1. STUDENT GROWTH OBJECTIVES Developing and Approving High Quality SGOs Fall 2013

2. 2 Objectives for Today Provide the rationale for using SGOs in teacher evaluation Clarify general requirements of SGOs Suggest recommended approaches for improving SGO quality and approving SGOs that teachers submit Identify markers of high quality SGOs using a rubric

3. 3 Determining Starting Points Where are you in this process? Have you/your staff: Read the SGO guidebook? Worked through the SGO modules? Examined the exemplars on the state’s website? Begun training in SGOs? Created/Approved SGOs?

4. 4 Why Are Teachers Required to Set SGOs?  TEACHNJ requires all teachers to have multiple measures of student learning included in their evaluation; SGPs are available for some teachers  Setting SGOs allows all teachers to have multiple measures of student learning

5. 5 What Are the Benefits of SGOs? SGOs: 1.Provide a useful and transparent student-achievement performance measure for every teacher 2.Promote reflective and collaborative teaching practice 3.Promote aligned curriculum, assessment, and standards 4.Are flexible and can be used in any teaching circumstance 5.Can conform to a variety of needs across district, school and classroom 6.Improve student achievement when well-designed

6. 6 What Are the Challenges of SGOs? 1.Variability in targets and assessments reduces comparability 2.Lack of standardization may lead to reduced quality and rigor 1.Do not expect SGOs to conform to the scientific model of SGPs 2.SGOs form another type of measure that will increase the accuracy of a teacher’s rating 3.Goal setting (e.g. using SMART goals) has been widely and effectively used to improve performance, provide recognition, and make personnel decisions in many fields BUT REMEMBER

7. 7 Overarching Message School Leaders and Teachers Can Realize the Benefits of SGOs While Working to Address the Challenges 1.Set high expectations within a culture of shared success 2.Plan thoroughly and communicate clearly 3.Encourage collaboration and consult with teachers 4.Evaluate SGO quality and provide opportunities for revision

8. 8 High Expectations SGOs Reflect What Effective Teachers Already Do Effective Teachers Teach a curriculum that is aligned to standards. Determine the needs of students using several methods including a variety of assessments. Differentiate instruction based on the needs of students. Set goals for students appropriate to their grade, subject, and readiness level. Use high quality assessments to measure student performance. Work in collaborative groups to improve student achievement. SGOs Ask All Teachers to Adopt Effective Practices Plus Document some of these practices and be recognized for generating growth and achievement in their students

9. 9 Shared Success Principals and Teachers Share Responsibility for the Quality and Success of SGOs According to the law: A teacher develops SGOs in consultation with his or her supervisor. A teacher’s final SGO score is determined by the supervisor. According to the State’s Evaluation Leadership Rubric for Principals, highly effective principals will: Ensure SGOs are recorded, monitored, and assessed accurately while enabling real-time learning from pursuit of objectives Make certain all teachers create rigorous, curriculum-aligned SGOs with specified methods of assessing achievement of goals In AchieveNJ, all principals receive a rating for the components listed above plus: An average score of all the SGO scores of his or her teachers (10%)

10. 10 SGO Requirements A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: Specific and measurable 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

11. 11 SGO Requirements All teachers who receive an SGP score must set 1 or 2 SGOs. Teachers who do not receive an SGP score must set 2 SGOs.

12. 12 SGO Recommendations From Compliance to Quality The remainder of this workshop provides recommendations and useful guidance on how to go about making the SGO process valuable for educators and students.

13. 13 SGOs Are Similar to SMART Goals * Not to be confused with “specific” SGOs as distinct from “general” SGOs. All SGO statements should be specific as stated in a SMART goal. Typical Usage of SMART SGOs Must BeSGOs Require a Teacher to SSpecific*SpecificDescribe how many students learn “what” or grow by “how much” MMeasurable Compare starting points to ending points using assessments of some type AAchievableAmbitious but Achievable Determine a reasonable amount of growth according to knowledge of students RRelevant Align SGOs to standards TTime-related Set an appropriate instructional period

14. 14 High Expectations SGPs and SGOs Share An Important Attribute SGP score captures a significant proportion of the curriculum and students for which the teacher is responsible (4-8 th grade math and ELA teachers) The SGO score captures a significant proportion of the curriculum and students for which the teacher is responsible (teachers who do not get an SGP) SGPSGO

15. 15 High Expectations Multiple Measures of Student Learning Account for a Significant Proportion of Students and Course Curriculum All or Most Students Significant Proportion of Course Curriculum

16. 16 What Constitutes a Significant Proportion of Students and Curriculum? Using the examples provided, discuss whether the teacher’s measure(s) of student learning (SGOs, and SGPs if appropriate) include a significant portion of the students and curriculum for which the teacher is responsible? If not, suggest how this can be improved.

