1. WPSD Educator Effectiveness 102
Student growth

2. Training Outcomes
Understand the WPSD framework for Student Academic Growth
State the basic steps within the Student Growth Objective (SGO) process
Gather tools for the SGO process
Begin the process of designing academic goals in the SGO format
Develop a series of next steps with SGO

3. Evaluation framework

4. Evaluation Framework Requirements
50% Student Academic Growth
50% Professional Practice
State & District assessments; Other assessments measuring student achievement and growth
The graph represents the general State requirements for evaluation. In September, we focused on the Professional Practice side.
Evaluation Rubric, Observations, Surveys & Artifacts

5. Evaluation Framework Requirements
50% Student Academic Growth
State & District assessments; Other assessments measuring student achievement and growth
Today our focus is on the Student Academic Growth piece.

6. Student academic growth

7. State Requirements
Measure of Individually attributed student learning outcomes
Measure of Collectively attributed student learning outcomes
Statewide summative assessment (TCAP/ACT) results and growth, when available
Multiple Measures
The bullets summarize the requirement language from SB 191 around student growth measures.

8. WPSD Academic Growth Components
20% School Performance Framework (Collectively Attributed)
80% Measures of Student Learning (Individually Attributed)
The percentages summarize how our District Evaluation Team decided to break up the Student Academic Growth piece. Today we are looking specifically at a tool within the individually attributed section.

9. Measures of Student Learning
Looking for Evidence of Effectiveness
Stepping Through 3 “Looks”
The District Evaluation Team decided to follow the Poudre School District model which centers on looking for “Evidence of Effectiveness” through three looks at data.

10. Growth Modeling measures
1st Look:
TCAP Gains, MAP Gains, & DIBELS Gains
2 Years of Data
Points assigned based on high growth, average growth, and low growth
Computed within the Dashboard system
The first look examines student growth on state and district assessments which have built in statistical reliability and validity. This look includes a compilation of 2 years of student data. Additionally, the district will run data for both a conditional list of students and unconditional list, looking for the best view. Teachers with proficient or advanced ratings will receive that growth score for the year. Teachers with below proficient ratings will move to the next look. Teachers without data in this category will move to the next look.
For this year, Poudre will run our data through the HLM system and provide a score for teachers with 2 years of TCAP data and 1 year of MAP data. These scores will not be ready until early December. At that time, some teachers will receive a proficient or advanced rating based on this data. These teachers will not need to formally collect and report out information on their SGO. However, we advise that all teachers work through the process for creating SGOs.
Proficient or Advanced Rating = Teacher’s Growth Score
Below Proficient
Not Applicable

11. District learning measures
2nd Look:
District Approved Assessments
2 Years of Data
Process to be rolled out starting in the school year
Our 2nd look process works similarly to the first look, only with district-approved assessments that are deemed reliable and valid. Currently this process is undefined. For that reason, District Approved Assessments are not a category we will be using this year. The District Evaluation Team will work throughout the school year to provide guidelines and procedures for this look.
Proficient or Advanced Rating = Teacher’s Growth Score
Below Proficient
Not Applicable

12. Student growth objectives
Teachers utilize standards to…
Establish student growth objectives,
Monitor students’ progress toward these objectives, and
Evaluate the degree to which students achieve these objectives using relevant, meaningful measures
Collaborative process between evaluatee and evaluator
3rd Look:
The 3rd look centers around a student growth objective designed through a collaborative process between the teacher and their evaluator. Today we are going to take your academic goal and fold it into a student growth objective so it can be used for the final rating within the 3rd look. Remember that goals are a work in progress and may need some tweaking as we work through the steps. Ultimately, the SGO will be the determining factor for the 3rd look rating which becomes 80% of the student growth score. Obviously, human judgment will also be applied especially knowing that this is a new process within our district.
Final rating determined at the end of the evaluation year based on data from all “Looks”

13. Student growth objectives
We will begin with some general components and guidelines of Student Growth Objectives. The majority of the information presented today around Student Growth Objectives comes from Achieve New Jersey. New Jersey’s evaluation requirements mirror those in Colorado and the state has done some detailed work in providing resources and training materials for teachers.

14. Effective Practice & SGO
Effective Teachers…
Teach a curriculum aligned to standards
Set goals for students
Determine the needs of students using several methods including a variety of assessments
Differentiate instruction based on the needs of students
Use high quality assessments to measure student performance
Work in collaborative groups to improve student achievement
The development of Student Growth Objectives ties directly to effective practices within the field.

