developing standards-based, assessment-driven student growth objectives in all content areas...
TRANSCRIPT
Developing Standards-Based, Assessment-DrivenStudent Growth Objectives
in ALL Content Areas
Presenters’ NamesPresenters’ emails
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Online Discussion Site
Go to:
http://todaysmeet.com/ fill in the name of room
• Post questions, share information, etc.
• Room will remain “open” until fill in time frame.
• Use it after the workshop to continue discussion.
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DAY 1 ---Today’s Agenda
A. Introduction & Overview 1. Use TodaysMeet (
www.todaysmeet.com)2. Overview of AchieveNJ Evaluation
System3. Activity #1 – KWL Chart4. Activity #2 – Pre Assessment Quiz5. Compliance vs. Process6. AchieveNJ/Teach NJ Requirements7. SGO Template Components
B. SGO Basics 8. What is a SMART student growth
objective?9. Achievement and Growth Goals
B. SGO Basics (continued)
3. Activity #3 - Analysis & Evaluation of SGO Sample Goals
4. NJDOE Teacher SGO Attainment Levels5. 4 Types of SGOs with samples
BREAK (15 minutes)
C. SGO Development Process & Timeline 6. Introduce/Review SGO process development
steps & timelines
D. Introduce SGO Template
E. Revisit KWL Self-Reflection
LUNCH (1 hour)
Morning Session
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Day 1 ---Today’s Agenda
Assessment Literacy
1. Activity 4a: Survey of Assessment Practices2. Linking Assessment in the Classroom with Student Growth & Achievement3. Webb’s Depth of Knowledge4. Creating Classroom Assessments5. Types of Assessments6. Alignment: Assessments & Standards7. Rigor & Depth of Knowledge8. Choosing or Developing Quality Assessments9. Instructional Connections: Data-driven Instruction; Differentiated Instruction; Feedback
for Students10.Activity #4b: What Assessments are Utilized in Your School for Measuring Learner Progress?11. Activity #4c: Considerations When Choosing or Developing a Quality Assessment
BREAK: (15 minutes)
Afternoon Session
G. SGO Design Template Review 1. Intro to SGO template2. SGO Blueprint - Walk-through sample SGO
H. Data Analysis & Considerations in Setting SGOs
3. Activity #5a: Building a SMART SGO Mr. Smith – Science Pre-Assessment Data
I. Concluding Activity 4. Day 1 Feedback Form5. Reminders: Items to Bring for Day 2
DISMISSAL
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1. Understand Student Growth Objective (SGO) requirements.
2. Understand and apply the SMART-based SGO development process.
3. Effectively lead professional staff in the creation of standards-based, assessment-driven SGOs.
Desired Outcomes
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FOR DAY 2
Bring with you…ResourcesStandards (CCSS and NJCCCS)Curriculum Guides
Grade LevelCourse Syllabi
School PlansSchool Improvement Plan Consolidated Plan (Title 1)
District Assessments Quarterly and Benchmark Tests Performance AssessmentsPortfolio Rubrics
DataSchool Specific DataHistorical Test DataTest SpecificationsData from District Assessments
Paper or
online!
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ACTIVITY #1
What do I…KNOW? What do I… WANT to KNOW?
CONCERNS that I HAVE...
NJDOE SGO Requirements
SGOs:Understanding and Ability
Self-Reflection
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Let’s take our…SGO 101
Pre-assessment!
Activity #2:
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Introduction to Student Growth Objectives
September
January
June
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SLOsG
In New Jersey…
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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.”
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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
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
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COMPLIANCE
PROCESSvs.
SGO SETTING: “THE CONTEXT”
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SGO SETTING: PROCESS
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SGO DESIGN TEMPLATE
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COMPLIANCE!
SGO SETTING
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Teacher Practice
Performance on a teacher practice
instrument, driven primarily through
observation
Stu. Growth
PercentileState-calculated
score that measures individual teacher’s
ability to drive growth on NJ ASK
NJASK
Stu. Growth
ObjectiveLocally-calculated
score that measures an individual
teacher’s impact on stu. achievement
Inputs of Effective Teaching
Outcomes of Effective Teaching
Summative Rating
Overall eval. score that combines the
multiple measures of practice and student
progress
N.J.A.C. 6A:10-4.1
Introduction to Teacher Evaluation
Teachers in Tested Grades 4-8
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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 student’s prior learning as measured by all of student’s NJ ASK results.
http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml
For More Information…NJDOE SGP video
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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.
