Student Growth Objectives THE FIVE STEP PROCESS

Student Growth Objectives SGOs are long-term academic goals for groups of students set by teachers in consultation with their supervisors. SGOs should promote:  Reflective and collaborative teaching.  Alignment among standards, instruction, and assessment.  Improvements in student learning.

Required Suggested Set 2 SGOs that are Long-term academic goals Specific and measurable Aligned to the state academic standards Based on student growth and/or achievement Use available student learning data Developed in consultation with supervisor Approved and scored by the teacher’s supervisor Collaborate throughout SGO development, implementation, and scoring. Include a significant portion of high priority standards, all or a significant proportion of students, the majority of the school year. Use high quality assessments that produce accurate measures of student learning. Use multiple measures to determine starting points. Differentiate learning targets. Make learning targets achievable but ambitious.

SGO Process Choose or develop a quality assessment aligned to New Jersey academic standards. Step One Determine students’ starting points. Step Two Set achievable SGOs with the approval of the principal/supervisor. Step Three Track progress and refine instruction. Step Four Review results and score in consultation with supervisor. Step Five

Timeframe for Steps of the SGO Process for Steps of the SGO Process Time WindowComponent of SGO Process April - SeptemberChoose or develop assessments. September – OctoberDetermine starting points and set learning goals. October 31Deadline for approval by supervisor. October – MayTrack goals and refine instruction. January – FebruaryOptional mid-year check-in with supervisor. May – JuneReview results, evaluator scores SGO

Step 1. Select or create an assessment of Assessment Design

Use Types of Assessments p proaches that Make Sense Traditional Assessments Portfolio AssessmentsPerformance Assessment  National/State tests (e.g., Advanced Placement, DIBELS, EOC Biology)  District, school and departmental tests (e.g., final exams, modified as necessary)  Teaching Strategies Gold ® (pre-K, K)  Writing and reflection samples (LAL)  Laboratory research notebook (sciences)  Portfolio of student work (visual and performing arts, etc.)  Student project-based assessments (all subjects)  Lab Practicum (sciences)  Sight reading (music)  Dramatic performance (drama)  Skills demonstration (physical education)  Persuasive speech (public speaking)

Rigor DEPTH OF KNOWLEDGEBLOOM’S TAXONOMY

AlignmentA ssessment Design: Alignment Align the assessment with the content of the standards to be measured and taught.

Step 2. Determine students’ starting points  Current grades  Recent test performance  Previous year’s scores  High quality diagnostic pre-assessment  Important markers of future success

Markers of Future Success – Sample Rubric

Determining Student Starting Points Preparedness GroupInformation # 1 Diagnostic Assessment [e.g. two writing samples early in the school year] Information # 2 Markers of Future Success [e.g., attendance and homework completion] Information # 3 Previous year’s ELA grade High ≥90%6 points ≥90% Middle 78-89%4 – 5 points 78-89% Low ≤77%1 – 3 points ≤77%

Step 3. Set SGOs  Set ambitious and achievable SGOs in collaboration with peers and supervisor.  Determine student mastery of the standards based on the students, the standards and the SGO assessment.  Differentiate targets for students based on their starting points.  Complete the SGO form.

Step 4. Track Progress and Refine Instruction 1. Ask, “What should my students learn and by when to meet the growth objectives?” 2.Collaborate with colleagues. 3.Choose or develop quality assessments. 4.Develop a series of long-cycle checkpoints. 5.Develop a series of short-cycle assessments within long-cycle checkpoints. See Mid-Course Check-in Form

Step 5. Review Results and Score 1.Collect information about student learning from the SGO assessment and calculate SGO score according to the scoring plan. 2.Consult with supervisor to share information, discuss final score. 3.Discuss with supervisor lessons learned from the year and possible steps for setting SGOs moving forward.

Potential Assessment Administration and Scoring Plan 1.A common test protocol is devised and agreed upon by department teachers and supervisor. 2.Teachers are given a schedule for proctoring their colleagues’ tests. 3.Tests are administered and collected by the supervisor. 4.The supervisor distributes the tests for grading by the teachers’ department colleagues. 5.Teachers use an agreed upon scoring protocol and grade several tests together to “norm” themselves. 6.The supervisor acts as final arbiter in cases where a question arises during scoring. 7.All tests are submitted to the supervisor for final approval. 8.The supervisor may audit tests as needed to check for consistency and accuracy of scoring.

William T. Andersen REGIONAL ACHIEVEMENT CENTER 5