Student Growth Objectives:

Student Growth Objectives:
Beyond Compliance Ms. Marie Phillips

Learning Goals WALT use data to inform our instruction and create high quality formative and summative assessments WALT utilize multiple measures to set challenging, yet attainable goals for our students Point out the list of Essential Questions on page 3 in the Participants’ Manual. We will be referring to them throughout the training. Remind staff this is a great tool to use for students as a way to assess their understanding throughout a unit of study.

TEST YOUR KNOWLEDGE See page 4 in Participants’ Manual for questions.

Test Your Knowledge 1. True or False – SGOs account for 15% of my summative evaluation as a teacher. False Non-SGP teachers; 80% teacher practice, 20% SGO SGP teachers: 70% teacher practice, 20% SGO, 10% mSGP

Test Your Knowledge 2. True or False – SGOs must be submitted to my building principal by October 31, True

Test Your Knowledge 3. True or False – SGOs are submitted to NJDOE for approval. False* * Exception - Collecting and reviewing SGOs may be part of the support NJDOE provides to Priority/Focus schools.

Test Your Knowledge 4. True or False – Teachers are required to create a pre-assessment whose sole purpose is to determine the starting point for students’ SGOs. False

Test Your Knowledge 5. True or False – Teachers may make adjustments to their SGOs. True

Test Your Knowledge 6. True or False – SGOs must be aligned to NJ content standards. True* *Exception - Teachers of severely disabled students may set non-academic SGOs.

Test Your Knowledge 7. True or False – The building Principal sets the SGO scoring plan that is used by all teachers. False

Test Your Knowledge 8. True or False – Teachers may work collaboratively to develop the focus area of a grade/department’s SGO. True

Test Your Knowledge 9. True or False – All SGOs must begin in October and end in June. False

Test Your Knowledge 10. True or False – Special Education teachers working in an inclusion setting may set the same SGO as their co-teachers. True

Student Growth Objectives
NJDOE Definition: A long term academic goal that teachers set for groups of students that is: Specific and measurable Aligned to state academic standards Based on student growth and/or achievement Set using available student learning data Developed by a teacher in consultation with his/her supervisor Approved and scored by a teacher’s supervisor

GROUP SHARE What did you learn from the SGO process last year?
What will you do differently this year?

What Has DOE Learned? Reflection of what effective teachers typically do Driven by teachers, supported by administrators and centered on student learning A pre-test as the sole measure of a student’s starting point is not effective Setting the same growth targets for all students results in overly ambitious/overly cautious goals Quality assessments = quality SGOs Common sense should always prevail SGOs shouldn’t be additional work for a teacher but rather a reflection of the effective practices (e.g. gathering information about their students, assessing for learning and adjusting instruction accordingly, etc.). Teachers, not administrators, should set the SGOs and evaluation band (i.e. targets for student learning)for the students in their classrooms. Grade level teams/departments can work together to identify an area of focus and common assessments for SGOs; however, individual teachers should set the percentage targets based on the students in his/her classroom. The use of arbitrary pre-tests to determine a student’s starting point is ineffective, especially if all you are doing is giving the student a portion of the final exam in September! Teachers who used the tiered approach were much more successful in setting challenging but realistic goals for their students. When issues such as new students to a class, poor attendance, and missing the final assessment occur, supervisors should use their discretion and address these issues on a case by case basis. Share story of kids in special needs school who were on new medications at the time of the assessment.

“There have been no changes in the requirements for SGOs in 2014-15.”
According to the NJ DOE “There have been no changes in the requirements for SGOs in ”

However… There are adjustments to the process!

Update 2013/14 2014/15 2015/16 Tested 55% Classroom Observations
30% SGP 15% SGO 70% Classroom Observations 10% SGP 20% SGO 60% Classroom Observations SGP (Up to 20%) Non 85% Classroom Observations 80% Classroom Observations No change Update

SGOs: What Are They; Really?
They Are Not A significant addition to the work of a teacher. A reflection of what effective teachers typically do. According to the NJDOE (2013)

Not They Are An administrator-driven compliance exercise. Driven by teachers, supported by administrators, and centered on student learning. According to the NJDOE (2013)

Not They Are SGOs are a statistically precise evaluation of growth based on a pre-test/post-test model of performance. SGOs are learning targets for key concepts and skills that students can be expected to master in a course based on a rough sense of where they start. According to the NJDOE (2013)

Five Adjustments for 2014/15 1. SGOs count for 20% of the teacher evaluation. 2. SGO format is modified to reflect the critical components of the SGO process. 3. SGOs should include a significant portion of the courses/subjects, standards, and students for which the teacher is responsible throughout the year.