17. 17 Early Childhood Teacher Example 1: A kindergarten teacher has 14 students and uses her school’s portfolio system to assess her students. She sets one of her SGOs for all 14 of her students based on their growth in all 10 CCSS reading standards for literature and informational text. She sets her second SGO based on their growth in all 7 CCSS math standards related to counting and cardinality. Example 2: A first grade teacher has 8 students and uses the DRA2 to assess her students. She sets one of her SGOs for all of her students and to include the standards incorporated by the DRA2. She sets a second SGO towards the CCSS math standard - count to 100 by ones and by tens.

18. 18 High School Teacher Example 3: A 10 th -grade social studies teacher has five sections of US History 1 and has 102 students. One of his SGOs includes all 102 students, and incorporates 75 percent of content standards and skills he will teach between October 15 and May 1, the week before the department-wide assessment. Example 4: During the first few weeks of class, a 10 th -grade social studies teacher discovers that many of his students are unable to clearly use evidence to support their points of view. He sets one of his SGOs to address this particular skill.

19. 19 4 th -grade Teacher Example 5: A 4 th -grade general education elementary team develops an SGO for science. In consultation with the school’s science specialist, the team develops a portfolio assessment that requires their students to demonstrate the critical standards-based skill of scientific thinking and practice. Each teacher sets an SGO scoring plan for her individual class based on the starting point of her students. Students build a science portfolio throughout the year. At the end of the year, the team sits together to collaboratively grade the portfolios using a rubric.

20. 20 General and Specific SGOs GeneralSpecific Captures a significant proportion of the students and key standards for a given course or subject area Focuses on a particular subgroup of students, and/or specific content or skill For teachers whose general SGO already includes all of their students, or those who receive an SGP Most teachers will be setting this type of SGO

21. 21 Meeting the “Significant” Threshold TeacherSGOsNotes/Examples Non-tested Grades and Subjects 1 course/gradeOne general SGO for all students plus one specific SGO (may be a targeted content/skill or group of students) General SGO includes 70% history standards and all students Specific SGO focuses on use of informational text by all students 2 courses/grades One general SGO for all students in each course Algebra 1 – SGO 1 Geometry – SGO 2 More than 2 courses/grades One general SGO for all students in each of the two courses containing the highest numbers of students Spanish 1 (56 students) –SGO 1 Spanish 2 (43 students) – SGO 2 AP Spanish (8 students) – no SGO ElementaryTwo general SGOs for all students in two developmental domains or two subject areas Literacy domain – SGO 1 Language domain – SGO 2 Math – SGO 1 Science – SGO 2 Tested Grades and Subjects (receive an SGP score) AllOne or two SGOs (district discretion), general or specific SGP provides one broad measure of student performance. Teachers and districts determine SGO makeup based on needs.

22. 22 Developing SGOs in Particular Circumstances Special Education teachers – Option 1 - educators in inclusion class collaborate on a common SGO for all students – Options 2 - ICS teacher sets SGO for students with IEPs – Use IEP goals to help inform SGOs for particular students or groups of students – SGOs for non-academic growth may be used in exceptional circumstances Small Student Populations – Use multiple assessment strategies for each student, expand testing window Very large student populations – Set SGOs only for one or two grade levels/courses

23. 23 Developing SGOs in Particular Circumstances Semester courses – Option 1 - set 2 SGOs (one per semester) before Nov 15, adjust scoring plan in second semester by Feb 15 – Option 2 - set 2 SGOs for first semester Marking period courses – Set goals for several marking periods and aggregate into one SGO – Set one SGO per marking period Educational staff other than classroom teachers – SGOs are not required for this group but if set could be based on non- academic measures that address: Education programming Outreach effectiveness Targeted program improvement

