Transcript Renaissance Schools in Philadelphia

Why set Student Growth Objectives (SGOs)?
 Currently the Aldine Growth Model used to measure student
growth can only be applied to teachers in content areas with
standardized assessments
 We need a way to measure student growth for teachers and staff
members in non-tested grades and subjects (more than ½ of the
teachers and staff members in the district)
 AISD will be using Student Growth Objectives (SGOs) to
measure the impact of these teachers and staff members
Student Impact: Student Growth Objectives
 Goals:
 Accurately measure student growth for all teachers and staff
members
 Ensure equity and rigor in the process
 Differentiate Highly Effective, Effective, and Ineffective
teachers and staff members
Final INVEST Rating
Part A: Teacher Practices
Part B:
Student
Growth
Highly
Effective
Effective
Needs Improvement
Ineffective
Highly Effective
HE
E
NI
NI
Effective
E
E
NI
I
Needs Improvement
NI
NI
NI
I
Ineffective
NI
I
I
I
What is an SGO?
 A Student Growth Objective (SGO) is a long term academic
goal that teachers and staff members set for groups of students
 SGOs should be:
 Specific
 Measurable
 Based on baseline student data
 Aligned to state and/or local standards
 Based on progress, mastery, or both
Who Sets SGOs?
Core Instructional Staff
•
•
Non-Core Instructional Staff
Non-Instructional Staff
•
High School Teachers in NonTested Grades/Subjects
PreK Teachers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Career and Technology
Dyslexia
Foreign Language
GAP
Performing Arts
Physical Education
Health
Visual Arts
Skills Specialists
Special Education Teachers
Response to Intervention
Credit Recovery/Online
Learning
Hall
Compass
•
•
•
•
•
•
•
•
•
Academic Assessment and
Data Specialists
Assessment Specialists and
LSSPs
Athletic Trainers/Athletic
Coordinators/Head Football
Coaches
Counselors, Social Workers,
Special Ed Counselors
Information Literacy
Specialists
Nurses
Occupational Therapists,
Physical Therapists, Adaptive
PE, and Orientation &
Mobility
Pregnancy Related Services
Speech Pathologists/Dyslexia
Specialists
Technology Specialists
Components of an SGO
 Priority of Content
 Population: Which students will the objective address?
 Instructional Time: How often do you meet with students and for how long?
 Aligned Standards: What specific standards will the objective address?
 Evaluation and Assessment/Evidence
 Assessment/Evidence: How will student growth be measured?
 Data Collection: How often will assessments be administered and data collected?
 Scoring: How will evidence be collected and scored (including scoring guides, rubrics,
etc…)
 Rigor of SGO
 Baseline Data: Where are students at the beginning of the semester/year?
 Expected Growth: How much are your students going to grow?
 Evidence of Growth: Does the SGO indicate measurable student growth? Is the
rationale included in the SGO?
Objective Setting Process
 Objective setting is a collaborative process between staff
members, district level experts and appraisers
 Allows for ongoing conversations about expectations for
student growth
 Creates a level of equity across campuses for each unique staff
group
 Promotes staff member reflection on student academic
progress and instructional practice(s)
Objective Setting Steps
 Step 1: Collect baseline data
 Step 2: Staff members write the initial draft of their objective
 Step 3: Staff members, district level experts, and appraisers reach
consensus on the objective
 Step 4: Check progress towards meeting the objective
 Step 5: Assess whether the objective has been met
SGO Document Review
SGO Document Review
 SGO Checklist
 Used by staff members, district level experts, and appraisers to ensure the
SGO meets district standards
 SGO Setting Form
 Used by staff members to create their SGO
 SGO Rubric
 Used by appraisers to evaluate the SGO
 SGO Process Timeline
 Used by staff members, district level experts, and appraisers to maintain
deadlines
SGO Checklist
Name of St aff Member
Posit ion
Name of Dist rict Lev el Ex pert
Dat e Submit t ed
Name of Appraiser
CHECKLIST
(To Be Completed by District Level Expert)
Element
RIGOR OF
SGO
EVALUATION AND
ASSESSMENT/EVIDENCE
PRIORITY OF
CONTENT
Population
Instructional
Time
Check if Minimum Requirement Met
Specific group of students is identified
Frequency of instructional time is identified (e.g.,
daily, bi-weekly, bi-monthly)
Aligned
Standards
Specific standards or performance indicators are
listed (e.g., Math K.1A)
Standards represent important content and/or skills
for the grade lev el, course, or staff position
Standards align to national, state, local, or Aldine
recognized standards
Assessment/
Evidence
Each assessment/ev idence is approv ed
Each assessment/ev idence measures the
content/skills of the objective
Each assessment/ev idence prov ides specific data
needed to determine whether the objective is met
Description of each assessment/ev idence includes
