1. STUDENT GROWTH OBJECTIVES EDUCATOR EFFECTIVENESS

2. TRAINING OUTCOMES Understand the State guidelines for Measures of Student Learning 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. COLLABORATIVE TABLETOPS NORMS Listen to and respect the expertise brought by each member of the group Recognize that we are all learning together Value the brainstorming process Problem-solve as a team Work towards positive solutions Be nice and be professional

4. EVALUATION FRAMEWORK

5. EVALUATION FRAMEWORK REQUIREMENTS 50% Measures of Student Learning 50% Professional Practice Evaluation Rubric, Observations, Surveys & Artifacts State & District assessments; Other assessments measuring student achievement and growth

6. EVALUATION FRAMEWORK REQUIREMENTS 50% Measures of Student Learning State & District assessments; Other assessments measuring student achievement and growth

7. MEASURES OF STUDENT LEARNING

8. 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

9. 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.

10. STUDENT GROWTH OBJECTIVES (SGO)

11. 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

12. EFFECTIVE PRACTICE & SGO The SGO process adds two more components… Formalize and document this process Systematically determine students’ starting points

13. EFFECTIVE PRACTICE & SGO SGOs should be a reflection of what effective teachers typically do Standards Instruction Assessment SGO

14. INTERNALLY DRIVEN Administrator-supported Provide a supportive and collaborative environment Assess quality and provide approval and final score of SGOs Teacher-driven Identify critical standards and develop assessments Use appropriate data to set ambitious and achievable targets Monitor performance and adjust instruction as needed Student-centered What should my students learn by when? How will I ensure they learn it? How will I know they have learned it?

15. 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 available prior student learning data A measure of what a student has learned over time

16. 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 Compare starting points to ending points using assessments of some type A AchievableAmbitious 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

17. 5 STEPS OF THE SGO PROCESS Step 1 Choose or develop a quality assessments aligned to standards Step 2 Determine students’ starting points Step 3 Set ambitious and achievable SGOs Step 4 Track progress & refine instruction Step 5 Review results and score in consultation with your evaluator

18. STEP 1: CHOOSE/DEVELOP A QUALITY ASSESSMENT

19. ASSESSMENTS ARE CRITICAL Central to SGOs 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

20. Poorly designed assessments do not accurately measure student knowledge and learning. If SGOs are based on low-quality assessments, then the SGO process cannot yield accurate or meaningful results. If SGOs do not yield accurate or meaningful results, they will fail to promote good instruction and improve student learning. SGO Quality Assessment Quality depends upon 20

21. DISCLAIMER Choosing or developing quality assessments is an aspect of the process with which teachers may initially struggle. In the first year, you should make a good faith effort to use the most appropriate assessments for your students based on the guidelines provided within the process. As you become familiar with the SGO process and the strengths and weaknesses of your assessments, you should modify and improve them each year. The SGO process will improve and become easier with time.

22. Teachers may use but are not limited to: Portfolios Performance Assessments Benchmark Assessments Finals (modified as needed) Program-based Assessments Standardized Tests, e.g. AP 22 Whether locally-developed or commercial, multiple choice or rubric-based, assessments should follow the rules of good assessment design. TYPES OF ASSESSMENTS

23. COMPONENTS OF QUALITY ASSESSMENTS 1.Assessment Scope Determine the educational goals, instructional period, and the appropriate standards that will be captured by the assessment 2.Assessment Quality Choose or develop an assessment, analyze it for quality, and modify as necessary 3.Collection of Evidence Ensure that scoring and administration of assessments relies on fair, accurate, and reliable systems Let’s look briefly at each component…

24. SCOPE 1.Assessment Scope Determine the educational goals, instructional period, and the appropriate standards that will be captured by the assessment Scope Considerations: Key concepts and skills students can be expected to master in a course Handout: Planning Guide for Choosing or Developing a Quality Assessment

25. QUALITY 2.Assessment Quality Choose or develop an assessment, analyze it for quality, and modify as necessary Quality Considerations: Standards Alignment & Coverage (Content Match) Rigor, Depth of Knowledge, Complexity (Cognitive Match) Handouts: Assessment Rigor & DOK Analysis; DOK Levels

26. EVIDENCE 3.Collection of Evidence Ensure that scoring and administration of assessments relies on fair, accurate, and reliable systems Evidence Considerations: Fair & Unbiased Clear Scoring Guidelines Defined Performance Levels Handouts: Assessment Checklist & Assessment Review Tool

27. NEXT STEPS Take a few minutes to share your next steps with choosing/developing a quality assessment

28. STEP 2: DETERMINE STUDENTS’ STARTING POINTS

29. CONSIDERATIONS What sources of student data are available to you? Is a pre-assessment something you should be using? If so, how alike are your pre- and post- assessments? What are the advantages and disadvantages to making them identical? How do you control test integrity? Is grouping students by preparedness levels appropriate or useful?

30. 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/NWEA 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

31. STEPS FOR DETERMINING STARTING POINTS 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 NOTE: This step must be decided before entering an SGO into the Dashboard

32. STEP 3: SET GROWTH OBJECTIVES

33. 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

34. SGO ATTAINMENT ExceptionalFullPartialInsufficient 4321 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. 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.

35. 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

36. 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%.

37. TARGET SCORE EXAMPLE Target ScoreAttainment 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% 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.

38. CHANGE IN PROFICIENCY/LEVEL EXAMPLE 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% 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.

39. TIERED EXAMPLE Preparedn ess Group Target Score on Final Assessme nt Objective Attainment Based on Percent (and Number) of Students Achieving Target Score Exceptional 4 Full 3Partial 2Insufficient 1 Low70 At least 90% At least 80% At least 70% Less than 70% Medium80 High90 Attainment scores may also be tiered…

40. SAMPLE SGO

43. REFLECTIONS

44. BRINGING IT ALL TOGETHER 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

45. FINAL THOUGHTS ON SGOS Continue doing what is effective for your students Use or adapt assessments that you already have Support each other and share Don’t let perfection get in the way of the good Learn, Grow & Get Better Together

46. RESOURCES Colorado Department of Education http://www.cde.state.co.us http://www.cde.state.co.us Achieve NJ for Teachers http://www.state.nj.us/education/AchieveNJ/teach er/objectives.shtml http://www.state.nj.us/education/AchieveNJ/teach er/objectives.shtml Woodland Park Website http://www.wpsdk12.org/departments/educator- effectiveness/ http://www.wpsdk12.org/departments/educator- effectiveness/

47. THOUGHTS & QUESTIONS