Teachers in Tested Grades
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Teacher Evaluation: Introduction
Teacher Practice
Performance on a teacher practice
instrument, driven primarily through
observation
Stu. Growth
ObjectiveLocally-calculated
score that measures an individual
teacher’s impact on stu. achievement
Inputs of Effective Teaching
Outcomes of Effective Teaching
Summative Rating
Overall eval. score that combines the
multiple measures of practice and student
progress
N.J.A.C. 6A:10-4.1
Introduction to Teacher Evaluation
Teachers in Non-Tested Grades/Areas
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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.
Teachers in Non-Tested Grades/Subjects
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Teacher Evaluation: Summative EvaluationNon-Tested 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
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Teacher Evaluation: Summative EvaluationTested Grades and Subjects
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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 principal’s
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 principal’s 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 Outcomes24
Principal Evaluation: SGP and SGO Components
• 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.
• Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.
School SGP
SGO Average
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Components Multi-GradeSGP 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/TeacherOutcomes
Principal Evaluation: A Look at All Components
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PROCESS!
SGO SETTING
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Introduction to
SMART
SGO28
What does it mean to be…
SM
AR
T
?29
SMART SGOS ARE…
S … Specific
M … Measurable
A … Attainable/Ambitious
R … Results-driven
T … Timed30
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.
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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.
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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 year’s gain as measured by the Star Reading Enterprise Assessment. Students in the below grade level band will attain at least 1.2 year’s gain.
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TYPES OF SGOS
Type of SGO Definition
General Focused on the teacher’s 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.
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TEACHER ATTAINMENT OF SGOS
Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf36
TYPE: GENERAL SGO
SGO Statement:
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…4
Exceptional3
Full2
Partial1
Insufficient*90% or more students met goal.
*80% or more students met goal.
*70 or more students met their goal.
*Less than 70% of students met their goal.
*These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal.
ELEMENTARY LITERACY
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TYPE: GENERAL SGO
SGO Statement:
80% of students will master 7 of 9 skills measured by the district-developed 6th grade music rubric.
Measuring Progress
For a teacher to earn a rating of…
4Exceptional
3Full
2Partial
1Insufficient
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.
GRADE 6 MUSIC
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TYPE: TIERED GENERAL SGO
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
MeasuringProgress
For a teacher to earn a rating of…4
Exceptional3
Full2
Partial1
Insufficient
Low 85% or more students in each tier met goal.
75% or more students in each tier met goal.
65% or more students in each tier met goal.
Less than 65% of students in one or more tiers met goal.
Medium
High
PHYSICS 1
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TYPE: SPECIFIC/TARGETED STUDENTS
SGO Statement:
6/8 students who scored in the low range on the pre-assessment will increase 10 words/minute over their baseline score on the Oral Reading Fluency Assessment.
Measuring Progress
For a teacher to earn a rating of…4
Exceptional3
Full2
Partial1
Insufficient7-8 students met goal
6 students met goal.
3-5 students met goal
0-2 students met goal.
For some teachers there may be a specific student group that is appropriate to target. In this instance, the teacher identified a group of students with low preparedness who he believed would benefit from increased work in reading fluency.
GRADE 8 LAL
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TYPE: SPECIFIC/TARGETED CONTENT/SKILL
SGO Statement:
80% of students will score a “3” or better on the district DBQ assessment for using evidence to support a point of view.
Measuring Progress
For a teacher to earn a rating of…
4Exceptional
3Full
2Partial
1Insufficient
90% or more students met goal.
80% or more students met goal.
70 or more students met their goal
Less than70% of students me their goal
Teachers can also use rubrics or portfolio assessments to measure student attainment. In this example the district created a rubric for U.S. History students to measure attainment of specific critical thinking skills.
HISTORY
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The SGO Development Process
STUDENT GROWTH
OBJECTIVESPROCESS
PREPARESGO
SCORESGO RESULTS
DEVELOPSGO
IMPLEMENT AND MONITOR SGO
SGO SUBMISSION& APPROVAL
MID-YEAR SGO REVIEW
PRE-APPROVAL STAGE
EVIDENCE COLLECTION
FOCUSEDSTRATEGIES
SGO REVIEWand
EDUCATOR SGO SCORE
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PREPARE SGOPREPARE 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?
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DEVELOP SGODEVELOP 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 if…General 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?