15. Effective Practice & SGO
The SGO process adds two more components…
Formalize and document this process
Systematically determine students’ starting points

16. What is a SGO?
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 standards
Based on student growth and/or achievement using available student learning data
Developed by a teacher in consultation with his/her evaluator
Approved by the evaluator

17. Definition of “Growth”
SB 191 rules define “Student Academic Growth” as…
The change in student achievement against Colorado Academic Standards for an individual student between two or more points in time…determined using…standards-based measures that are rigorous and comparable across classrooms of similar content areas and levels.
May also include gains in progress towards post- secondary and workforce readiness.
May include progress toward academic and functional goals included in an individualized education program and/or progress made towards student academic growth objectives.

18. SGO & Smart Goals SMART Goals Are… SGOs Must Be…
SGOs Require a Teacher to… S
Specific
Describe how many students learn “what” or grow by “how much” M
Measurable
Establish concrete criteria for measuring progress towards the attainment of the goal A
Achievable
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

19. 5 Steps of the SGO Process
Identify key grade-level/content assessment
Step 2
Determine students’ starting points
Step 3
Set an ambitious and achievable growth objective & scoring plan
Step 4
Track progress & refine instruction
Step 5
Review results and score in consultation with your evaluator
NOTE: Animated slide – click for steps 4 & 5 to disappear showing today’s focus on Steps 1, 2, & 3

20. Step 1: Identify key assessment
Here we go….

21. Assessments are Critical
Central piece of an SGO
Measure what students learn in relation to the SGO set
Must be chosen thoughtfully to provide a high quality measure of learning
Different subjects and grades call for different types of assessments
This will be were we spend the majority of the remaining time this morning.

22. WPSD key assessments DIBELS STAR Reading STAR Math MAP DBQ Final Exams
Primary Core
Secondary Core
DIBELS
STAR Reading
STAR Math
MAP
DBQ
Final Exams
SPED
Specialists
IEP Goals
Trend Lines
Department Performance Rubrics

23. Step 2: Determine students’ starting points
Now that we have a quality assessment, the next step…

24. Considerations What sources of student data are available to you?
How will you gather achievement data on ALL your students?
NOTE: Tabletop discussion length based on remaining time, still about minutes of information.

25. Evidence of Prior Learning
Source of Performance Data to Determine Students’ Starting Points
Examples and Notes
Grades/performance in current year
Based on all aspects of work during the first few weeks of school
Beginning-of-course diagnostic tests or performance tasks
Department-generated pre-assessment
Early course test
Prior-year test results that assess knowledge and skills that are pre-requisites to current subject/grade
TCAP
MAP
End-of-course assessments
Test results in other relevant subjects from prior years
A physics teacher uses results of her students’ math tests from last year
Students’ grades in previous classes
Teachers should make sure they understand the basis for the grades

26. Next Steps Choose 1-3 sources of data to determine starting points
Gather achievement data on all of your students
Determine how you should group your students for your SGO:
On the average starting point
On individual staring points
Around group starting points
Handout: Identify and Approve Starting Points

27. Step 3: Set growth objective & Scoring plan
Now that we have a quality assessment and have determined the starting point of all our students, it is time to set growth objectives. This is the final step we will look at today.

28. Levels of learning
Knowing your students’ starting points, understanding your assessment, and using your professional judgment will allow you to set standards that are ambitious but achievable for your students
Determine the level of performance on the assessment that would indicate a sense of competence/mastery of the content and skills
Modify learning targets so they are appropriate for the preparedness level of your students
Draft a specific and measureable objective aligned to academic standards

29. Attainment Standards In order to make your goal measurable…
Specify what “full attainment” of your objective actually means using the steps outlined below
Develop a quantitative value of student performance that shows your students have demonstrated “considerable” learning
To determine full attainment find…
A target score on the final assessment that indicates “considerable” learning
The number of your current students that could reasonably meet this mark
The percentage of students in the course that this represents
A 10-15% (suggested) range around this number
NOTE: Staff need to understand that this is where we have to put a number to student performance/growth. The target score may be proficiency on a rubric or a score on a test that represents proficiency with the material. Determining a target score and the number of students that could reasonably meet this mark is where our professional judgment backed by evidence comes in. It will take the next few slides for some staff to grasp this so move on. The next slide gives a narrative of each step, followed by a few slides that show attainment scores.

30. Step in Setting “Full Attainment” Score
Example
A target score on the final assessment that indicates “considerable” learning
You and your evaluator decide that 80% on a challenging assessment indicates “considerable” learning
The number of your current students that could reasonably meet this mark
Based on the data you collected to determine the starting points of your 65 students, your evaluator agrees with your assessment that about 50 of them could reasonably make the target score at the end of the year
The percentage of students in the course that this represents
50/65 x 100 = 77%
So 77% of the students could meet the target score of 80% on the assessment
A 10-15% (suggested) range around this number
Using 14% as the range, calculate by adding 7 to and subtracting 7 from 77. This results in a range of 70% - 84%.

