How Teachers Develop Student Growth Objectives (sgos)



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How Teachers Develop Student Growth Objectives (SGOs)

  • Student growth objectives. . .shall be specific and measurable, based on available student learning data, aligned to Core Curriculum Content Standards, and based on growth and/or achievement.” (NJAC 6A:10-4.2)

All teachers set SGOs: In 2014-15, 20%* of summative rating

  • Teachers without an mSGP set two SGOs
  • Teachers with an
  • mSGP set one or two SGOs
  • Student Growth Objectives (SGOs)
  • Teacher Practice
  • Student Growth Objectives
  • *pending approval of related regulations by State Board
  • Teacher Practice
  • Student Growth Objectives
  • SGO roles in perspective
  • 2
  • SGO process
  • Step 1
  • Step 2
  • Step 3
  • Step 4
  • Step 5
  • Adjustments to SGOs can be made with approval
  • Choose or develop a quality assessment aligned to the standards.
  • Determine students’ starting points.
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • Track progress and refine instruction accordingly.
  • Review results and discuss score with supervisor.
  • 3

Choose or develop a quality assessment aligned to the standards

  • In September (or before) teachers choose/develop appropriate SGO assessments:
  • 4
  • SGO process
  • September By Oct. 31 By Feb. 15 By end of school year
  • Step 1
  • Step 2
  • Step 3
  • Step 4
  • Step 5
  • Adjustments to SGOs can be made with approval
  • Optional mid-year check-in
  • Choose or develop a quality assessment aligned to the standards.
  • Determine students’ starting points.
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • Track progress and refine instruction accordingly.
  • Review results and discuss score with supervisor.
  • 5

