE NJDOE recommends that teachers who must
develop 2 SGOs write one General SGO and one
Specific SGO.
118
119
TRUTH OR CONFUSION?
Teacher attainment of SGOs will be based on a
four point scale. Teachers who fully attain
their Student Growth Objective will earn 3 points.
119
120
TRUE A teacher who has fully attained the SGO has
demonstrated a considerable impact on learning
by meeting the objective and will be awarded 3
points via a 4 point scale.
120
121
TRUTH OR CONFUSION?
Formative Assessment provides information to
adjust teaching and learning while they are
happening. Summative Assessment determines at a
point in time what students know and do not know.
Summative Assessments are graded.
121
122
TRUE Formative Assessment is assessment for
learning! Summative Assessment is assessment of
learning!
122
123
TRUTH OR CONFUSION?
The collaborative development of common
assessments by teachers is a valid and
professional practice.
123
124
TRUE Teachers via their PLC, grade level or
department may collaboratively develop and score
formative assessments to measure student
understanding of particular standards.
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125
Data-Driven SGOs
Activity 5b Building an SGO
125
126
TYPE Tiered General SGO
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
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127
TYPE General SGO
SGO Statement At least 75 of my 65 students
will score 80 or above on the end of course test.
Using the full attainment score range as a
starting point, you can assign ranges to the
other attainment standards as shown below. For
consistency, 14 ranges are used in the partial
category.
Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target Objective Attainment Based on Percent and Number of Students Achieving Target
Target Exceptional (4)   Full (3) Partial (2) Insufficient (1)
Score 80 on assessment 85 students (56 or more) 70 students (range 84-70) (45 or more) 55 students (range 69-55) (36 or more) lt55 students (fewer than 36)
Using the data from the tiered sample, 24
students in the high and middle tiers scored at
or above 80. If only 10 student in the low tier
scored at or above 80, this teacher would only
receive a Insufficient rating.
128
Tiered SGO Scoring Plan and Weighted Score
Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan Scoring Plan
Preparedness groups Target Score on Final Assessment Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores Objective Attainment Based on Percent (and Number ) of Students Achieving Target Scores
Preparedness groups Target Score on Final Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1
Low 70 gt85 (31-36) gt70 (25-30) gt55 (19-24) lt55 (0-18)
Medium 80 gt85 (19-21) gt70 (15-18) gt55 (11-14) lt55 (0-10)
High 90 gt85 (8) gt70 (6-7) gt55 (4-5) lt55 (0-3)
Results of SGO Results of SGO Results of SGO Results of SGO Results of SGO Results of SGO
Preparedness groups Number of Students in Group Weight (Number of students in group/total students) Number of Students Reaching Target Scores Objective attainment Level Weighted score
Low 36/65 0.56 27 3 0.56x3 2.24
Medium 21/65 0.32 20 4 0.32x4 0.96
High 8/65 0.12 4 2 0.12x2 0.24
Total SGO Score 3.25
129
Assessment at a Glance
DRA Grade 2 Grade 2    Teacher Adams
Pre-assessment Pre-assessment Pre-assessment   Week of 9.15.12
Student Student DRA Points Earned Guided Reading Level Comments
Anai Anai 10 F  ELL
Angie Angie 24 L  
Antonio Antonio 4 C   ELL
Ashley Ashley 4 C  
Christopher Christopher 28 M  
Cristian Cristian 16 I   ELL
Davis Davis 4 C  
Denisse Denisse 24 L  
Elvira Elvira 18 J  
Emely Emely 10 F  
Francisco Francisco 28 M  
Freddy Freddy 8 E   ELL
Geraldine Geraldine 8 E  
Jamie Jamie 28 M  
Jaymen Jaymen 6 D   ELL
Jonathan Jonathan 18 J  
Katherine Katherine 24 L  
Kerem Kerem 24 L  
Malachi Malachi 28 M  
Michael Michael 3 C  
Noel C. Noel C. 4 C  
Randy Randy 12 G enrolled /assessed 10.22
Stefani R. Stefani R. 24 L   ELL
Stephanie H. Stephanie H. 4 C  
Tiffany Tiffany 14 H  
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130
ACTIVITY 6
Strategic SGO Planning
131
SGO DESIGN TEMPLATE
132
Next Steps
SGO
Review content area samples from NJDOE and other
districts/ states.
132
133
Guiding the SGO Conversation
133
Activity 7 Strategic District and School
Planning
134
Placeholder Adeles slide
135
Table Talk District and School Planning
135
136
Breakout sessions
136
137
BREAKOUT SESSION
Instructional Staff Breakout Session
138
Next Steps Writing Your Own SGOs
SGO
Review content area samples from NJDOE and other
districts/ states. Write your own SGOs.
138
139
Wrap It Up!
Concluding Points
Precious Cargo SGO Inside!
139
140
  • Please complete the
  • Feedback Form
  • Reflect
  • Jot
  • Turn in

140
141
BREAKOUT SESSION
Administrator Breakout Session
142
Revisiting Compliance Principal Evaluation
143
Principal Evaluation Introduction
  • New evaluation systems for Principals will
    include the following components

Principal Practice Performance on a principal
practice evaluation instrument
School SGP State-calc. score that measures a
principals ability to drive growth in ELA and
math
Average SGO Locally-calc. score that aggregates
the perf. of all teachers in a school on SGOs
Admin. Goals Locally-calc. score that measures a
principals impact on stu. achievement
Summ. Rating Overall eval. score that combines
the multiple measures of practice outcomes
Eval. Leadshp. Outputs that define how well a
principal is leading imp. of the eval system
Inputs
Student/Teacher Outcomes
144
Principal Evaluation SGP and SGO Components
School SGP
  • Principals whose students have SGPs will receive
    the average school-wide SGP score.
  • Principals will be placed in 3 categories
    Multi-Grade SGP
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