Student Growth Objectives

1. Student Growth Objectives Creating SGO’s for teachers in non-tested subject areas

2. Overall DOE Framework Teacher Evaluation Student Achievement: Output Teacher Practice: Input SGP: Student Growth Percentiles (35%) SGO: Student Growth Objectives (15%) Classroom Observation (50-85%)

3. Critical assumptions • There are no experts on this topic…we are providing resources and all going through this together for the first time • We all need to assume that teachers and administrators will administer SGO’s with complete academic integrity

4. Today’s Agenda • Identify assessments that could drive an SGO in one of your courses • Identify any possible revisions that may be needed to that assessment(s) for the fall • Assess your access to baseline data on your students • Draft one rough SGO that would work for you and be approvable

5. What is an SGO? • Each fall, each teacher, using the results of some baseline data, sets an annual SMART goal for the achievement of their students on a specific assessment(s) • Goals utilize appropriate measures of student achievement: • Standardized tests • Internally developed exams • Performance and product assessments • These goals are approved by administration

6. What are SMART goals? • Specific • Measureable • Appropriate • Realistic • Time-bounded Sample: By May of 2014, each student’s *lexile level will increase by an average of 20% *Lexile level is a measure of the Scholastic Reading Inventory (SRI)

7. SGO Guidelines • Must be based on one specific course • Multiple teachers cannot have different SGO’s that revolve around the same course • Must use assessments that can be administered and graded by May 1st • Must be framed for “all students” rather than a percentage

8. Determining a final rating Final SGO score could be the average of the two SGO’s

9. DOE Proposed Regulations • Student Achievement Goals (SGO) for teachers of non-tested subject areas • Minimum of two per teacher, maximum of 4 • Submitted and approved by Nov. 15, 2013 (Oct. 15th thereafter) • Any revisions must be approved by Supt. no later than Feb. 15th • Can be based on overall mastery as well as growth • Principal has the final say

10. Different types of SGO’s • Growth: By May, all students will increase their Comp TIA A+ pre-test score by 20 or more percent points • Mastery: By May, all students will score a 75% or higher on the Biology summative exam

11. Different types of SGO’s • General: By May, all of the students in U.S. II will score at least an 80% on their final oral presentation • Targeted: By May, all of the students in U.S. II will improve at least one rubric performance level in the “supporting with evidence” criteria of their final oral presentation Targeted SGO’s could also focus on a specific subgroup of students

12. What types of assessments would drive these goals? • Could be internally generated or purchased • Could utilize a variety of assessment methods: • Select Response (i.e. multiple choice, true/false, matching, etc.) • Short Answer • Open-ended Response (essay exam, word problems, etc.) • Research Paper or other extended writing • Performance or Product Assessment (oral presentation, CTE performance task, artistic performance, etc.) • Standards-Based Portfolio • Lab Report • Computer dossier “Anchor Assessments”

13. Creating SGO’s that work:The Overall Process • Identifying the right assessment(s) • Evaluating the quality of baseline data that you have available • Deciding whether you are aiming for growth or mastery • Selecting an approach that works for you: • Summative approach • Portfolio or “audit” approach Skip to baseline data

14. Identifying assessment tools • Identify a single course that you teach • Interview your partner: • What are the 5-10 priority concepts or skills that you teach in that course? • Which assessment(s) best reflects student understanding of those concepts and skills? • What is it about those assessments that you like?

15. Reflecting on assessment tools Interview your partner: • How would you describe the format of that assessment(s)? (choose more than one if needed) • Select-response (multiple choice, short answer, etc.) • Open-response (word problems, essays, etc.) • Performance or product assessments (presentations, research, physical models, etc.) • Are the assessment items appropriately challenging for this grade level and course? Examples? • Do a significant number of the assessment items require application and critical thinking? Examples?

16. Use the information that you gathered from your partner to complete the sample assessment approval checklist for their assessment (s)

17. Things to keep in mind The items that are left unchecked on your checklist should give you some ideas on what is still needed to get those assessments approved in the fall

18. Gathering baseline data What course would you like to start with? What sources of information do you have on your new students’ abilities in your priority concepts and skills at the start of the school year?

19. What types of baseline data do you have access to? • Quantitative: • Performance on a pre-test • Performance on major assessments from last year • Final grades from last year • Qualitative: • Informal feedback from last year’s instructor • Results of previous students on same assessment(s) • Survey that asks students to identify their own strengths and weaknesses in your subject area

20. Discuss with your partner: If you do not currently have access to baseline data, could you create new tools, and if so, how?

21. Use that information to complete the course and baseline data sections of the sample SGO documentation form

22. Summative vs. Portfolio Approach 3 2 1

23. Things to keep in mind If you do not have access to useful baseline data and would like to use a growth model, keep in mind that you will need to create baseline tools for the fall.

24. Summative approach: Mastery Yes: Select a target for final score Select a course that you teach Do you have a summative assessment? No: Identify assessments that could be combined to create a summative Select a target for final score Sample: All of the students in Advanced Algebra and Trigonometry will score at least and 80% on the summative exam.

25. Summative approach: Growth Yes: administer a pre-test Set targeted growth Select a course that you teach Do you have a summative assessment? No: Identify assessments that could be combined to create a summative administer a pre-test Set targeted growth Sample: All of the students in World Literature I will increase their writing score in organization by at least one rubric performance level this year. Sample: All of the students in Electrical will reduce their NOCTI *performance gap by 25% or exceed a score of 75 on the NOCTI pre-test. *Performance gap is the a student’s pre-test score subtracted from 100

26. Audit or Portfolio approach: General Identify the priority content & skills that you teach Identify several “anchor” assessments that evaluate those priority content & skills Identify an overall average or total point accumulation among those assessments that could serve as an appropriate target Select a course that you teach Set target Sample: All of the students in U.S. History II will accumulate a minimum of 320 points across our Great Depression, World Wars, Cold War, and Post 9-11 document-based inquiries this year.

27. Audit or Portfolio approach: Targeted Identify the priority content & skills that you teach Identify several “anchor” assessments that evaluate those priority content & skills Identify a specific number of those content & skills that you expect students to show mastery through these assessments Select a course that you teach Set target Sample: All of the students in Physical Education 9 will exhibit mastery of our 10 priority skills over the course of their four fitness evaluations this year.

28. Based on your assessment tools and baseline data, choose one of the four options and complete the SGO approval section of the sample documentation form

29. Where do you need the most support? • Revising assessments to make them work for this process • Creating tools for better baseline data • Drafting SGO’s in SMART format • Exploring vendor-based assessment tools