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STUDENT GROWTH OBJECTIVES
EDUCATOR EFFECTIVENESS
TRAINING OUTCOMES
• Understand the State guidelines for Measures of Student Learning• State the basic steps within the Student Growth
Objective (SGO) process• Gather tools for the SGO process• Begin the process of designing academic goals in
the SGO format• Develop a series of next steps with SGO
COLLABORATIVE TABLETOPS NORMS
• Listen to and respect the expertise brought by each member of the group• Recognize that we are all learning together• Value the brainstorming process• Problem-solve as a team • Work towards positive solutions• Be nice and be professional
EVALUATION FRAMEWORK
EVALUATION FRAMEWORK REQUIREMENTS
50% Measures of Student Learning
50% Professional Practice
Evaluation Rubric,
Observations, Surveys &
Artifacts
State & District assessments;
Other assessments measuring student achievement and
growth
EVALUATION FRAMEWORK REQUIREMENTS
50% Measures of Student Learning
State & District assessments;
Other assessments measuring student achievement and
growth
MEASURES OF STUDENT LEARNING
STATE REQUIREMENTS
• Measure of Individually attributed student learning outcomes• Measure of Collectively attributed student
learning outcomes• Statewide summative assessment (TCAP/ACT)
results and growth, when available• Multiple Measures
DEFINITION OF “GROWTH”
• SB 191 rules define “Student Academic Growth” as…• The change in student achievement against Colorado
Academic Standards for an individual student between two or more points in time…determined using…standards-based measures that are rigorous and comparable across classrooms of similar content areas and levels.
• May also include gains in progress towards post- secondary and workforce readiness.
• May include progress toward academic and functional goals included in an individualized education program and/or progress made towards student academic growth objectives.
STUDENT GROWTH OBJECTIVES (SGO)
EFFECTIVE PRACTICE & SGO
• Effective Teachers…• Teach a curriculum aligned to standards
• Set goals for students
• Determine the needs of students using several methods including a variety of assessments
• Differentiate instruction based on the needs of students
• Use high quality assessments to measure student performance
• Work in collaborative groups to improve student achievement
EFFECTIVE PRACTICE & SGO
• The SGO process adds two more components…
• Formalize and document this process
• Systematically determine students’ starting points
EFFECTIVE PRACTICE & SGO
• SGOs should be a reflection of what effective teachers typically do
StandardsInstruction
Assessment
SGO
INTERNALLY DRIVEN
Administrator-supportedProvide a supportive and collaborative environmentAssess quality and provide approval and final score of SGOs
Teacher-drivenIdentify critical standards and develop assessmentsUse appropriate data to set ambitious and achievable targetsMonitor performance and adjust instruction as needed
Student-centeredWhat should my students learn by when?How will I ensure they learn it?How will I know they have learned it?
WHAT IS A SGO?
A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be:• Specific and measureable
• Aligned to standards
• Based on available prior student learning data
• A measure of what a student has learned over time
SGO & SMART GOALS
SMART Goals Are…
SGOs Must Be…
SGOs Require a Teacher to…
SSpecific Specific Describe how many students learn
“what” or grow by “how much”
MMeasurable Measurable Compare starting points to ending points
using assessments of some type
AAchievable Ambitious
but Achievable
Determine a reasonable amount of growth according to knowledge of students
RRelevant Relevant Align SGOs to standards
TTime-related
Time-related
Set an appropriate instructional period
5 STEPS OF THE SGO PROCESS
Step 1Choose or develop a quality assessments aligned to standards
Step 2Determine students’ starting points
Step 3Set ambitious and achievable SGOs
Step 4Track progress & refine instruction
Step 5Review results and score in consultation with your evaluator
STEP 1: CHOOSE/DEVELOP A QUALITY ASSESSMENT
ASSESSMENTS ARE CRITICAL
• Central to SGOs• Measure what students learn in relation to the
SGO set• Must be chosen thoughtfully to provide a high
quality measure of learning• Different subjects and grades call for different
types of assessments
Poorly designed assessments do not accurately measure student knowledge
and learning.
