Welcome Back to School! Opening Day for Teachers Agenda: Day 1 AM • • • • • • • Recognition What’s New? Inspiration Shifting Gears! AchieveNJ Observations and Evaluations Student Growth Objectives (SGO) 2013-2014 Professional Development Opportunities • Crisis Management • Lunch on your own 11:30-12:30 Agenda: Day 1 PM •Presentation Wendy and Barb •Connect Outlook to Gmail •Data spreadsheets •Google Classroom •Kid Friendly standards Click here Click here •Strategic Planning •Web site criteria •Green initiative •Use of Google •Community Relations •EFLS-Technology Showcase •PTO- Harlem Wizards •Dress Code •Password cheat sheet Click here! Carolyn Kossack – Superintendent Pamela Albert Devine- Point Road Principal Dennis Morolda- Markham Place Principal Christie Robinson- Director of Special Services Angie Rosen- Director of Curriculum and Instruction Lorre Weisman-Board of Education member Donna Clause - PR Teacher Laura DiPietro - PR Teacher Tara Dunne- PR Teacher Carol Moser- MP Teacher Sylvia Wittenberg- MP Teacher Jen Salvo- Parent Carolyn Kossack – Superintendent Pamela Albert Devine- Point Road Principal Dennis Morolda- Markham Place Principal Christie Robinson- Director of Special Services Angie Rosen- Director of Curriculum and Instruction Michael Grant -Board of Education member K – JaneMarie Nowell 1 – Laura DiPietro 2 – RoseMarie Colao 3 – Rachel Cruz 4 – Allison Capone 5 – Gina Daniels 6- Lauren Maynes 7 – Liz Snevily 8 – Eileen Lesch & Kim Christman Non-tenured Teachers years 1&2 • Two long • One short Non-tenured Teachers years 3&4 • One long • Two short Tenured Teachers • One long • One short Domain 1: Planning and Preparation Domain 2: Environment Domain 3: Instructional Practices Professionalism 20% 30% 30% 20% Domain 4: Rigor and Mastery “The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.” –from Bambrick-Santoyo, Driven by Data Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: • Specific and measureable • Aligned to New Jersey’s curriculum standards • Based on available prior student learning data • A measure of student learning between Click here SGOs and AchieveNJ Survey - Question 1 Step 3 – Set Growth Objectives Attainment of Student Growth Objective Exceptional 4 Teacher has demonstrated an exceptional impact on learning by exceeding the objective. Page 15 Full 3 Teacher has demonstrated a considerable impact on learning by meeting the objective. Partial 2 Teacher has demonstrated some impact on learning but did not meet the objective. Insufficient 1 Teacher has demonstrated an insufficient impact on learning by falling far short of the objective. Establish a Scoring Guide Target Score Attainment Level in Meeting Student Growth Objective 80% or Higher on Final Assessment Exceptional 4 Full 3 Partial 2 Insufficient 1 Percent of Students Meeting Target Greater than 84% 70-84% 55-69% Less than 55% Page 16 All Teachers • 2 SGO’s per teacher in grades Pre-K-3 and non tested subjects. • 1 SGO per teachers in grades 4-8 and tested subjects. • Task 1: Agree upon or complete the assessment instrument or strategy. • Task 2: Collect data from students using the assessment instrument or strategy in September. • Task 3: Write and get approval of a Student Growth Objective (SGO) based on the states requirements by November 1, 2013. • Task 4: Complete a post assessment in the Spring of 2014 and use the data to measure student growth as part of the teacher evaluation. SGOs in AchieveNJ - Requirements • All teachers who receive an SGP score must set between 1 and 2 SGOs. • Teachers who do not receive an SGP score must set 2 SGOs. • A teacher develops SGOs in consultation with his or her principal. • SGOs must be aligned to NJCCCS or CCSS and measure student achievement and/or growth between two points in time. • SGOs must be specific and measurable and based on students’ prior learning data when available. • A teachers final SGO rating is determined by the principal. SGO Guidebook pg. 5 What Constitutes “Growth” In Student Growth Objectives For the purposes of SGOs, the Department is defining “growth” as 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. Getting Started General or Specific SGOs SGOs can be classified as “general” or “specific.” However, in some cases, the line between these is blurry. It is better to think of general and specific SGOs being on a continuum. General Specific • Broad • Focused • Includes a significant proportion of the curriculum and key standards for a given course • Includes a particular subgroup of a teacher’s students, and/or • Includes specific content or skill • Includes all, or a significant number, of a teacher’s students General or Specific SGOs Example 1: A 4th-grade elementary team focuses an SGO on science. In consultation with the middle school science teacher, the team develops a portfolio assessment that requires the students to demonstrate the critical standards-based skill of scientific thinking and practice. Each teacher sets an SGO for her individual class based on the starting point of her students. Students build a science portfolio throughout the year. At the end of the year, the team sits together to collaboratively grade the portfolios using a rubric. General or Specific SGOs Example 2: A music teacher teaches two sections of orchestra, two sections of guitar, and one of strings. He sets one of his SGOs for orchestra, and one for guitar, thereby including the majority of his students. His assessments are portfoliobased and include components from each of the four visual and performing arts standards. Example 3: A kindergarten teacher has 14 students and uses a locally-developed portfolio to assess her students. She sets one of her SGOs for all of her students based on their growth as measured by 5 out of 7 domains in the portfolio. Performance Rubric Grade: Subject Number of Students Interval of Instruction Full year Semester SGO Type Name of Assessment Other ________ General Specific 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) SGOs and SMART goals Typical Usage of SMART SGOs Must Be SGOs Require a Teacher to 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 S Specific Workshop packet pg. 6 How SMART is your SGO? • In your district teams, study the SGO provided. • Using the SMART framework, annotate this SGO to identify which components align with a S-M-A-R-T goal. • Share your findings with the group. 43 How SMART is your SGO? Separate handout 44 A Tiered SGO Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.) Based on the Physics Study Island1 pre-assessment, students are grouped into 3 levels of preparedness. These groupings are also supported by prior year’s math scores. See attached. Low – 36 students scored 35-49% Medium – 21 students scored 50-66% High – 8 students scored 67-80% Student Growth Objective Preparedness Group Number of Students in (e.g. Low, Medium, High) Each Group (Total) Target Score on PostAssessment (%) 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 SGO Guidebook pg. 19 Workshop packet pg. 8 45 5 Steps of the SGO Process Step 1 Choose or develop a quality assessment aligned to NJCCCS or CCSS. Step 2 Determine students’ starting points. Step 3 Set ambitious and achievable SGOs with the approval of the principal. Step 4 Track progress, refine instruction. Step 5 Review results and score in consultation with your principal/supervisor. Some detail on each of these steps can be found in the SGO Quick Start Guide SGO Guidebook pg. 8 Survey - Question 9 46 Step 1 – Choose or Develop a Quality Assessment 3 components 1. Assessment Scope Determine the instructional period, the appropriate standards, and the educational goals that will be captured by the assessment. 2. Assessment Quality Choose or develop an assessment, analyze for quality, and modify as necessary. 3. Collection of Evidence Ensure that scoring and administration of school-based assessments relies on valid, reliable, and practical systems. SGO Guidebook pg. 10 47 Go to Little Silver webpage 2. Click on departments tab 3. Click on Professional Development 4.Click on staff portal 4. Password: leadlearn 5. 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