24. 24 September By Nov. 15* By Feb. 15 By end of school year TEACHERS The SGO Process Consult with evaluator to approve SGOs Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Step 1: Choose an assessment Step 2: Determine students’ starting points Step 3: Set SGO Step 4: Track progress, refine instruction Step 5: Review results and score Consult with evaluator to discuss SGO rating Recommended Official SGO process

25. 25 Set high expectations and encourage collaboration Step 1 – Choose or Develop a Quality Summative Assessment 1. Assessment Scope What do you want your students to know and be able to do? 2.Assessment Quality Is your assessment a fair and accurate measure of student performance? 3.Collection of Evidence Is the scoring and administration of school-based assessments reliable and fair?

26. 26 Assessment Scope What do you want your students to KNOW?

27. 27 Assessment Scope What do you want your students to DO?

28. 28 Assessment Quality Types of Assessments Traditional Assessments Portfolio Assessments Performance Assessment District, school and departmental tests e.g., modified final exams, benchmark exams State and national exams (except the NJ ASK), e.g., NOCTI, AP Writing and reflection sample Laboratory research notebook Portfolio of work Project-based assessment Teaching Strategies Gold ® Lab practicum Sight reading in music Dramatic performance Skills demonstration Persuasive speaking DRA™2 SGO Guidebook pg.10 Purchase a new assessment or select an existing one Create a new assessment locally Modify an existing assessment

29. 29 Planning for Success Inventory Existing Assessments Assessment Inventory - Middle School Content Area Current Assessments AvailableQuestions and Notes CourseFormativeInterimSummative LAL Math

30. 30 Assessment Quality Align Assessment to Critical Standards SGO Guidebook pg. 26

31. 31 Evaluate SGO Quality Use an Assessment Quality Checklist SGO Guidebook pg. 28

32. 32 Training Modules For Teachers Consider Recommending Teachers Use These During the SGO Development Process Use this step-by-step guide for choosing or developing an assessment in teams or individually Assessments

33. STUDENT GROWTH OBJECTIVES (SGOs) Training Module 2 – Assessments Sample page

34. 34 Table of Contents ContentPageContentPage How To Use This Training Module3Make a Plan11 Objectives4Plan In More Detail12 5 Steps To the SGO process5Three Steps for Assessments13 Begin With the End in Mind6Assessment Scope14 -17 Assessments are Central7Assessment Quality18-23 Assessments Will Improve Over Time8Collection of Evidence: Quality Rubrics24-26 Three Choices for Assessments9Summary27 What Constitutes Quality?10Resources28-36 Use the links in the table to go directly to a page. Navigate back to the table using this button. Back to Table of Contents Assessments Sample page

35. 35 Assessments Are Central Assessments are central to SGOs. They measure what students have learned in relation to the SGO you have set. Whatever form they take, they must be chosen or developed thoughtfully in order to provide a high quality measure of this learning. Different subjects and grades call for different types of assessments. Some examples of types of assessments are shown below. Traditional Assessments Portfolio Assessments Performance Assessment District, school, and departmental tests, e.g., modified final exams*, benchmark exams State and national exams (except the math and ELA NJ ASK), e.g., NOCTI, AP Writing sample Lab research notebook Portfolio of work Project-based assessment Teaching Strategies Gold ® Lab practicum Sight reading in music Dramatic performance Skills demonstration Persuasive speaking DRA™2 *End of course and final exams might need modifications for SGO purposes. See page 15.page 15. Back to Table of Contents Assessments Sample page

36. 36 Assessments Will Improve Over Time The SGO process will improve and become easier with time. 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 on the following pages. As you become familiar with the SGO process and the strengths and weaknesses of your assessments, you should modify and improve them each year. Back to Table of Contents Assessments Sample page

37. 37 What Constitutes Quality? A quality SGO hinges on the quality of the assessment used to measure it. The checklist below identifies the most important components of a quality assessment. Includes the subject/grade-level content standards to which the SGO has been set. Measures the depth of knowledge appropriate to grade level and subject. Incorporates items of varied difficulty. Incorporates items requiring higher-order thinking skills. Contains an appropriate number of items and assortment of item types. Is written in a simple, clearly worded, and accessible way for all students. Has carefully constructed rubrics for tasks and open-ended questions. Is an appropriate length. Back to Table of Contents Assessments Sample page