If SGOs are based on low-quality assessments, then the SGO process cannot yield accurate or meaningful
results.
If SGOs do not yield accurate or meaningful results, they will fail to promote good instruction and
improve student learning.
SGO Quality
Assessment Qualitydepends upon
20
DISCLAIMER
Choosing or developing quality assessments is an aspect of the process with which teachers
may initially struggle.
In the first year, you should make a good faith effort to use the most appropriate
assessments for your students based on the guidelines provided within the process. As you become familiar with the SGO process and the strengths and weaknesses of your
assessments, you should modify and improve them each year.
The SGO process will improve and become easier with time.
Teachers may use but are not limited to:• Portfolios• Performance Assessments• Benchmark Assessments• Finals (modified as needed)• Program-based Assessments• Standardized Tests, e.g. AP
22
Whether locally-developed or commercial, multiple choice or rubric-based, assessments should follow the rules of good assessment design.
TYPES OF ASSESSMENTS
COMPONENTS OF QUALITY ASSESSMENTS
1. Assessment Scope Determine the educational goals, instructional period,
and the appropriate standards that will be captured by the assessment
2. Assessment Quality Choose or develop an assessment, analyze it for quality,
and modify as necessary
3. Collection of Evidence Ensure that scoring and administration of assessments
relies on fair, accurate, and reliable systems
Let’s look briefly at each component…
SCOPE
1. Assessment Scope Determine the educational goals, instructional period,
and the appropriate standards that will be captured by the assessment
Scope Considerations:Key concepts and skills students can be expected
to master in a courseHandout: Planning Guide for Choosing or
Developing a Quality Assessment
QUALITY
2. Assessment Quality Choose or develop an assessment, analyze it for
quality, and modify as necessary
Quality Considerations:Standards Alignment & Coverage (Content Match)Rigor, Depth of Knowledge, Complexity
(Cognitive Match)Handouts: Assessment Rigor & DOK Analysis; DOK
Levels
EVIDENCE
3. Collection of Evidence Ensure that scoring and administration of assessments
relies on fair, accurate, and reliable systems
Evidence Considerations:Fair & UnbiasedClear Scoring GuidelinesDefined Performance LevelsHandouts: Assessment Checklist & Assessment Review Tool
NEXT STEPS
• Take a few minutes to share your next steps with choosing/developing a quality assessment
STEP 2: DETERMINE STUDENTS’ STARTING POINTS
CONSIDERATIONS
• What sources of student data are available to you?
• Is a pre-assessment something you should be using? If so, how alike are your pre- and post-assessments? What are the advantages and disadvantages to making them identical? How do you control test integrity?
• Is grouping students by preparedness levels appropriate or useful?
EVIDENCE OF PRIOR LEARNING
Source of Performance Data to Determine Students’ Starting Points
Examples and Notes
Grades/performance in current year
• Based on all aspects of work during the first few weeks of school
Beginning-of-course diagnostic tests or performance tasks
• Department-generated pre-assessment
• Early course test
Prior-year test results that assess knowledge and skills that are pre-requisites to current subject/grade
• TCAP• MAP/NWEA• End-of-course assessments
Test results in other relevant subjects from prior years
• A physics teacher uses results of her students’ math tests from last year
Students’ grades in previous classes
• Teachers should make sure they understand the basis for the grades
STEPS FOR DETERMINING STARTING POINTS
• Choose 1-3 sources of data to determine starting points• Gather achievement data on all of your students• Determine how you should group your students
for your SGO:On the average starting pointOn individual staring pointsAround group starting points
• Handout: Identify and Approve Starting Points
NOTE: This step must be decided before entering an SGO into the Dashboard
STEP 3: SET GROWTH OBJECTIVES
LEVELS OF LEARNING
• Knowing your students’ starting points, understanding your assessment, and using your professional judgment will allow you to set standards that are ambitious but achievable for your students
SGO ATTAINMENT
Exceptional Full Partial Insufficient
4 3 2 1
Teacher has demonstrated
an exceptional impact on learning by
exceeding the objective.
