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STUDENT GROWTH OBJECTIVESFOR CAREER AND TECHNICAL EDUCATION
Agriculture, Food, and Natural Resources
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Objectives for Today
Part 1
• Clarify the general requirements for SGOs
• Describe the components of the SGO process
Part 2
• Provide examples of SGOs and analyze their components
• Apply SGO concepts to create high quality SGOs
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Why Student Growth Objectives (SGO)?
“The fundamental obligation of education is to at
least ensure that all students are making
appropriate gains relative to the time they spend
in classrooms.” (ASCD 2012)
Studies have shown increased student performance
when clear objectives are given.
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SGOs and AchieveNJ
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What Do Effective Teachers Do?
Teach a curriculum that is aligned to standards.
Determine the needs of students using several methods including a variety of assessments.
Differentiate instruction based on the needs of students.
Set goals for students appropriate to their grade, subject, and readiness level.
Use high quality assessments to measure student performance.
Work in collaborative groups to improve student achievement.
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Steps of the SGO Process
In setting SGOs, teachers should take the following steps:
Step 1Determine a quality assessment aligned to NJCCCS or CCSS Step 2Determine students’ starting points.Step 3Set ambitious & achievable SGO’s and gain approval. Step 4Track progress, refine instruction.Step 5Review results, score, consult with principal/supervisor.
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What is a Student Growth Objective?
A long-term academic goal that teachers set for groups of students, that are:
• Specific and measureable
• Aligned to curriculum standards
• Based on available prior student learning data
• A measure of student learning between two points in time
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Showing Student “Growth”
Growth: an increase in learning between two points
in time, such as that indicated by:
• Acquisition of knowledge or skill from a particular
starting point or readiness level.• Development of a portfolio indicating a change
in skill or knowledge over a period of time. • Difference in learning on pre- and post-tests.
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SGOs and SMART goals
Typical Usage
of SMART
SGOs Must Be SGOs Require a Teacher to
S Specific Specific Describe how many students learn “what” or grow by “how much”
M Measurable Measurable Compare starting points to ending points using assessments of some type
A Achievable Ambitious but Achievable
Determine a reasonable amount of growth according to knowledge of students
R Relevant Relevant Align SGOs to standards
T Time-related Time-related Set an appropriate instructional period
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September By Nov. 15* By Feb. 15 By end of school year
TEACHERS
Timeline
Consult with evaluator to
set SGO
Adjustments made to SGOs with
approval*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Verify assessment
Determine students’ starting points
Set SGO
Track progress, refine instruction
Review results and score
Consult with evaluator to discuss SGO
rating
Year long SGO process
Accommodate for semester courses
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Assessment Formative and Summative
Begin With the End in Mind
Formative • What do the students already know?• What can the students already do?
Summative (Aligned to the Standards)• What should students be able to do?• What should students know?
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Assessment What do you want your students to KNOW?
9.4.12.A.(5).4 System management activities in natural habitats and the important
relationship between natural resource preservation and human intervention.
9.4.12.A.(5).5 Control and management procedures and techniques that protect or
maintain natural resources in a variety of settings.
9.4.12.A.(6).4 public policies and regulations impacting environmental services
9.4.12.A.(6).6 How to use surveying and drafting tools, equipment, machinery, and
technology to accomplish planning and other tasks in this pathway
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Assessment What do you want your students to DO?
9.4.12.A.(5).3 Apply scientific principles and processes to natural resource system
problems and issues when planning natural resource management activities.
9.4.12.A.(6).6 Use surveying and drafting tools, equipment, machinery, and
technology to accomplish planning and other tasks in this pathway
9.4.12.C.(5).4 Identify, describe, and develop system management activities in
natural habitats to demonstrate recognition of the important relationship
between natural resource preservation and human intervention..
9.4.12.C.(6).5 Apply scientific principles to the study of environmental service
systems in order to facilitate development of solutions to environmental issues,
problems, and applications.
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Assessment Types of Assessments (How will they show what they know)
Options:
• Select a third party assessment
• Create a new assessment
• Modify an existing assessment (Final Exam)
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Assessment Types of Assessments
Traditional Assessments
Portfolio Assessments
Performance Assessment
• Practice tests and/or modified final exams
• Research and writing• Lab notebook• Portfolio of work• Project-based
assessment
• Skills demonstration• Programming,
designing, organizing etc.