38. 38 Make a Plan The following pages will help you choose or develop a quality SGO assessment. In order to begin this work, use a planning guide. This will help you address some important questions and develop a work plan so that you work consistently towards a clear goal. Back to Table of Contents Assessments Individually, or with your colleagues, complete this planning guide. If you have an assessment you are already using, have it available for your discussion.planning guide Sample page

39. 39 Assessment Scope Determine the Instructional Period Data from the SGO assessment should be available in time for your annual conference.* Therefore, the assessment you develop should include only what you have taught before the time of the assessment. * This is not required by law. However, having this data available for the annual conference simplifies the process of evaluation. If the SGO rating is not available until after the annual conference, the teacher and principal must meet again to discuss the summative rating once the data becomes available. Back to Table of Contents Assessments With your colleagues and supervisor, decide upon an appropriate instructional period. Refer to the planning guide you completed earlier in this module if you have already made this decision. Sample page

40. 40 Assessment Scope Determine the Standards To Be Taught Once you have determined the educational goals in your district and the instructional period for the SGO, you need to determine which standards you will teach during this period. This may require a good deal of collaboration between you and your colleagues, especially if you are using a department-wide assessment. Back to Table of Contents Assessments When discussing this issue, use the following questions to guide your decision making.  Which of these standards will I be teaching during the SGO instructional period?  Which standards are foundational for the success of my students in this class and beyond?  Which standards will lead to enduring understanding? Complete the first two columns of the Standards Alignment and Coverage Check form as you work through this process.Standards Alignment and Coverage Check form Sample page

41. 41 Assessment Quality Align the Assessment To the Standards Now you know which content standards you will be teaching, review your assessment item by item and determine which items correspond to which standards. Complete the third column of the Standards Alignment and Coverage Check form with this information.Standards Alignment and Coverage Check form Each identified standard should be included in the assessment. The standards you determine are most important should have multiple items associated with them. If there are areas to improve, work with your colleagues to develop some more items. Consider developing a work plan to coordinate this process as discussed earlier in this module. The next several steps of this process assume you have an assessment whose quality you are evaluating. Back to Table of Contents Assessments Sample page

42. 42 Resources Planning Guide Back Assessments Planning Guide for Choosing or Developing a Quality Assessment (PDF | Word)PDFWord Sample page

43. 43 Resources Standards Alignment and Coverage Form Back Assessments Standards Alignment and Coverage Check (PDF | Word)PDFWord Sample page

44. 44 September By Nov. 15* By Feb. 15 By end of school year TEACHERS The SGO Process Consult with evaluator to approve SGOs Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Step 1: Choose an assessment Step 2: Determine students’ starting points Step 3: Set SGO Step 4: Track progress, refine instruction Step 5: Review results and score Consult with evaluator to discuss SGO rating Recommended Official SGO process

45. 45 Step 2 – Determine Students’ Starting Points In SGOs a Growth Target Does Not Have to Be a Post-Test Score Minus a Pre-Test Score The Center for Assessment states: “[In SGOs] the role of student growth is embedded within the process of establishing performance targets for groups of students depending on some rough sense of where they start, rather than in the technical measurement of change in student performance.” SGO Guidebook pg. 3 Set targets of growth or achievement on a summative assessment based on the review of students’ baseline data or information about students’ prior knowledge and skills at the start of the instructional period.

46. 46 Using Pre-assessments If you decide to use a pre-assessment as a way to determine your students’ starting points, consider the following questions:  What information will the pre-assessment provide regarding each student’s learning trajectory?  What are the advantages and disadvantages in making pre- and post- assessment identical?  Do you have a carefully controlled testing environment? Is there a chance that students will have access to the pre- assessment at the time of the post-assessment?  How many questions are on the pre-assessment that students will not know the answer to? How will this affect your students? Starting Points Back to Table of Contents Sample page

47. 47 Possible Sources of Baseline Data 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 the current subject/grade  NJASK for math, LAL and science  DRA for reading  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 given by students’ previous teachers

48. 48 Use Multiple Sources of Data to Increase Reliability Student Portfolio Score (June 2013) Pre-Assessment (Sep 2013) Preparedness Group 18976High 26843Low 37854Medium 48666Medium A 9 th -grade LAL teacher has two sets of data readily available: a department-wide pre-assessment that is based on the content and structure of the final assessment and scores on the portfolio that the students completed the previous year.