Five Adjustments for 2014/15 4. Educators must explain why the selected standards are critical for the students. 5. SGOs must include a quality assessment process that falls within the framework of the normal testing schedule.

So… what does not change?

The Value of SGOs For Educators… Improves their practice.
For Evaluators… Provides an authentic measure of teacher effectiveness. For Students… Improves student learning.

Type of SGO Definition General
Focused on the teacher’s entire student population for a given course. Includes a large proportion of curriculum standards Specific – Student Group Focused on a subgroup of students that needs specific support. The NJ DOE no longer supports the use of specific SGO formats. Need to include all or most of the students along with multiple standards.

The 2014/15 Student Growth Objective Form
Introducing The 2014/15 Student Growth Objective Form

See full form in Participants’ Manual pages Review form with group. Note it refers to standards (more than one) and requires a rationale as to why these standards are important enough to be part of your SGO. It also asks you to describe your assessment method. Special note: Asks for multiple sources of information when determining your preparedness groups. We will be building an SGO as we discuss each component of a high quality SGO in today’s workshop.

Improving the Process

Taking it from… Quality TO… COMPLIANCE

The SGO Development Process IMPLEMENT AND MONITOR SGO
PREPARE SGO SGO REVIEW and EDUCATOR SGO SCORE PRE-APPROVAL STAGE STUDENT GROWTH OBJECTIVES PROCESS DEVELOP SGO SCORE SGO RESULTS SGO SUBMISSION & APPROVAL Refer participants to Page – Participants Guide. They have a sequential chart…not same visual as in PowerPoint. This chart is a 2-tiered visual representation of the SGO Development Process. It represents a “full year” as the implementation cycle. If the developed SGO represents a timeframe of less than a full year, this chart surely applies with modifications to the timeframes. The chart defines the 4 major components of the SGO Development Process (Tier 1) Refer to grey boxes 1. Prepare SGOs 2. Develop SGOs 3. Implement and Monitor SGOs Focused Strategies 4. Score SGO Results Evidence Collection (Tier 2) Refer to the 3 orange diamond shapes 1.SGO Submission and Approval 2. Mid-Year Review Reference key time points in the process. Elaborate on each time point with information connected to the NJDOE requirements. 3. SGO Review and Educator SGO Score Discuss each component separately. Preparing the SGO has been differentiated from Develop SGOs as the work in each of these phases is different and unique, however may overlap in some ways. Both components are in the “Pre-Implementation” stage…prior to the NJDOE’s required submission date of November 15th for the school year. Prepare the SGO includes all of the elements of pre-planning that can be started immediately. These include identifying key district documents – curriculum guides, unit materials, etc., available assessments that can be utilized, several years worth of data from district and school level sources. This is also the time to “get everyone on the same page” furthering the mindset related to SGO development – by using PLCs, grade level teams, MS and HS level department meetings, etc. to start to communicate the SGO vision. Develop the SGO follows the preparation phase. This is when staff members will be involved with a) the development of new assessment instruments (teacher made), b) the refinement of existing teacher-made, curriculum-based assessments they have used in prior years, c) pre-assessment of students at the beginning of the school year, and d) scoring and analyzing the pre-assessment. Staff members will also be actively involved with the writing of complete SGOs as drafts, collaborating with colleagues, re-writing and refining the draft SGO statement and components, and finalizing a final SGO to be discussed with the administrator/evaluator and formally submitted for approval by November 15. Implement and Monitor the SGO You will see that “Implement and Monitor SGOs” is broken out into 2 areas of focus – “Focused Strategies” and “Evidence Collection”. Both are important to the implementation phase. During the time period after the submission – from November 15 through April-May, staff members will implement the “Focused Strategies” that they have targeted as goals for improving student performance and conduct those strategies as designed throughout the time period. Similarly, staff members will be “Collecting Evidence” regularly and ongoingly throughout the implementation time period. Mid-Year Review This review will be conducted mid-year…by February 15…so that staff members and administrators may collaborate once again to make modifications to the SGO statement, the strategies and evidence collection. Based on the decisions agreed to at this mid-year conference, that is the final SGO that will be implemented through April-May and evaluated at the Summative Evaluation Conference at the end of the year. Score SGO Results In April-May, staff members will administer the final assessment and analyze the cumulative data. Based on the results of the data, a decision will be made in collaboration with the administrator/evaluator as to whether the staff member was successful in meeting the established SGO. The results of the SGO will be added into the staff member’s annual Summative Evaluation. The process begins again immediately with forward thinking for the development of the SGO for the next school year. The next slides refer to each of the components in the chart. Each of the next slides show 2 versions of the information presented. The left side of each slide references “Key Tasks” to be completed and the right side of each slide discusses “Essential Questions”. IMPLEMENT AND MONITOR SGO EVIDENCE COLLECTION FOCUSED STRATEGIES MID-YEAR SGO REVIEW