who created it, its focus, the type, and what each
requires of students
Data
Collection
Detailed explanation of assessment administration is
prov ided, including when they are administered and
data collected, how often, and by whom
Scoring
Baseline Data
Expected
Growth
Evidence of
Growth
Comments/Feedback
Each rubric/scoring guide is approv ed
Explanation of how data will be collected and
scored is included and/or attached (including
rubric/scoring guide and instructions)
Baseline data about current student performance is
included
The baseline data source(s) measures the identified
content/skills of the objective
How much the identified student population is
expected to grow has been determined based on the
baseline data
SGO indicates measurable growth in content/skills
that is ev aluated in assessment/ev idence
SGO is rigorous as determined by pre-established
objectives for each staff type
Rationale for SGO is included

SGO Setting Form
STUDENT GROWTH OBJECTIVES (SGOs)
Name of St aff Member
SETTING FORM
(To Be Completed by Staff Member)
Priority of Content
Population: Which specific group of students will the objective address?
____________________________________________________________________________________________________________________
Instructional Time: How often do you m eet with students and for how long? Note: All SGOs are for a one year interval.
____________________________________________________________________________________________________________________
Aligned Standards: What specific standards (e.g., national, state, local, or Aldine recognized) and/or perform ance
indicators (e.g., grade level, course, or staff position) will the objective address? (e.g., Math K.1A— apply m athem atics
to problem s arising in everyday life, society and the workplace)
Evaluation and Assessment/Evidence
____________________________________________________________________________________________________________________
Assessment/Evidence: Assessments are the tests, presentations, projects, or other m ethods that provide specific data to
m easure student growth over tim e. They should m easure the content/skills of the ob jective and be tied closely to the
curriculum reflecting what students are expected to learn. Staff m embers must use existing district approved assessments
when available. Otherwise, staff m em bers will use com m ercially available m easurem ent tools or develo p their own.
Staff members unable to use assessments will use ev idence based compliance data. NOTE: Assessments not already
approved by the district must be approved by the District Level Expert. Include who created each assessment, the focus
of each assessment, the type of each assessment, and what each requires of students. Attach a copy of assessments.
Data
____________________________________________________________________________________________________________________
Data Collection: How often and when will assessm ents be adm inistered and data collected? And by whom ?
____________________________________________________________________________________________________________________
Scoring: How will the assessm ent be scored? Include a description of the rubrics/scoring guides and instructions? NOTE:
Scoring guides/rubrics must be approved by the District Level Expert. Attach a copy of rubrics/scoring guides and
instructions.
____________________________________________________________________________________________________________________
Baseline Data: Baseline data sources m easure the current content/skills of the objective as identified at the beginning of
Rigor of SGO
the sem ester, or end of the prior year? Include current num ber of students and grade level.
____________________________________________________________________________________________________________________
Expected Growth: How m uch are students expected to grow? Does baseline data predict expected growth? Data m ay
be included about subgroups of students, individual students, and/or a sim ilar group of students (e.g., students in sam e
grade/course in previous year, or students’ past perform ance.) If results are differentiated or tiered, please indicate.
____________________________________________________________________________________________________________________
Evidence of Growth: How will SGO indicate m easurable growth? Also explain the rationale of the SGO.
______________________________________________________________________
NOTE: District Level Expert must approve the SGO as being rigorous as determined
by pre-established objectives for each staff type.
STUDENT GROWTH OBJECTIVE:
SGO Evaluation Rubric
STUDENT GROWTH OBJECTIVES (SGOs)
(To Be Completed by Appraiser)
FINAL EOY RUBRIC FOR EVALUATING SGO
and STUDENT GROWTH
Student Growth
COMPLIANCE
100% of identified population
meets established goals and
assists others as documented by
District Level Experts.
