Transcript Document

SGO 2.0:
from Compliance to Quality
Increasing SGO Quality through Better
Assessments and Target Setting
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Objectives for Today
1. Clarify what SGOs are and what they are not.
2. Develop a foundational understanding of how to develop and
choose high quality assessments.
3. Investigate appropriate ways to set targets using readily
available student data.
4. Develop a series of concrete next steps that will allow you to
increase the quality of SGOs in your district.
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How many SGOs do I need?
Two
• You do not have an SGP
• You do not teach 4th-8th grade
ELA or math
• You teach 4th-8th ELA or math,
– have fewer than 20 students, and
it is your first year with SGP
– Your total students for last year
and this year may be lower than
the required 20
One
• You have an SGP
• You do teach 4th -8th grade
ELA or math,
– and have at least 20 students
with SGPs total for last year
and this year combined
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Part 1
Clarify what SGOs are and what they are not.
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General and Specific SGOs
General
•
Captures a significant proportion of
the students and key standards for a
given course or subject area
Most teachers will be setting this type
of SGO
Specific
•
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
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Excerpt from SGO Quality Rating Rubric
Excellent
Good
Number of students in combined
SGOs represents all or a large
majority of the teacher’s students.
Includes start and stop dates that
include a significant proportion of
the school year/course length.
Includes a significant proportion of
standards for which the teacher is
responsible during the instructional
period.
Number of students in combined
SGOs represents at least half of
the teacher’s students.
Includes start and stop dates that
include at least half of the school
year/course length
Includes at least half of the
standards for which the teacher is
responsible during the instructional
period.
SGO Quality Rating Rubric – 1st handout
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2014-15 SGO Form
Name
School
Significant proportion of
students, standards and course
Grade
Course/Subject
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Physics 1
Number of
Students
55/55
Interval of Instruction
October-April
Standards, Rationale, and Assessment Method
Name the content standards covered, state the rationale for how these standards are critical for the next level of the
subject, other academic disciplines, and/or life/college/career. Name and briefly describe the format of the assessment
method.
Standards
NJCCCS physical science 5.2.12 C, D and E
NJCCCS science practices 5.1.12 A-D
Rationale
 This SGO includes all of the NJCCCS related to physics creating a foundation important for students who will take
AP and/or college-level physics and is fundamental to many careers including architecture, mechanics,
engineering, medicine.
 The SGO also includes all of the science practice standards, standards crucial in helping student become scientific
thinkers. This mindset is valuable for making decisions when a large amount of information is available and must
be analyzed for value and accuracy. It is critical in most academic disciplines.
Assessment
Physics department’s common assessment administered at the end of the 3rd marking period
Written: 60 multiple choice (4 choice), 5 short response questions,
High-quality test normally
Practical: Students design a simple apparatus, take measurements and collect data.
2014-15 SGO Form - Handout 2
administered at this time7
Part 2
Develop a foundational understanding of how to
develop and choose high quality assessments.
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SGO
Quality
depends upon
Assessment
Quality
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.
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Assessments – SGO Rubric
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Types of Assessments for SGOs
Teachers may use but are not limited to:
•
•
•
•
Portfolios
Performance Assessments
Benchmark Assessments
Program-based Assessments
Whether locally-developed or commercial, multiple
choice or rubric-based, assessments should follow
the rules of good assessment design.
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What Does Good Assessment Look Like?
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Elements of Assessment Design
Begin with the End in Mind
Purpose
SGO assessments are measures of how
well our students have met the learning
goals we have set for them.
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Elements of Assessment Design
Depth of Knowledge Wheel
Range of
Rigor/DOK
4 minute video
explaining DOK using
the Gettysburg
Address
Handout
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GTPS SGO Suggestions – Handout 3
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Part 3
Investigate appropriate ways to set targets using
readily available student data.
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What is the Alternative to Pre-/Post-testing
Model for SGOs?
• Create 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 using a
variety of typically-collected information about
student learning
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Information you could potentially use to determine
students’ starting points.
1. Previous year’s scores
2. Recent test performance
3. Well-constructed and administered highquality baseline assessments
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2014-15 SGO Starting Points
Information #1
Information #2
Information #3
ASK
Baseline Test
DIBELS
F&P
Previous Year Grade
1st project
First Test
Reading Street Weekly
Test
Quiz
Skill Checklist
Quiz
Grade in Similar Course
CC Gold Language Skills
CC Gold Social Skills
Baseline info from IEP
Preparedness
Group
High
Medium
Low
Prior Year Test
Score
250 – 300
200 – 249
<200
Baseline Test
Score
85 – 100
70 – 84
<70
Test 2
85-100
70-84
<70
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Determine Appropriate Learning Targets
•
•
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 ambitious and achievable for
the preparedness level of the students .
Student Growth Objective*
80% of students will meet their learning targets as shown in the table below.
Preparedness Group
(e.g. high, middle, low)
Number of Students in Each
Group
Target Score on SGO
Assessment
High
31
≥ 85
Middle
63
≥ 75
Low
16
≥ 65
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Collecting Student Data
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Determine Teacher’s SGO Score
•
Use and adjust ranges of student performance to derive a score
that accurately reflects teacher’s effectiveness while taking into
account the fluid nature of teaching and learning.
Scoring Plan*
Preparedness
Group
Student Target
Score on
Assessment
High
Teacher SGO Score Based on Percent of Students Achieving
Target Score
Exceptional
(4)
Full
(3)
Partial
(2)
Insufficient
(1)
≥ 85
≥ 90%
≥ 80%
≥ 70%
< 70%
Middle
≥ 75
≥ 90%
≥ 80%
≥ 70%
< 70%
Low
≥ 65
≥ 90%
≥ 80%
≥ 70%
< 70%
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Calculating Your Score
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Points from Admin Discussions
• End of year assessment may only be administered
once.
• Midterm and/or final are stand-alone tests, not
an average of unit tests.
• Final assessments must be submitted for
approval as per the rubric unless an approved
program assessment is being used.
• Minimum # of students included in SGO is 50%
except for those who exceed 150 students.
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Part 4
Next Steps:
• Begin collaborating with colleagues.
• Begin completion of Student Data Form.
• Assistance will be provided by Curriculum Supervisors, TLFs
and Building Administrators.
• Time will be provided on the fall staff development day
October 13.
• SGO is due to building administrator on October 21 (All SGOs
must be approved by October 30 as per DOE).
• Final approved document will be uploaded into Teachscape.
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Resources
• Updated SGO guidebook and forms
• Expanded SGO library
Information
www.nj.gov/education/AchieveNJ
Questions
[email protected]
609-777-3788
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