SGOs are… S M A R T

SMART SGOs are… Specific Measurable Attainable/ Ambitious
Results-driven Timed The SGO should be simplistically written, and clearly defined. The SGO should focus on a specific content area or skill. The SGO should be measurable and provide tangible evidence that you have achieved the objective. The SGO should be attainable; reasonably challenging both you and your students, but clearly defined so that it can be achieved. The SGO should focus on measuring outcomes, not activities. The SGO should be organized around a timeframe that presents a reasonable sense of urgency.

STEPS TO CREATING HIGH QUALITY SGOs
Identify area of focus Select multiple standards and determine level of significance Choose/Develop Quality Assessments Analyze available student data Set appropriate learning targets for each student Create scoring plan

Identifying Your Focus
District or Building Goals Areas of deficiency for your student population NJCCCS or Common Core Standards of greatest significance Do your district or building goals identify priority areas? Are there areas of deficiency that are historically prevalent in your student population? With so many standards to choose from how do you identify your area of focus?

Begin with.. the Standards

Standards Select multiple standards. Align to curriculum.

Significance of Standard
How much time is spent teaching the standard? Value beyond your grade/course Next grade level/course Other academic areas Life/College/Career Look at your unit plans for each standard. How many class periods are devoted to teaching this standard? Is it one the students in your grade level typically struggle with? Think about the relevance of this standard to future lessons and grade levels. Does it have an impact in other content areas or as a key life skill?

Think About This… Location Assessment In Education it is about…
In Real-Estate it is about… In Education it is about… Location Assessment

Choosing / Developing a Quality Assessment: Things to Consider
Style What I have now Available resources Time Specific use Depth of Understanding Degree of Challenge

HIGH QUALITY ASSESSMENT
HIGH QUALITY SGO

Assessments Enhance Learning
Provide evidence of learning Can motivate learners Signal the need to adjust

Assessment Blueprint Prior to test design During test design
After test design Approval Checklist Refer to Participants’ Manual page and review each step of the process. Ask staff to discuss as a group what steps they have engaged in and their reflections on the process.

Designing Your Assessments
Purpose Valid/Accurate Inferences Aligned to Standards Significance of Standard Range of Rigor/Depth of Knowledge Unbiased and Accessible Reliability Explain that these are key characteristics of a high quality assessment. Each one will be discussed separately.

Begin with the end in mind
PURPOSE What information do you want to obtain: Baseline data regarding student’s knowledge? Progress towards an identified goal? Summative data as to achievement of learning goals? Begin with the end in mind

Formative vs. Summative Assessment
4/21/2017 Formative vs. Summative Assessment Formative Assessment Summative Assessment A process During instruction Carried out by both teachers and students Results used to adjust teaching and learning strategies by both teachers and students Assessment for learning A single measurement At the end of instruction Designed and conducted by teachers Results used to evaluate student performance by teachers Assessment of learning Purpose: To understand the difference between formative and summative assessment; To understand that the power of formative assessment lies in how the teacher and the students utilize the feedback from the assessments Now we will discuss the element of instruction that is essential to ensuring student learning – formative assessment. Look at the comparison to summative assessment on the slide. Formative assessment occurs throughout the unit. It is not graded. Its purpose is to provide feedback to both the teacher and the student. Formative assessments are assessments for learning.” © CAR