• Dramatic performance • Practical performance
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Assessment Depth of Knowledge
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September By Nov. 15* By Feb. 15 By end of school year
TEACHERS
Timeline
Consult with evaluator to
set SGO
Adjustments made to SGOs with
approval*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Verify assessment
Determine students’ starting points
Set SGO
Track progress, refine instruction
Review results and score
Consult with evaluator to discuss SGO
rating
Year long SGO process
Accommodate for semester courses
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SGO’s – Requirements & Recommendations
• CTE teachers are required to set 2 SGO’s developed in
consultation with their Principal or Principal’s designee.
• SGO’s should be appropriate, achievable & rigorous
• A teachers final SGO rating is determined by the
principal.
• Final grading of student’s growth is recommended to be
part of students Final Grade.
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Distinguishing Between SGO TypesGeneral
Targeted
• Captures a significant proportion of
the students and key standards for a
given course or subject area
• Focuses on a particular subgroup of
students, and/or specific content or
skill
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Rigorous?
• Rule of Thumb: 100% attainment is probably not rigorous enough!
100% of the Culinary students will be able to demonstrate proficiency in knife skills with a score of 70% or better.
or
85% of the Culinary students will score a 90% or better on a catering plan final project.
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Limited skills or scope?
75% of students will complete an oil change on a vehicle in 30 minutes or less
and score 70% accuracy on task.
or
80% of the automotive students will attain an average score of 80% or better on a
portfolio assessment that includes a written assessment and performance
assessments on customer service, shop procedures, oil change, fluid assessment,
brake assessment and documentation.
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Example 1
A STEM program teacher focuses an SGO on the
Design (problem-solving) process. The teacher develops
a portfolio assessment that requires students to
demonstrate the skills of critical thinking and
documenting the problem-solving/design process. The
teacher sets an SGO for the class based on pre-
assessing students. Students build a portfolio throughout
the year that will be graded by a rubric.
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Example 2
An Agriculture teacher teaches one section of
Principles of Agricultural Science-Animal, one section of
Food Science and Safety, and two sections of
Introduction to Agriculture, Food, and Natural Resources.
They set one SGO for Principles of Agriculture and one
SGO for Introduction to Agriculture, Food and Natural
Resources (majority of students). The assessments are
portfolio-based and include 9.4 standards
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Example 3
A Culinary Arts Instructor pre-assesses their students
with a culinary-related math test. The results were
varied, but many of the students were unable to
complete the test well. The Instructor sets one SGO to
measure math skills in particular. The SGO will be tiered
and address Common Core State Standards for math
and NJCCCS 9.3 standards.
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Example 4
A Child Care teacher pre-assesses their students and
finds on the free response portion that many students
were unable to write clearly or cite evidence to support
their points of view. The teacher then sets one of their
SGO’s to measure these particular skills. The SGO will
address Common Core State Standards for ELA and
Literacy in History/Social Studies, Science and Technical
Subjects.
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Grade: Subject Number of Students
Interval of Instruction
Full yearSemester Other ________
Name of Assessment
SGO Type GeneralSpecific
Rationale for Student Growth Objective(Please include content standards covered and explanation of assessment method.)
Student Growth Objective
Baseline Data(Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Score
Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1)
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Grade: Subject Number of Students
Interval of Instruction
Juniors Animal and Plant Biotechnology
15 Full year XSemester Other _________
Name of Assessment
Capstone Project (Portfolio with Lab Notebook) SGO Type General XSpecific
Rationale for Student Growth ObjectiveThis SGO covers all of the junior class and the following New Jersey Standards:NJCCCS Century Life & Career Skills: 9.4.12.A.1, 9.4.12.A.2, 9.4.12.A.3; 9.4.12.A.(2).2 9.4.12.A.(5).3, Written: Portfolio Reflections show a connection between prior learning and new informationPractical: Students will complete all labs as they relate to Animal and Plant BiotechnologyStudent Growth ObjectiveWritten : At least 85% of the students will attain a score of 85 points or above on the Portfolio Assessment Rubric.Practical: At least 90% of the class will score at least 85% on each lab.Baseline DataWritten: Pre-assessment test. Average Score was 35% of the content knowledge neededPractical: Beginning lab 80% of student scored a 70% on introductory lab.Scoring Plan
Objective Attainment Level Based on Percent and Number of Students Achieving Target ScoreTarget Score Exceptional (4) Full (3) Partial (2) Insufficient (1)
100 points on Portfolio
100% on labs
At least 95% of students
At least 85% of students
At least 70% Less than 60% of students
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September By Nov. 15* By Feb. 15 By end of school year
TEACHERS
Timeline
Consult with evaluator to
set SGO
Adjustments made to SGOs with
approval*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Verify assessment
Determine students’ starting points
Set SGO
Track progress, refine instruction
Review results and score
Consult with evaluator to discuss SGO
rating
Year long SGO process
Accommodate for semester courses
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Tracking Progress
• What are ways you can see if students are reaching their growth objectives?