Determine students’ starting points

  • During the first two months of school, teachers invariably collect rich information about their students and can use some of it to determine their students’ starting points.
  • Possible Types of Information
  • Source/Origin
  • Current grades
  • Gradebook
  • Recent test performance
  • Gradebook
  • Important markers of future success
  • Gradebook (participation, homework completion, etc)
  • Previous year’s grades or scores
  • Student Information System (e.g. PowerSchool)
  • High-quality pre-assessments
  • Ideally developed collaboratively by teachers who teach sequenced content and skills (e.g. Spanish II)
  • Student ID
  • Prior Year Final Grade
  • Current Year Test Scores
  • Markers of Future Success
  • Preparedness
  • Group
  • Math
  • Average Score
  • Participates in Class
  • Completes Homework
  • 1
  • 86
  • 98.5
  • Yes
  • No
  • 1
  • 2
  • 73
  • 92.5
  • Yes
  • Yes
  • 1
  • 3
  • 96
  • 95
  • Yes
  • Yes
  • 1
  • 4
  • 92
  • 85.5
  • Yes
  • No
  • 1
  • 5
  • 67
  • 54
  • No
  • No
  • 3
  • 6
  • 70
  • 58
  • No
  • No
  • 3
  • 7
  • 78
  • 72.5
  • Yes
  • No
  • 2
  • 8
  • 94
  • 80.5
  • No
  • No
  • 2
  • Prior Year Math Grade
  • Number of Future Success Markers
  • Preparedness Group
  • <70
  • <70
  • 0
  • 3
  • 70 – 84
  • 70 – 84
  • 1
  • 2
  • 85 – 100
  • 85 – 100
  • 2
  • 1
  • Determine students’ starting points (continued)
  • During the weeks prior to setting SGO targets, teachers might consider entering information into a table, spreadsheet, or computerized gradebook to document student starting points.
  • The teacher assigns a specific preparedness group when a majority of measures indicate a specific group using the guide at left.
  • 7
  • SGO process
  • September By Oct. 31 By Feb. 15 By end of school year
  • Step 1
  • Step 2
  • Step 3
  • Step 4
  • Step 5
  • Adjustments to SGOs can be made with approval
  • Optional mid-year check-in
  • Choose or develop a quality assessment aligned to the standards.
  • Determine students’ starting points.
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • Track progress and refine instruction accordingly.
  • Review results and discuss score with supervisor.
  • 8
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • In October, teachers set learning goals for students based on the assessment chosen and student starting points and meet with supervisors to discuss. Teachers makes adjustments based on feedback and submit SGOs for final approval by October 31.
  • Preparedness Group
  • Student Target Score on Assessment
  • Attainment Level in Meeting Student Growth Objective
  • Percent of Students Achieving Target Score
  • Exceptional
  • 4
  • Full
  • 3
  • Partial
  • 2
  • Insufficient
  • 1
  • 1
  • ≥90
  • ≥85% of
  • students
  • ≥65% of students
  • <65% of students
  • 2
  • ≥80
  • ≥85% of students
  • ≥75% of students
  • ≥65% of students
  • <65% of students
  • 3
  • ≥70
  • ≥85% of students
  • ≥75% of students
  • ≥65% of students
  • <65% of students
  • 9
  • Teacher Name
  • School
  • Grade
  • Course/ Subject
  • Number of Students
  • Interval of Instruction
  • I. Newton
  • Einstein Academy
  • 9
  • Physics 1
  • 65/65
  • October 15 to
  • April 15
  • Standards, Rationale, and Assessment Method
  • Name the content standards covered, state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career. Name and briefly describe the format of the assessment method.
  • Standards
  • NJCCCS physical science 5.2.12 C, D and E (energy, energy transformation, force and motion)
  • NJCCCS science practices 5.1.12 A-D (scientific explanations, investigation, reflection, and participation)
  • Rationale
  • This SGO includes all of the NJCCCS related to physics creating a foundation important for students who will take AP and/or college-level physics and is fundamental to many careers including architecture, mechanics, engineering, medicine.
  • The SGO also includes all of the science practice standards crucial in helping student become scientific thinkers. This mindset is valuable for making decisions when a large amount of information is available and must be analyzed for value and accuracy. It is critical in most academic disciplines.
  • Assessment
  • Physics Department’s common assessment administered at the end of the 3rd marking period.
  • Written: 60 multiple choice (4 choice), 5 short response questions, 1 essay.
  • Practical: Students design a simple apparatus, take measurements, and collect data.
  • Starting Points and Preparedness Groupings
  • State the type of information being used to determine starting points and summarize scores for each type by group. Modify the table as needed.
  • Preparedness Group
  • Information #1
  • Information #2
  • Information #3
  • Prior year math grade
  • Markers of Future Success
  • Physics Department pre-assessment
  • 3
  • <70
  • <5
  • 35-49
  • 2
  • 70-84
  • 5-10
  • 50-66
  • 1
  • 85-100
  • >10
  • 67-80