The Connected Action Roadmap
STOP AND SHARE What types of formative assessments have you used effectively? © CAR

FORMATIVE ASSESSMENTS
Observations Questioning Discussion Journals Assignments Projects Pop Quizzes (not-graded) Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Written Questions / Exercises with Short, Extended or multiple-choice Answers Practice Presentations Diagnostic Tests Visual Representations Kinesthetic Assessments Individual Whiteboards Four Corners Think Pair Share Appointment Clock Simulations/Business Games Conferencing/Reviews Meaningful Homework Assignments May be used in the classroom during the formative assessment process to collect evidence of student learning. Exit Slips are written responses to questions the teacher poses at the end of a lesson or a class to assess student understanding of key concepts. They should take no more than 5 minutes to complete and are taken up as students leave the classroom. The teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept. By assessing the responses on the Exit Slips the teacher can better adjust the instruction in order to accommodate students' needs for the next class. Exit/Admit Slips Admit slips are exactly like Exit Slips, but they are done prior to or at the beginning of the class. Students may be asked to reflect on their understanding of their previous night's homework, or they may reflect on the previous day's lesson if the question required a longer response time. Exit and Admit Slips can be used in all classes to integrate written communication into the content area. Learning Logs are used for students' reflections on the material they are learning. This type of journal is in common use among scientists and engineers. In the log, students record the process they go through in learning something new, and any questions they may need to have clarified. This allows students to make connections to what they have learned, set goals, and reflect upon their learning process. The act of writing about thinking helps students become deeper thinkers and better writers. Teachers and students can use Learning Logs during the formative assessment process, as students record what they are learning and the questions they still have, and teachers monitor student progress toward mastery of the learning targets in their log entries and adjust instruction to meet student needs. By reading student logs and delivering descriptive feedback on what the student is doing well and suggestions for improvement, the teacher can make the Learning Log a powerful tool for learning. Learning/Response Logs Response Logs are a good way to examine student thinking. They are most often connected with response to literature, but they may be used in any content area. They offer students a place to respond personally, to ask questions, to predict, to reflect, to collect vocabulary and to compose their thoughts about text. Teachers may use Response Logs as formative assessment during the learning process. Math Journals Graphic organizers are visual models that can assist students in organizing information and communicating clearly and effectively. Students can use graphic organizers to structure their writing, brainstorm ideas, assist in decision making, clarify story structure, help with problem solving, and plan research. GRAPHIC ORGANIZERS Asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding. Questions of this nature engage students in classroom dialogue that expands student learning. Questions should go beyond the typical factual questions requiring recall of facts or numbers. Paul Black, a noted authority on formative assessment, suggests that "more effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of students' understanding." (Black et al., 2003) Questioning Peer and self assessment help to create a learning community within the classroom. When students are involved in criteria and goal setting, self evaluation becomes a logical step in the learning process. Students become metacognitive and are more aware of their personal strengths and weaknesses. With peer assessment students begin to see each other as resources for understanding and checking for quality work against previously determined criteria. The teacher can examine the self assessments and the peer assessments and identify students' strengths and weaknesses. "When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves." (Black and Wiliam 1998) Peer/Self Assessments Just as in sports, practice before a classroom presentation is vital. Through practice and peer review, students can improve their presentation skills and the content of the presentation itself. The practice presentation should take place a few days before the final presentation due date. Students run through their presentations with the audience, their peers, evaluating the performance based on the previously established rubric criteria. An easy way for students to furnish feedback is through a T Chart. Students use the left column of the chart to comment on the positive aspects of the presentation, and they use the right columns to suggest changes that the presenter might make to improve the quality of the presentation. By listening to both the practice and final presentations the teacher can easily gauge the level of student understanding of critical concepts and adjust instruction to address any misconceptions. Practice Presentations These examples of the formative assessment process require students to incorporate movement to demonstrate their understanding of a topic or concept. Although usually connected with the Arts (dance, playing a musical piece) or physical education (dribbling a basketball, serving a volleyball), kinesthetic assessments can be used in the core content classrooms to furnish teachers with insight into their students' understandings and misconceptions concerning a concept. Kinesthetic assessments are a good way to add movement in the classroom and allow teachers to determine the depth of student learning to inform their instructional decisions. Kinesthetic Assessments Individual slates or whiteboards are a great way to hold all students in the class accountable for the work. They actively involve students in the learning and are a terrific tool in the formative assessment process because they give the teacher immediate information about student learning. When students complete their work and hold their whiteboard up, the teacher can quickly determine who is understanding and who needs help and adjust his/her instruction accordingly. Individual whiteboards are easy to make from melamine or tile board which are usually carried at a local home supply store. Individual Whiteboards Four Corners is a quick strategy that can be used effectively in the formative assessment process for gauging student understanding. It can engage students in conversations about controversial topics. The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly Disagree. Present students with a statement, like "All students should wear uniforms to school," and have them move to the corner that expresses their opinion. Students could then discuss why they feel the way they do. The teacher can listen to student discussions and determine who has information to support their opinion and who does not. Another way to use Four Corners is associated with multiple choice quizzes. Label the corners of the classroom as A, B, C and D. Students respond to a teacher-created question by choosing the answer they feel is correct. They must be able to give a reason for their answer. Four Corners Appointment Clock The Appointment Clock is a simple strategy in the formative assessment process that can be embedded within a lesson. The teacher directs students to find thee people with whom to schedule appointments at the quarter hour, the half hour, and the 45-minute mark. The teacher begins the lesson and provides information to move students to higher-order thinking. The teacher determines the stopping point and asks students to meet with their quarter hour appointment to discuss their thinking about a couple of questions the teacher has posed. The teacher walks around and listens to the conversations taking place between partners, noting any misconceptions or misunderstandings. The teacher uses this information to adjust instruction by redirecting the next segment of the lesson. Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson. Students continue this process until the lesson is complete. By structuring a lesson in the manner, the teacher is able to determine the current level of understanding for the class and for individual students, and make immediate adjustments to instruction to assist students in their learning.