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IMPLEMENT and MONITOR SGO
Focused Strategies
IMPLEMENT and MONITOR SGO
Focused StrategiesKEY 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?
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IMPLEMENT and MONITOR SGO Evidence Collection
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?
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SCORE SGO RESULTSSCORE 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 teacher’s 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)?
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SGO SUBMISSION FOR APPROVAL (by 11/15/13)SGO SUBMISSION FOR APPROVAL (by 11/15/13)
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
SGO MID-YEAR REVIEW (by 2/15/14)
SGO MID-YEAR REVIEW (by 2/15/14)
IMPORTANT DATESIMPORTANT DATES
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SGO PROCESS TIMELINE
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What do I…KNOW? What do I… WANT to KNOW?
CONCERNS that I Have...
NJDOE SGO Requirements
SGOs:Understanding and Ability
WHAT DO WE STILL NEED TO KNOW?
Self-Reflection Revisited…
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ASSESSMENT
SGOActivity # 4a:
Survey of Assessment Practices
The “Heart” of the SGO
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Linking AssessmentIn the Classroom
with Student Growth
and Achievement52
WHERE ASSESSMENT COUNTS!
Consider Formative Assessment!
Consider Summative Assessment!
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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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Identify students’ strengths and weaknesses
Monitor student learning and progress
Plan and conduct instruction
Classroom Assessment Helps Teachers
Provides the MEANS to GATHER EVIDENCE about what students know and can do 55
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 performanceshttp://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf56
How We Communicate
Results
How We Assess
What We Assess
What Is Worth LearningHow It Should Be Learned
How Well We Expect Students to Perform
Linking assessment and instruction is
critical to effective learning.
ASSESSMENT
INSTRUCTION and STUDENT LEARNING
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Good Evidence Improves Instruction
Keep learning goals in mind
Consider assessment strategies
Determine what would
constitute evidence that students have reached the
learning goals
When planning instructional strategies, teachers need to:
WHAT NEEDS TO BE ASSESSED AND WHY?
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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.
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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).
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InFORMATIVE Assessment
"Informative assessment isn't an end in itself, but the beginning of better instruction."
Carol Ann Tomlinson
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Activity - Brainstorm with Others
FORMATIVE ASSESSMENTS
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Examples
• 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
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
FORMATIVE ASSESSMENTS
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Webb’s Depth of Knowledge
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Webb’s Depth of Knowledge
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Don’t Forget About the Students
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Don’t Forget About the Students
Formative assessments:
serve as practice for students…shouldn’t 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 consultant67
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?
Creating Classroom Assessments
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SUGGESTED GUIDELINES:ASSESSMENT CREATION
(NJDOE - 2013)
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
• 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.
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SGO CHECKLIST HERE
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Resources from NJDOE SGO Guidebook (2013), pg. 26
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NJDOE SGO Guidebook, 2013 – pg. 2772
NJDOE SGO Guidebook, 2013 – pg. 2773
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.
Common Assessments
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Corrective InstructionFor assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must:
1) use assessments as sources of information for both students and teachers
2) follow assessments with high-quality corrective instruction, and
3) give students second chances to demonstrate success.
Thomas R. Guskey 2007 75
Students DataPlanning for Curriculum and Instruction
Instruction
Data-Driven 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?
Differentiation
Planning for All Students… Struggling Students, ELL Students, Accelerated Students
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Instructional Strategies
Differentiating Instruction
In Response to Formative Assessments77
Content Product
Process Learning Environment
Based on Individual
Learner
Differentiated Instruction: The Core of Instructional Practices
Teachers can differentiate through 4 ways:
Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32)78
Assessment
Introduction
Teaching Strategies
Learning Activities
Grouping Strategies
Resources
Extension Activities
Modification(Ascending Levels of Intellectual Demand)
ProductsContent
10 Components of a Comprehensive Curriculum Unit, Lesson, or Task
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.79
FEEDBACKFrom 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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. . . our greatest opportunity for betterschools: a simple, unswerving focus on
those actions and arrangements that ensure effective, ever-improving instruction.
Instruction itself has the largest influence on achievement.
Mike Schmoker, Results Now (2006)
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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.
ASSESSMENT ACTIVITY
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INTRODUCING THE SGO TEMPLATE: ALL THINGS CONSIDERED!