70% - 84% of identified population
meets established goals
100% of identified population
meets established goals
50% - 69% of identified population
meets established goals
95% - 99% of identified population
meets established goals
Less than 50% of identified
population meets established
goals
94% or less of identified
population meets established
goals
1 Ineffective
4 Highly
Effective
85% or more of identified
population meets established
goals
3
Effective
OTHERS
2 Needs
Improvement
Rating
Name of Staff Member
Note: Failure to comply with changes required by District Level Expert and/or Principal will automatically
result in a rating of Ineffective.
SGO Process Timeline
STUDENT GROWTH OBJECTIVES (SGOs)
Name of Staff Member
TIMELINE
TOPIC/GOAL
PARTICIPANTS
TIMELINE
District Level SGO training
Principals; Training by District
Level Experts
June
District Level SGO training
All Staff that set SGOs; Training
by District Level Experts
Within the first two
weeks, during staff
development
First draft of SGO form due to District Level Experts and
Principal (District Level Expert must approve any
assessments not already approved by the district, all
rubrics, and the rigor of SGO)
Feedback by District Level
Experts
Within the first four
weeks of school
Returned to staff and Principal with feedback provided
by District Level Expert
Feedback by District Level
Expert
Within three weeks of
submission
Final Draft of SGO form due to District Level and Principal
and/or Appraiser
Adjustments made by staff
and resubmitted; Approval by
Principal
Within the first eight
weeks of school
End of first Semester Check Up meeting between staff
and appraiser
Appraiser completes Checkup data on form
At the beginning of the
2nd semester, with a 10
work day notice
All assessment data collected and submitted to
appraiser
Submitted by Staff
Two weeks before
summative conferences start
Appraiser provide evaluation rating based on student
growth as determined by assessment scores
Evaluation by Appraiser
Must follow board
approved timeline
Beginning of Year Signatures and Approvals
End of Semester Signature
Staff Member Sign at Submission Date:
End of Semester Check-Up completed:
______________________
________________
Staff Member’s Signature | Date
____________________
__________________
Appraiser’s Signature
| Date
Approval by District Level Expert:
___________________________
___________
District Level Expert’s Signature | Date
Approval by Principal:
_____________________
_________________
Principal’s Signature
| Date
End of Year Signatures
End of Year Evaluation completed:
____________________
__________________
Appraiser’s Signature
| Date
Staff Member Sign at End of Year Evaluation:
_______________________
_______________
Staff Member’s Signature | Date
District Level Expert’s Approvals:
(check and initial)
Assessment Approved
Rubric/Scoring Guide Approved
SGO is Rigorous
Communication and
Support
Purpose & Communication: Why set SGOs?
 Purpose
 Teachers need to understand why SGOs are important and be invested in
how the SGO system will support their growth as educators.
 Foundation
 Change can be challenging, so it’s important to connect new learning to
previous experiences (i.e., SGOs are a way to measure what you as
educators already do).
 Scaffolding
 SGO training should take into account the pre-existing knowledge of
teachers and scaffold development over the course of the year.
Feedback: Help teachers improve their
practice through the SGO process
 Specificity and timeliness
 An expert (i.e., principal, assistant principal, or district level expert) should
diagnose specific needs and closely monitor a teacher or staff member’s
progress towards their SGO and offer immediate feedback. The more
targeted this feedback, the more likely it is to be actionable.
 Explicit instruction
 Feedback should be followed by explicit steps on how to improve practice
that can be sequenced over time.
 Consistency
 Feedback needs to be an ongoing process. Teachers should continually
revisit specific actions to evaluate their progress towards their SGO and
adjust future plans accordingly.
Accuracy & Attainability of the Measures:
What are SGOs and how are they measured?
 Accuracy
 Teachers need to believe that SGOs have face validity (i.e., align with their
values and accurately represent their performance).
 Attainability
 Teachers will only persist in the face of challenge if they ultimately believe
that the end goal is possible to achieve. If they perceive the SGO is
impossible, they will disengage from pursuing the goal.
Thank you!
 Please don’t hesitate to reach out with questions or
concerns regarding Student Growth Objectives, SGO
documents, or the objective setting process.
 Dawn Rodriguez: [email protected]
 Denise Simons: [email protected]