Teacher has demonstrated a considerable
impact on learning by
meeting the objective.
Teacher has demonstrated some impact
on learning but did not meet the objective.
Teacher has demonstrated
an insufficient impact on learning by falling far
short of the objective.
Using a four-point scale, teachers set the standard for what is referred to as “full attainment.” Descriptions of each level of attainment are provided below.
ATTAINMENT STANDARDS
• In order to make your goal measurable… • Specify what “full attainment” of your objective actually
means using the steps outlined below• Develop a quantitative value of student performance that
shows your students have demonstrated “considerable” learning
• To determine full attainment find…• A target score on the final assessment that indicates
“considerable” learning• The number of your current students that could reasonably
meet this mark• The percentage of students in the course that this
represents• A 10-15% (suggested) range around this number
Step in Setting “Full Attainment” Score
Example
A target score on the final assessment that indicates “considerable” learning
You and your evaluator decide that 80% on a challenging assessment indicates “considerable” learning
The number of your current students that could reasonably meet this mark
Based on the data you collected to determine the starting points of your 65 students, your evaluator agrees with your assessment that about 50 of them could reasonably make the target score at the end of the year
The percentage of students in the course that this represents
50/65 x 100 = 77%So 77% of the students could meet the target score of 80% on the assessment
A 10-15% (suggested) range around this number
Using 14% as the range, calculate by adding 7 to and subtracting 7 from 77. This results in a range of 70% - 84%.
TARGET SCORE EXAMPLE
Target Score
Attainment Level in Meeting SGO
80% or Higher on
Final Assessment
Exceptional 4
Full3
Partial 2
Insufficient 1
Percent of Students Meeting Target
Greater than 84% 70 – 84% 55 – 69% Less than
55%
Using the full attainment score range as a starting point, you can assign ranges to the other attainment standards. For consistency, 14% ranges are used in the “partial” category.
CHANGE IN PROFICIENCY/LEVEL EXAMPLE
Change in Proficiency
Attainment Level in Meeting SGO
Students increase at least one
proficiency level on the…
Exceptional 4
Full3
Partial 2
Insufficient 1
Percent of Students
Meeting Target
Greater than 95% 85 – 95% 75 – 84% Less than
75%
The previous example used a “target score” that a certain number of students must attain. You may choose to use a measure of “change in proficiency” rather than an absolute proficiency score.
TIERED EXAMPLE
Preparedness
Group
Target Score on
Final Assessm
ent
Objective Attainment Based on Percent (and Number) of Students Achieving
Target Score
Exceptional 4
Full 3 Partial 2 Insufficient 1
Low 70
At least 90%
At least 80%
At least 70%
Less than 70%
Medium 80
High 90
Attainment scores may also be tiered…
SAMPLE SGO
SAMPLE SGO
REFLECTIONS
BRINGING IT ALL TOGETHER
• Connect – Extend – Challenge• How are the ideas and information presented
connected to what you already knew? • What new ideas did you get that extended or
broadened your thinking in new directions? • What challenges or puzzles have come up in
your mind from the ideas and information presented?
• Next Steps• What are your next steps
in the process?
Tabletop Discussio
n
FINAL THOUGHTS ON SGOS
• Continue doing what is effective for your students• Use or adapt assessments that you
already have• Support each other and share• Don’t let perfection get in the way of the
good• Learn, Grow & Get Better Together
RESOURCES
• Colorado Department of Education http://www.cde.state.co.us• Achieve NJ for Teachers http://
www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml• Woodland Park Website http
://www.wpsdk12.org/departments/educator-effectiveness/
THOUGHTS & QUESTIONS