49. 49 Using Multiple Measures to Determine Student Growth Potential Student ID Prior Test Scores Current Year Test ScoresMarkers of Future Success Preparedness Group NJ ASK 8 Math Unit 1Unit 2 Average Score Class participation Takes retakes Completes homework Total Points 12301009798.5Yes No2High 2202909592.5Yes 3High 321195 Yes 3High 4241858685.5YesNo 1High 5263909291YesNoYes2High 6284908587.5YesNoYes2High 7199918889.5Yes 3High 8201577566NoYesNo1Low 9144505854No 0Low 1018258 No 0Low 11143628372.5Yes No2Medium 12171788380.5NoYesNo1Medium NJ ASK Math Score Current Year Test Score Average Number of Future Success Markers Preparedness Group Target Score on Summative <200<700 – 1Low70 200 – 24970 – 851 – 2Medium80 200 – 300 85 – 1002 – 3High90

50. 50 September By Nov. 15* By Feb. 15 By end of school year TEACHERS The SGO Process Consult with supervisor to approve SGOs Adjustments made to SGOs with approval *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Step 1: Choose an assessment Step 2: Determine students’ starting points Step 3: Set SGO Step 4: Track progress, refine instruction Step 5: Review results and score Consult with supervisor to discuss SGO rating Recommended Official SGO process

51. 51 Step 3 – Set Growth Objectives Scoring Rubric Attainment of Student Growth Objective Exceptional 4 Full 3 Partial 2 Insufficient 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.

52. 52 Simple vs. Tiered SGOs – Sample Scoring Plans Setting SGOs Aggregate Baseline Data Average Score Target Score For Final Assessment SGO Attainment/Percent of Students Meeting Target Score ExceptionalFullPartialInsufficient 52%80% or HigherAt least 90%At least 80%At least 70%Less than 70% Aggregate Baseline Data Average Score Group Target Score For Final Assessment SGO Attainment/Percent of Students Meeting Target Score ExceptionalFullPartialInsufficient 37%Low70% At least 90% At least 80%At least 70%Less than 70% 55%Medium80% 75%High90% Back to Table of Contents Simple Tiered

53. 53 Setting Attainment Standards In order to make your goal measurable, it is important to specify what “full attainment” of your objective actually means. In order to do this, you must develop a quantitative value of student performance that shows your students have demonstrated “considerable” learning. Setting SGOs * 10-15% is the range suggested in AchieveNJ as a rule of thumb. However, this may vary depending on your class size and other factors. Back to Table of Contents To work through this process, determine:  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; and  A 10-15 percent range* around this number. See an example on the next page. Sample page

54. 54 Setting Attainment Standards: Score Ranges Setting SGOs 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 x100 = 77% So 77% of the students could meet the target score of 80% on the assessment. A 10-15% 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%. So, at least 70% of students must meet the 80% target score for the you to fully attain your goal. This provides a flexible range that takes into account the inherent uncertainty in predicting student performance while still providing a reasonable instructional target. Back to Table of Contents Sample page

