the PowerPoint Presentation

Report
SGOs for Educators Providing
Educational Services
March 12, 2014
AchieveNJ Website
Wireless connection at DOE Guest – doeit/wireless
Special Education SGO Considerations
• Special Education Program Placements
– Multiple grade levels in one class
– In-class and pull-out resource
– Teachers roles and responsibilities
• Challenges of specific student populations
– Evaluation measures
– Class size
• Related services personnel
– Work directly or indirectly with student
– Consider Student Growth Objective or Program
Objective
Office of Special Education
• Achieve NJ: Overview for Special Education
Teachers
– Prepared with special education teacher in mind
– Compares the differences between the SGO and
IEP Goal and Objective
– Reviews placement options with considerations
for generating an SGO
– Provides and example
Office of Special Education
• Pursuit of SGO Exemplars for NJ website
– Worked with a small group of teachers, child study
team and administrators
– Reading, Math and Behavior
• Related Services Personnel
– Time to learn from one another and discuss
– Reflect with your colleagues
– Come back and share
Objectives
• Describe the requirements and intents of SGOs
• Differentiate between SGOs with student learning
outcomes and those with program delivery
• Identify components of sample SGOs using the stated
requirements of a high quality goal
• Determine how SGOs might be developed to serve the
needs of the educators present and their students
What is an SGO for Teachers?
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 New Jersey’s curriculum standards
• Based on available prior student learning data
• A measure of student learning between two points in time
SGO Guidebook pg. 3
What is the Intent of the SGO Process?
• For Educators
SGOs provide a method by which teachers can
improve their practice through high quality goal
setting while clearly demonstrating their
effectiveness in the growth and/or achievement
of the students for whom they are responsible
• For Evaluators
SGOs provide an authentic measure of teacher
effectiveness that is aligned to the learning
achieved by students through an educators daily
practice of teaching
Measures of Growth/Achievement for
Other Certified Staff
“Although not required by the state for SY13-14,
staff members serving in educational services
and other specialist positions might also create
growth objectives.”
Practice
Score
Growth
Objectives
Summative
Rating
What is the Intent of the SGO Process
for Teachers?
• For Educators
SGOs provide a method by which teachers can
improve their practice through high quality goal
setting while clearly demonstrating their
effectiveness in the growth and/or achievement
of the students for whom they are responsible
• For Evaluators
SGOs provide an authentic measure of teacher
effectiveness that is aligned to the learning
achieved by students through an educators daily
practice of teaching
What is the Intent of the SGO Process?
• For Educators
SGOs provide a method by which teachers can
improve their practice through high quality goal
setting while clearly demonstrating their
effectiveness in the growth and/or achievement
of the students for whom they are responsible
• For Evaluators
SGOs provide an authentic measure of teacher
effectiveness that is aligned to the learning
achieved by students through an educators daily
practice of teaching
Key Phrases for SGOs that Transfer to
Other Educators
• Improve practice
Not just a compliance exercise but one that uses goal setting
and performance measurement to enhance practice
• Demonstrate effectiveness
Goal inherently has the potential to show how the educator
does his or her job well
• Authentic measurement
Objective is based on a measure of an aspect, or aspects, of
the educators typical role and is aligned to appropriate
standards, and student (e.g. IEPs), school, and district goals
• Daily practice
Goal is embedded within the work of the educator and when
possible, provides a long-term view of his or her performance
Required Components for Goals
Goals must be
SGOs Require a Teacher to
S
Specific
Describe how many students learn “what” or grow
by “how much”
M
Measurable
Compare starting points to ending points using
assessments of some type
A
Ambitious but
Achievable
Determine a reasonable amount of growth
according to knowledge of students
R
Relevant
Align SGOs to standards
T
Time-related
Set an appropriate instructional period
Key Questions to Consider When
Developing a Goal
• What is the goal?
What should be learned by students or achieved by the
program by the end of the period?
• How will you know whether the goal has been met?
What assessment method will you use?
• What are the starting points of the students or
program?
What are your sources of baseline data?
• How will you set a reasonable target goal?
How do you draw together (a) through (c) to set ambitious
but realistic targets?
When Practical Student Outcomes Should Be Used
for Goal Setting For Ed. Service Educators
Grade:
Subject
Number of Students
Interval of Instruction
7 and 8
Physical Therapy
5
10/1/13 to
Name of Assessment
Core Strength Assessment, Sit-ups
4/10/14
SGO Type
Student Growth Objective
70 % of students will have the opportunity to demonstrate growth and development of strength in
their core musculature as evidenced by their ability to complete 1 additional sit-up from their
baseline score during a 15 second timed test.
Baseline Data
Students ability to complete sit-ups will be assessed at the beginning of the 2013-2014 therapy
sessions to compile baseline data on each student. Two separate scores will be taken and
averaged, and the result recorded as the students’ baseline.
Please note, baseline data that was considered when selecting this focused goal included IEP
information and Present Levels of Academic Achievement and Functional Performance (PLAAFP) in
the area of Physical Therapy.
Scoring Plan
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
+1 sit-up from baseline
90% or greater 70-89%
50-69%
Less than 50%
during a 15 second timed test
Program Outcomes Are a Valid Approach to
Setting Goals for Providers of Educational
Services
Is this a reasonable goal? What aspects might you
change or want to know more about?
Increase parent participation and involvement in the IEP
process through their completion and return of the Pre-IEP
Questionnaire.
During the 2013-2014 school year the percentage of
completed questionnaires will increase from <10% to >20%.
Small Numbers of Students
Exchange a percentage/number of students in scoring plan for all
the students hitting a particular level of growth
Scoring Plan
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
75%
2 students
1 student
Scoring Plan
Objective Attainment Level Based on All Students Achieving Particular Target Score
Number of Students
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
100%
>90%
>80%
>70%
<70%
Activity 1
• Using the example provided, determine
whether it meets the requirements of SMART
goals.
• Can you answer the key questions through
reading the example?
Activity 2
• Using your own examples, determine whether
they meet the requirements of SMART goals
and can you answer the key questions through
reading these examples?
OR
• Develop one of your goal statements and
consider ways in which the goal may fleshed
out for the use of an educator.

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