31. SGO Attainment
Using a four-point scale, teachers set the standard for what is referred to as “full attainment.”
Descriptions of each level of attainment are provided below.
Exceptional
Full
Partial
Insufficient 4 3 2 1
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.
Full attainment represents the proficiency mark.

32. Attainment Level in Meeting SGO
Target Score Example
Using the full attainment score range as a starting point, you can assign ranges to the other attainment standards. For consistency, 14% ranges are used in the “partial” category.
Target Score
Attainment Level in Meeting SGO
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%

33. Change in Proficiency/Level Example
The previous example used a “target score” that a certain number of students must attain. You may choose to use a measure of “change in proficiency” rather than an absolute proficiency score.
Change in Proficiency
Attainment Level in Meeting SGO
Students increase at least one proficiency level on the…
Exceptional 4
Full 3
Partial 2
Insufficient 1
Percent of Students Meeting Target
Greater than 95%
85 – 95%
75 – 84%
Less than 75%

34. Target Score on Final Assessment
Tiered Example
Attainment scores may also be tiered…
Preparedness Group
Target Score on Final Assessment
Objective Attainment Based on Percent (and Number) 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

35. Sgo Format
SGO Format
SGO Examples

36. SGO Format Grade: Course/Subject: Number of Students/Class
Interval of Instruction
Assessment Method:
Name and briefly describe the format of the assessment and the scoring method.
Standards and Rationale:
Name the content standards covered and state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career.
Starting Points and Preparedness Groupings:
 State the type of information being used to determine starting points and summarize scores for each type by group.
Finally, let’s put it all together into the SGO tool.
Handout: Student Growth Objective Form
Note: The only difference with a change in proficiency level or tiered focus so far would be the language in the Objective.

37. Teacher SGO Score Based on Percent of Students Achieving Target Score
SGO Format
Student Growth Objective:
State simply what percentage of students in each preparedness group will meet what target. Describe how the targets reflect ambitious and achievable scores for these students.
Scoring Plan:
State the projected scores for each group and what percentage/number of students will meet this target at each attainment level.
Preparedness Group
Student Target Score
Teacher SGO Score Based on Percent of Students Achieving Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
Approval and Review of Student Growth Objective:
 Administrator approves the scoring plan and assessment used to measure student learning. Comments and approval date noted.
Initial Review:
Mid-Year Review:
Finally, let’s put it all together into the SGO tool.
Handout: Student Growth Objective Form
Note: The only difference with a change in proficiency level or tiered focus so far would be the language in the Objective.

38. SGO Format Results of Student Growth Objective: Notes:
Summarize results using weighted average as appropriate.
Preparedness Group
Students at Target Score
Teacher SGO Score
Weight (based on students per group)
Weighted Score
Teacher Total SGO Score
Notes:
 Describe any changes made to SGO after initial approval, e.g. because of changes in student population, other unforeseen circumstances, etc...
Final Review:
 Describe successes and challenges, lesson learned from SGO about teaching and student learning, and steps to improve SGOs for next year.
Finally, let’s put it all together into the SGO tool.
Handout: Student Growth Objective Form
Note: The only difference with a change in proficiency level or tiered focus so far would be the language in the Objective.

39. SGO - Who? When? How? Formally Tracked for… Timelines
Staff with no 1st Look data including staff in non-tested areas and all 1st & 2nd year teachers
Staff with 1st Look scores that fall below the proficiency mark
Timelines
Approved by end of the 1st quarter
Follow-up with evaluator in December
Scores by end of the current school year
Forms & Templates
Examples found on the Website under HR
SGO Form located in the Dashboard
NOTE: Formal timelines, with required documents, will be issued by the District Evaluation Team following the November meeting.

40. Bringing it all together
Now that we have a quality assessment and have determined the starting point of all our students, it is time to set growth objectives. This is the final step we will look at today.

41. Administrator-Supported
SGOs are driven by teachers, supported by administrators, and centered on student achievement
Administrator-Supported
Teacher-Driven
Student-Centered
Provide a supportive and collaborative environment
Assess quality and provide approval and final score of SGO
Identify critical standards & develop assessments
Use appropriate data to set ambitious & achievable targets
Monitor performance & adjust instruction as needed
What should my students learn by when?
How will I ensure they learn it?
How will I know they have learned it?

42. thoughts Tabletop Discussion Connect – Extend – Challenge
How are the ideas and information presented connected to what you already knew?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Next Steps
What are your next steps in the process?
Tabletop Discussion: Length of discussion and group follow-up based on the time remaining.
Tabletop Discussion

43. Resources Colorado Department of Education http://www.cde.state.co.us
Achieve NJ for Teachers