55. 55 Completing a Simple SGO Form: Rationale Setting SGOs Grade:SubjectNumber of StudentsInterval of Instruction 9Physics 165 Semester Full year Other 10/1/13 to 4/30/14 Name of Assessment Department-developed Physics 1 assessment SGO Type General Specific Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) This SGO includes all of my students, all of the NJCCCS related to physics as well as all of the science practice standards: NJCCCS physical science 5.2.12 C-E (forms of energy, energy transfer and conservation, forces and motion) NJCCCS science practices 5.1.12 A-D Physics 1 assessment – Written: 60 multiple choice (4 choice), 5 short response questions, Practical: students design a simple apparatus, take measurement and collect data. An instructional time period is chosen that allows a significant proportion (70%) of the curriculum to be taught while allowing time for SGO data to be gathered in time for annual conferences. This is one of Mr. Newton’s SGOs. This general SGO is broad in scope. He also sets a specific SGO that focuses on the standards associated with mechanics. He documents this on another form. Over the past two years, the physics department has developed a final assessment. Mr. Newton and his colleagues modify this so that it can be used at the end of April rather than as a final. The assessment tests content and skills. The content section includes short responses which are graded with a carefully constructed rubric. The practical section is administered on a different day than the written section. This makes the assessment comprehensive but manageable. Next year, Mr. Newton might consider incorporating Common Core writing standards in the assessment. The three relevant physical science standards The three relevant physical science standards and four science practice standards are included in this SGO. There may be other aspects in the physics course not included in these standards but the SGO and assessment is focused primarily on these seven. Back to Table of Contents Sample page

56. 56 Scoring Plan Preparedness Group Target Score on Final Assessment Objective Attainment Based on Percent (and Numbers) of Students Achieving Target Score Exceptional 4Full 3Partial 2Insufficient 1 Low70>85% (31-36)≥70% (25-30)≥55% (18-24)<55% (0-17) Medium80>85% (19-21)≥70% (15-18)≥55% (11-14)<55% (0-10) High90>85% (8)≥70% (6-7)≥55% (4-5)<55% (0-3) Completing a Tiered SGO Form: Scoring Plan Setting SGOs For each group, the percent of students reaching the target score is the same although the number of students will be different if the groups are different sizes. Different target scores are set based on readiness level of groups students Back to Table of Contents Sample page

57. 57 SGO Example – “Tiered” Approach Back SGO example (physics, 9th grade, tiered) (PDF | Word)PDFWord Sample page

58. 58 Annotated SGO Exemplars Consider Inspecting These to Become Familiar With the Strengths and Weaknesses of a Variety of SGOs Exemplars on website

59. 59 Evaluate SGO quality and provide opportunities for revision Key Components in a High Quality SGO 1.Does the SGO include a significant proportion of students and curriculum? 2.Does the assessment fairly and accurately measure the standards being taught? 3.Are starting points determined using appropriate measures that enable good learning targets to be set for students? 4.Does the scoring plan reflect ambitious and achievable goals for the teacher based on the student data and the rigor and scope of the assessment?

60. 60 Evaluate SGO quality and provide opportunities for revision SGO Quality Rating Rubric

61. 61 Evaluate SGO quality and provide opportunities for revision SGO Quality Rating Rubric

62. 62 Evaluate SGO quality and provide opportunities for revision Practice Using the SGO Quality Rating Rubric Evaluate the SGO provided using the Quality Rating Rubric How close is this SGO to approval? Discuss components of the SGO that can be improved

63. 63 Evaluate SGO quality and provide opportunities for revision Suggested Review Process 1.Teacher evaluates her own SGO and assessment(s) using forms 2.Teacher submits SGO and assessment with corresponding paperwork to principal/supervisor (digital) 3.Principal reviews SGO and forms using quality rating rubric 4.Principal consults with teacher and provides feedback 5.Teacher modifies SGO as needed and resubmits 6.Principal approves SGO or sends back to teacher for further revision before approving 7.SGO added to file by November 15, 2013

64. 64 Plan thoroughly and communicate clearly Consider the Following Steps When Planning for SGO Development and Approval Clarify organizational structure Establish open lines of communication Make key district/building policy decisions regarding SGO length, structure, assessments, etc. Develop, communicate, and implement a strategic workplan

65. 65 Plan thoroughly and communicate clearly Sample SGO Development and Approval Schedule

66. 66 SGO Resources at the NJDOE AchieveNJ website - http://www.state.nj.us/education/AchieveNJ/ AchieveNJ http://www.state.nj.us/education/AchieveNJ/ Training modules for Small Groups Forms Guidebook Exemplars FAQs educatorevaluation@doe.nj.state.us or 609-777-3788 educatorevaluation@doe.nj.state.us

67. 67 Final Thoughts on SGOs Continue doing what is effective for your students Use or adapt assessments that are already in use Support each other and collaborate Don’t let perfection get in the way of the good