Valid/Accurate Inferences
Do the questions provide us valid/accurate evidence about what the student has learned? Are the questions assessing knowledge/mastery of the standard?

Valid/Accurate Inference About Learning?
SS D6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government. You must be a citizen of the United States and _______ years of age to be President of the United States. a) 50 b) 42 c) 30 d) 35

Significance of Standard
More Questions/Points The number of questions/points on an assessment should reflect where you spent the most instructional time. It should also provide your students guidance with regards to their study efforts. Fewer Questions/Points

Range of Rigor/DOK NJDOE states a high quality assessment has a range of rigor that: Is representative of the rigor of instructional level and content delivered in the course, and Provides stretch at both ends of ability levels DOK = Depth of Knowledge

Webb’s Depth of Knowledge
Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks. There are many similarities to the revised Bloom’s Taxonomy. Since the DOE is using Webb’s DOK as the basis for evaluating rigor, we have included this slide and the next slide; corresponds to Participant’s Manual, p. .

Accessibility Clear format and instructions
Fair to all students regardless of background Appropriate modifications Do all students have an equal opportunity to be successful? Modifications should be made for students with learning plans or ELL students.

Example Directions: Write a paragraph based on the writing prompt.
Describe how the game of soccer is played. Include information about the necessary skills, the rules of the game, and the equipment needed. Describe a game you like to play. Include information about the necessary skills, the rules of the game, and the equipment needed.

Reliability Environment conducive to success Consistency in scoring
Clear directions and scoring criteria to students Test security Time allotted is sufficient Length of assessment Consistency in results

SGO TIP Use skills based rubrics for SGOs.

Multiple Types of Skills Rubrics

Note grammar error under content rating 4 – “and” example instead of “an” example
TMI Education

STOP AND SHARE Why is it important to create common assessments? What are some ways to ensure consistency in scoring across grade levels/courses? © CAR

SGO TIP Do not rely solely on pre and post assessments.