  • Students who score at the same level in at least two information categories will be placed in that level. In cases where students are close to the next 1est category, I will consider student’s current grades when making an appropriate placement determination.
  • Sample Completed SGO Form, Part 1
  • 10
  • Student Growth Objective
  • State simply what percentage of students in each preparedness group will meet what target in the space below, e.g. “75% of students in each group will meet the target score.” Describe how the targets reflect ambitious and achievable scores for these students. Use the table to provide more detail for each group. Modify the table as needed.
  • At least 70% of my students will attain the scores shown below according to their preparedness group.
  • Preparedness Group
  • (e.g. 1,2,3)
  • Target Score on SGO Assessment
  • 3
  • 36/65
  • 70
  • 2
  • 21/65
  • 80
  • 1
  • 8/65
  • 90
  • Scoring Plan
  • State the projected scores for each group and what percentage/number of students will meet this target at each attainment level. Modify the table as needed.
  • Preparedness Group
  • Student Target Score on Assessment
  • Attainment Level in Meeting Student Growth Objective
  • Percentage of Students Achieving Target Score
  • Exceptional
  • 4
  • Full
  • 3
  • Partial
  • 2
  • Insufficient
  • 1
  • 3
  • 70%
  • ≥85%
  • ≥75%
  • ≥65%
  • <65%
  • 2
  • 80%
  • ≥85%
  • ≥75%
  • ≥65%
  • <65%
  • 1
  • 90%
  • ≥85%
  • ≥75%
  • ≥65%
  • <65%
  • Sample Completed SGO Form, Part 2
  • 11
  • SGO process
  • September By Oct. 31 By Feb. 15 By end of school year
  • Step 1
  • Step 2
  • Step 3
  • Step 4
  • Step 5
  • Adjustments to SGOs can be made with approval
  • Optional mid-year check-in
  • Choose or develop a quality assessment aligned to the standards.
  • Determine students’ starting points.
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • Track progress and refine instruction accordingly.
  • Review results and discuss score with supervisor.
  • 12
  • Track progress and refine instruction accordingly.
  • During the SGO period (typically October to April), teachers track their student’s progress as usual.
  • Teachers adjust student support and instruction as needed to ensure students stay on track to meet their learning goals.
  • Administrators provide support to teachers through conferences as needed (possibly during observation post-conferences)
  • In exceptional cases, changes to SGOs are made by February 15.
  • 13
  • SGO process
  • September By Oct. 31 By Feb. 15 By end of school year
  • Step 1
  • Step 2
  • Step 3
  • Step 4
  • Step 5
  • Adjustments to SGOs can be made with approval
  • Optional mid-year check-in
  • Choose or develop a quality assessment aligned to the standards.
  • Determine students’ starting points.
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • Track progress and refine instruction accordingly.
  • Review results and discuss score with supervisor.
  • 14
  • Review results and discuss score with supervisor
  • At the end of the SGO period, teachers assess student progress on their learning goals with their summative assessments or portfolio and calculate SGO scores.
  • Scoring Plan
  • State the projected scores for each group and what percentage of students will meet this target at each attainment level. Modify the table as needed.
  • Preparedness Group
  • Student Target Score
  • Attainment Level in Meeting Student Growth Objective
  • Percentage of Students Achieving Target Score
  • Exceptional
  • 4
  • Full
  • 3
  • Partial
  • 2
  • Insufficient
  • 1
  • 3
  • 70
  • ≥85%
  • ≥75%
  • ≥65%
  • <65%
  • 2
  • 80
  • ≥85%
  • ≥75%
  • ≥65%
  • <65%
  • 1
  • 90
  • ≥85%
  • ≥75%
  • ≥65%
  • <65%
  • Results of Student Growth Objective
  • Summarize results using weighted average as appropriate. Delete and add columns and rows as needed.
  • Preparedness Group
  • Students at Target Score
  • Teacher SGO Score
  • Weight (based on students per group)
  • Weighted Score
  • Total Teacher SGO Score
  • 3
  • 31 of 36/86%
  • 4
  • 0.56 (36 of 65)
  • 2.24
  • 3.56
  • 2
  • 16 of 21/76%
  • 3
  • 0.32 (21 of 65)
  • 0.96
  • 1
  • 6 of 8/75%
  • 3
  • 0.12 (8 of 65)
  • 0.36
  • 15
  • Review results and discuss score with supervisor. (continued).
  • In May or June, teachers discuss scores and strategies for next year’s SGOs with their supervisors during annual conferences.
  • 16
  • A process of growth
  • September By Oct. 31 By Feb. 15 By end of school year
  • Step 1
  • Step 2
  • Step 3
  • Step 4
  • Step 5
  • Adjustments to SGOs can be made with approval
  • Optional mid-year check-in
  • Choose or develop a quality assessment aligned to the standards.
  • Determine students’ starting points.
  • With supervisor input and approval, set ambitious yet achievable student learning goals.
  • Track progress and refine instruction accordingly.
  • Review results and discuss score with supervisor.
  • Teachers’ reflections on their SGOs at the end of each year should strengthen and improve the process the following year.
  • 17



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