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SGO DESIGN TEMPLATE
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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 students2 students have delayed fine
motor skills3 Special Needs (other)2 ELL5 5042 Academic Enrichment
(Note: Adapted from: Rhode Island Department of Education (RIDE). Retrieved March 12, 2013 from:
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO_Exemplars/Elem_FA-VisualArts.pdf
)85
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:
a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast
b. applying basic strategies and techniques to address artistic problems
c. using observation to develop a visual representation of basic objects
d. 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 cohort’s 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
Regular practice with different mediums
Product/Rubric Weeks 4-7
Creation & analysis of portrait collection
Journal Weeks 12-16
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)
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
COURSE: Life Science– Grade 10 Science
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 DevelopmentB. Matter and Energy TransformationsC. InterdependenceD. Heredity and ReproductionE. Evolution and Diversity
ASSESSMENT CONSTRUCT:
TYPE: Pre-Assessment TIME FRAME: 45 minutes/1 class period/5 days week
QUESTION TYPES: MC: 19 CR: 6 ER: PT: 1
Mrs. Smith’s Class
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STUDENT PRE-ASSESSMENTDATA
Tim 7Sanji 17Barb 18Sam 20
Shawn 21Janelle 22
Sara 24Jorge 25
Michael 27Joe 33Bill 33
Mickey 34Trevor 34John 43
Jaylen 43Sally 43Jose 44
Jennifer 45Alan 46
Shannon 65
CLASS SIZE 20 students
AVERAGE 32.2
RANGE 17 - 4629pt spread96
REMINDER
Bring with you…ResourcesStandards (CCSS and NJCCCS)Curriculum Guides
Grade LevelCourse Syllabi
School PlansSchool Improvement Plan Consolidated Plan (Title 1)
District Assessments Quarterly and Benchmark Tests Performance AssessmentsPortfolio Rubrics
DataSchool Specific DataHistorical Test DataTest SpecificationsData from District Assessments
Paper or
online!
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DAY 1 -REFLECTION & FEEDBACK
Pages 61-62 Participant’s Guide98
Developing Standards-Based, Assessment-Driven Student Growth Objectives
in ALL Content Areas
Day 2
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DAY 2 ---Today’s Agenda
A. Introductory Activity 1. Welcome2. Today’s Meet3. Truth or Confusion Activity B. Data Considerations in Developing SGOs 4. 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
5. Activity #6 - Strategic SGO Planning: Creating a SMART SGO
LUNCH (1 hour)
Morning Session
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Day 2 ---Today’s Agenda
E. Carousel/Gallery Walk- SGO Statements
1. Debrief/Groups Report Out- Examples from each content area shared with group
BREAK (15 minutes)
BREAK-OUT SESSIONS
Afternoon Session
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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LET’S REVIEW!
TRUTH
OR
CONFUSION?
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SGOs are required for both teachers of tested and non-tested subjects.
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TRUETeachers of tested subjects who have an SGP will develop one SGO. Teachers of non-tested subjects will write 2 SGOs.
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An SGO must be linked to New Jersey’s curriculum standards.
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TRUEThe process of setting SGOs requires the creation of standards-aligned goals and assessments.
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The teacher makes the final determination about the SGO.
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CONFUSION!• The building principal provides
final SGO approval.• SGOs are part of each
teacher’s evaluation. Most principals’ evaluations include the school’s SGO average.
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The “A” in SMART goals stands for activities.
SMART goals focus on the number of differentiated classroom activities that a teacher provides.
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CONFUSION!The SGO should focus on measuring outcomes NOT activities.
(The “A” represents Attainable / Ambitious!)
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SGOs can be growth and/or achievement goals.
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TRUE
SGOs may be growth goals or achievement goals or a combination of both.
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A general SGO goal must focus on a teacher’s entire student population and a large proportion of curriculum standards and must set one general expectation for all students.
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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.
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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.
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TRUENJDOE recommends that teachers who must develop 2 SGOs write one General SGO and one Specific SGO.
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Teacher attainment of SGOs will be based on a four point scale. Teachers who fully attain their Student Growth Objective will earn 3 points.
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TRUEA 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.
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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.
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TRUEFormative Assessment is assessment for learning!
Summative Assessment is assessment of learning!
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The collaborative development of common assessments by teachers is a valid and professional practice.