Setting Learning Targets
Misconception Reality SGOs are a statistically precise measure of growth based on a pre-test/post- test model of performance. SGOs are learning targets for key concepts and skills that students can be expected to master in a course based on a rough sense of where they start.

STOP AND SHARE What are some concerns about using the pre-test/post-test model to assess student learning? In what ways does utilizing only one data source impact the development of high quality learning targets? © CAR

The Pre-Test/Post-Test Model
Extra work for teachers and students that doesn’t result in meaningful student achievement “This doesn’t count” mentality Does not consider other barriers to learning Focuses on one source of data – distorted picture Minimizes importance of what teachers know about their students

SGO TIP Ensure that there is a baseline for every student.

GROUP SHARE What information is available that may assist you in predicting students’ learning?

Possible Information Sources
Current/Previous year’s test scores Current year’s formative assessments Standardized test scores over a period of 2-3 years Artifacts from portfolios Attendance records Identified barriers to learning Observations as to learning style and needs Important markers of future success

Markers of Future Success

Sample Target Setting Plan
Preparedness Group Prior Year Test Score Current Year Test Score Average Markers of Future Success High 85-100 9-12 Medium 70-84 5-8 Low <200 <70 0-4

Achieve NJ SGO Form for 2014-2015
Achieve NJ SGO Form for Notice it gives you the opportunity to identify 3 information sources in the development of your preparedness groups. This will allow you to create a tiered SGO that best demonstrates growth for all your students.

Creating a Tiered SGO Review multiple data sources available on students Identify patterns to best assign students to groups based on level of preparedness Evaluate and predict growth targets

SMALL GROUPS OF STUDENTS
Use number of students instead of percentages Set goal based on the average score on the assessment for the group – include provision for those who test out of group during year Set individual goals for students especially if wide variety of needs and performance levels

Key Components of High Quality SGOs
1. The SGO statement is specific and measurable – what do you expect students to know and be able to do. 2. The scoring plan is consistent with the SGO statement and has a logical four point scale. 3. Growth or achievement targets are differentiated to be ambitious and achievable for all students.

Key Components of High Quality SGOs
4. The SGO includes a significant proportion of students and curriculum. 5. The assessment is comprehensive and of good quality. Evidence is provided for standards alignment. 6. More than one data source is used for baseline information. Used thoughtfully to set realistic targets.

SGO TIP Utilize the SGO Quality Rating Rubric during the development process.

Creating Scoring Bands
Represent your predictions as to learning targets for students Established by the teacher with guidance from the Principal to ensure rigor Challenging yet attainable Special consideration for unique situations

Sample Scoring Band SGO Statement: 75% of my 6th grade students will achieve their target score on the district’s cumulative science assessment. State the projected scores for each group and what percentage/number of students will meet this target at each attainment level. Modify the table as needed. Preparedness Group Student Target Score Attainment Level in Meeting Student Growth Objective Percentage of Students Achieving Target Score Exceptional 4 Full 3 Partial 2 Insufficient 1 70 ≥85% ≥75% ≥65% <65% 80 90 Remind staff that whatever % is stated for full attainment is what is stated in the SGO statement.

Weighted Scoring Band Preparedness Group
Number of Students in Each Group Percentage of Students in Each Group Weight Assigned to Attainment Score Objective Attainment Level Weighted Score Low 36/65 56% 0.56 3 1.68 Medium 21/65 32% 0.32 4 1.28 High 8/65 12% 0.12 2 0.24 Total Score 3.2 Non-Weighted 3.0 For example, if low group was rated a 3 you would multiply 3 X .56 to get the score (1.68); the medium group scored a 4 so you would multiply 4 X .32 (1.28); and the high group scored a 2 so multiply 2 X .12 (.24). Final teacher rating would be 3.2. Without weighting, final teacher rating would be 3.

SGO “To Do” List September / October Prepare & Develop October
Identify needs , establish student starting points, and goals for growth. Develop assessments , instructional strategies , and SGO Statement. October Submit & Implement Conference with principal, gain approval by Oct. 31, and begin to implement. October – February Monitoring Monitor the progress of the students. February Mid –Year Review Review and make adjustments as needed by February 15. March / April Scoring & Results Summative assessments administered and SGOs scored.

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