• How do you respond if students are not on track to meet the objective?
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September By Nov. 15* By Feb. 15 By end of school year
TEACHERS
Timeline
Consult with evaluator to
set SGO
Adjustments made to SGOs with
approval*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Verify assessment
Determine students’ starting points
Set SGO
Track progress, refine instruction
Review results and score
Consult with evaluator to discuss SGO
rating
Year long SGO process
Accommodate for semester courses
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Set Growth ObjectivesScoring Rubric
Attainment of Student Growth Objective
Exceptional4
Full3
Partial2
Insufficient1
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.
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Set Growth ObjectivesTiered SGO Scoring Guide
Groups
Target Score on
Final Assessment
Objective Attainment Based on Percent 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%
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Student Growth Objective
Preparedness Group(e.g. Low, Medium, High)
Number of Students in Each Group (Total)
Target Score on Post-Assessment (%)
Number of Students Required for “Full Attainment”
Low 36/65 70 25-30
Medium 21/65 80 15-18
High 8/65 90 6-7
Scoring Plan
Preparedness Group
Target Score on Final
Assessment
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Exceptional Attainment (4)
Full Attainment
(3)
Partial Attainment
(2)
Insufficient Attainment
(1)Low 70 >85%
students (31-36)
≥70% students (25-30)
≥55% students (18-24)
<55% students (0-17)
Medium 80 >85% students (19-21)
≥70% students (15-18)
≥55% students (11-14)
<55% students (0-10)
High 90 >85% students (8)
≥70 % students (6-7)
≥55% students (4-5)
<55% students (0-3)
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Set Growth ObjectivesSGO Scoring Guide
Target Score
Attainment Level in Meeting Student Growth Objective
80% or Higher on
Final Assessmen
t
Exceptional4
Full3
Partial2
Insufficient1
Percent of Students Meeting Target
Greater than 84%
70-84% 55-69% Less than 55%
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Possible Steps of the SGO process in Agriculture-
Look at the CASE program objectives, essential questions, Agriculture standards and the CCS and NJCCCS.
Use a check for understanding assessment provided by CASE or one of the other approved assessments.
Based on the previous findings create a SGO that is based on your students preparedness.
Work to help improve student achievement through integrated curriculum.
Keep a running log of performance, give summative check for understanding assessments, add to a portfolio,
or provide other approved documentation.
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FAQ’s
Will DOE/OCTE be developing SGO’s or assessments that will be used in similar programs across the state?No, NJ has chosen to allow district flexibility in the SGO process and is encouraging districts to develop SGO’s and assessments of their own choice.
How will instructors know extent of growth to expect?
SGO’s should be designed from the teacher’s expertise with knowledge of the subject matter and students. The SGO process can be adjusted and modified by February 15th with approval.
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FAQ’s
Should SGO’s look different for students with learning disabilities?
An SGO should be the same for a variety of learners. However, the SGO may be tiered (rather than simple) and can measure growth or mastery.
How do teachers assigned more than 2 preps determine which class to set SGO’s for?Teachers set only 2 SGO’s that account for a majority of students. It is recommended to set SGO’s that cover students throughout the year (or one per semester if semester classes)
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FAQ’s
Can a CTE teacher develop an SGO that pertains to literacy?Yes, literacy should be addressed in CTE, therefore one of the SGO’s can address learning based on the CCSS for literacy in technical subjects and will most likely be evident in a portfolio type of assessment.
Should SGO’s be set to assess content knowledge only, similar to an end-of-program assessment or final exam?No, SGO’s can be developed in a variety of ways and could include multiple elements of assessments. Some CTE programs would benefit the students to assess a particular process (Design process, trouble shooting, or customer service) or skills that demonstrate growth of learning.
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FAQ’s
Can a final exam, NOCTI or other end-of-program test be used?These are Not generally recommended to use for SGO’s as they do not generally measure what should be learned during the specified timeline. Teachers can create new assessments based on these exams but modified to assess only what the students should have learned during the timeframe.
Also, these EOP test questions and results are generally not disaggregated enough to measure appropriate expectations for participators or concentrators & would typically need to be given too early for completers. The results are needed to be analyzed by the time for teacher conference with the administrator (early May?)
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Final Thoughts on SGOs
• Focus on what is most important/effective for students
• Re-creating the wheel is NOT necessary! Revised assessments may be used
• It should be good, but doesn’t have to be perfect!
• Support each other and share!
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Fortunate are the flexible,
they shall never be bent out of shape
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