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TRUETeachers 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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DATA-DRIVEN SGOS
Activity #5b: Building an SGO
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Assessment at a GlanceDRA Grade 2 Teacher: AdamsPre-assessment: Week of 9.15.12
StudentPoints Earned
DRA LevelComments
Anai 10 F ELLAngie 24 L Antonio 4 C ELLAshley 4 C Christopher 28 M Cristian 16 I ELLDavis 4 C Denisse 24 L Elvira 18 J Emely 10 F Francisco 28 M Freddy 8 E ELLGeraldine 8 E Jamie 28 M Jaymen 6 D ELLJonathan 18 J Katherine 24 L Kerem 24 L Malachi 28 M Michael 3 C Noel C. 4 C Randy 12 G enrolled /assessed 10.22Stefani R. 24 L ELL
Stephanie H. 4 C Tiffany 14 H
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Strategic SGO Planning
ACTIVITY #6
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SGO DESIGN TEMPLATE
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NEXT STEPS…
SGOReview content area samples from NJDOE and other districts/states.
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GUIDING THE SGO CONVERSATION
Activity #7 – Strategic District and School Planning128
PlaceholderAdele’s slide
129
Table Talk: District and School Planning
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BREAKOUT SESSIONS
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Instructional Staff
Breakout Session
BREAKOUT SESSION
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NEXT STEPS…
WRITING YOUR OWN SGOS
SGOReview content area samples from NJDOE and other districts/states.
Write your own SGOs.133
WRAP IT UP!
CONCLUDING POINTS
Precious Cargo…
SGO
Inside!
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Please complete the
Feedback Form: Reflect
Jot
Turn in
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Administrator Breakout Session
BREAKOUT SESSION
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Revisiting Compliance:Principal Evaluation
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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 principal’s
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 principal’s 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 Outcomes138
Principal Evaluation: SGP and SGO Components
• 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.
• Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores.
School SGP
SGO Average
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Components Multi-GradeSGP 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/TeacherOutcomes
Principal Evaluation: A Look at All Components
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Components Multi-GradeSGP 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/TeacherOutcomes
Principal Evaluation: A Look at All Components
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TEACHER ATTAINMENT OF SGOS
Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
NJDOE SGO Performance Bands
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Evaluating the SGO!ELA SGO Analysis
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Principal Scenarios:Potential Challenges
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Principal Scenario No. 1:Fairness and Equity
At Top Notch Elementary School, teachers of grades K-3, teachers of special subject areas (art, music, etc.) and special education teachers with fewer than 20 students will set two SGO’s per State regulation. The superintendent determined that for consistency teachers of grades 4-5 will set two SGO’s as well. The 4th and 5th grade teachers are very upset because they already receive an additional measure of student achievement in the SGP score which is tied to their students’ performance on the NJ ASK. What’s a principal to do?
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Principal Scenario No. 2:District v. School-based Decision
The superintendent of Prestige Public School District has designed and mandated a 4 point SGO scoring plan for all teachers that sets very high expectations.
Two of the district’s elementary schools have won National Blue Ribbon School designations. You are the principal of the third elementary school. Your school’s NJ ASK scores are historically lower. Seventy percent (70%) of your students qualify for free and reduced lunch. Fifty five percent (55%) are in the ELL program. Your annual student mobility rate is thirty three percent (33%). Your teachers are furious. They claim these expectations are unrealistic. What’s a principal to do?
Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1)
% of Students Meeting Target
100-95 94-89 88-83 82-77
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Principal Scenario No. 3:Ethics
A group of high school teachers appears to be especially anxious about their students’ performance on SGO’s. They want to:1. Set low SGO student expectations with limited rigor,2. Address an area of apparent strength in their SGO
objective,3. Score their own students’ pre and post tests,4. Report data via a small random sampling that they will
control.The principal is suspicious of the value, validity and integrity of their SGO plan. What’s a principal to do?
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Principal Scenario No. 4:Accountability
You are the principal, the sole building-based administrator, in a school with 640 students and 77 teachers. You understand the SGO process and know that your own evaluation will incorporate your school’s SGO performance. You are apprehensive that you will not have enough time to oversee the SGO development, monitoring and outcome evaluation processes. What’s a principal to do?
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Next Steps:School and District
SGO Planning
Table Talk: District and School Planning
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WRAP IT UP!
CONCLUDING POINTS
Precious Cargo…
SGO
Inside!
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Please complete the
Feedback Form: Reflect
Jot
Turn in
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Thank youfor your participation,
collaboration and dedicated efforts!!!
Wishing you much professional success as you continue your work
in developing and implementing Student Growth Objectives.
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