Transcript fea.njpsa.org

SGO's for
Educational
Specialists
Presented by:
Tim Conway
Nate Grosshandler
AGENDA
Backchannel (live stream) - http://todaysmeet.com/edspec-sgo
Define "Educational Specialists"
Summary of State SGO Information
SMART Goal Development and Exemplars
Using Data....
Lunch
Morning Reflection
Collaborative Goal Planning
Who are Educational Specialists?
School Counselors
Student Assistance Counselor
LDTC
Social Workers
School Psychologists
Speech Pathologists
School Nurses
Media Specialists
Expectations
What are the expectations of educational specialists?
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Breakout groups by occupation (i.e. social workers)
o Summarize what your supervisor should know that would help
him/her to understand your role
What expectations should your supervisor have for your role?
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Group Discussion
Basic Steps to Creating an SGO
In setting SGOs, educational specialists should take the following steps:
1. Choose or develop a quality measurement tool that is aligned to
applicable standards.
2. Determine students’ starting points based on available data.
3. With supervisor input and approval, set ambitious yet achievable
student learning goals.
4. Track progress and refine instruction accordingly.
5. Review results and discuss score with supervisor.
Measurement Tool
Educational Specialists will likely use the following:
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Surveys (i.e. locally developed pre/post tests)
Periodic Monitoring (i.e. quarterly review of failing grades)
Formative Assessments
Portfolios
Communication Logs
School Profile Report
In order to use school based assessments, educational specialists
must get pre-approval from their supervisor. Additional forms
provided by the NJDOE to complete this process are below:
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Standards Alignment and Coverage Check
School Data
Review School Data Profile!
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What does it tell you?
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Determine baseline data for SGO!
The number of economically disadvantaged students has increased
in 2009 from 238 to 286 in 2011, an increase of 20 percent.
Attendance rates have decreased in all demographic categories. The
attendance rate has fallen from 93 percent to 89 percent since 2009.
There has been an increase in school safety offenses in all
categories. For instance technology offenses (i.e., cyberbullying)
have increased from 10 to 47 offenses, an increase of 370 percent.
Sample School Data Profile
Creating SMART Goals
Creating SMART Goals
Specific
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Specific Issue

What is the specific issue based on our school’s data?
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Example: 25% of 9th graders (76 students) have at least
one failing grade. The number of failing grades has
increased by 53% increase (240) from the year prior.
Sample School Data Elements
Test Scores
Enrollment
Graduation Rate
•Achievement
• Honors/AP Classes
• By Gender
•State
• College Track
• By Ethnicity
•National
• Special Education
• By SES
• LEP
Attendance
Discipline
GPA/Class Rank
• Absences
• By Classroom
• By Gender
• Tardies
• Types of Problems
• By Ethnicity
• By Grade Level
• Gender
• By SES
Retention Rates
• By Subject Area
• By Grade Level
• By Gender, Ethnicity
• Post Secondary
Plans
Special Education
• By Gender
• By Ethnicity
• By SES
Dropout Rate
• Grade Levels
• Gender, Ethnicity…
• Reasons Why
Creating SMART Goals
Measureable
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How will we measure the effectiveness of our
interventions?

Example: Export students with failing grades from historical
data in Power School for the 2012 – 2013 school year. On
a quarterly basis, export data from Power School in 2013 –
2014 to monitor progress towards the goal. At the end of
the 2013 – 2014 school year, export students with failing
grades from historical data and compare to the prior year
data.
Creating SMART Goals
Achieveable
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What outcome would stretch us but is still
attainable?

Example: Reduce the number of failing grades by 10% by
the end of the 2013 – 2014 school year.
Creating SMART Goals
Relevant / Rigorous
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Is the goal in alignment with department, school
and/or district goals?
Is the educational specialist able to achieve this
goal?
Is this goal worth pursuing?
Does it stretch our limits and is results based?

Example: The reduction of 9th grade failures is a school
based goal for all staff in the 2013 - 2014 school year.
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Process Data: 76 students, 240 failing grades
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Perceptual Data: Pre/Post survey of students and teachers
on reasons that are impacting the failing grades show study
skills to be a prevailing issue.
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Outcome Data: Reduce the number of failing grades by
Creating SMART Goals
Time-Bound
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When will our goal be accomplished?
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Example: By the end of the 2013 - 2014 school year
EXEMPLARS
New Jersey has been utilizing similar
templates to other states.
* In your handouts find sample exemplars for educational specialists!
* It is also important to note that the NJDOE is looking to professional
organizations (i.e. NJSCA) to partner in development of custom
evaluation models for each type of educational specialist
- Be prepared to adapt!
Templates to create your SGOs:
o Student Growth Objective Form (Simple)
o Student Growth Objective Form (Tiered)
Setting Achievement Ranges
Simple School Counselor Scoring Rubric
Specific Goal:
By the end of the 2013 - 2014 school year, the number of failing
Targeted
grades for 9th graders (240) will decrease by 12.5 percent.
Students
For school counselor to earn a rating of…
Measuring
Progress
Number of
students meeting
target (out of 240)
Highly
Effective
(4)
Effective
(3)
Partially
Effective
(2)
Ineffective
(1)
>30
22-29
14-21
13 or less
12.5% or more
9% - 12.4%
Percent of
6% - 8% reduction <6% reduction in
reduction in the reduction in the
students meeting
in the number of the number of
number of failing number of failing
target
failing grades
failing grades
grades
grades
* Rule of thumb is 80% (range is +/-) of the target goal would be the "Effective" range
** NJDOE has not yet determined scoring rubric guidelines for Educational Specialists
Setting Achievement Ranges
Tiered School Counselor Scoring Rubric
Specific Goal:
By the end of the 2013 - 2014 school year, the number of failing
Targeted
grades for 9th graders (240) will decrease by 12.5 percent.
Students
Preparedness
Group
Number of
Percentage of
Target (%) of
students
students in each
Post Intervention
in each group
group
Target (#) for
"Effective"
Low (>3)
10/76
13%
40%
4
Medium (2)
20/76
26%
40%
8
High (1)
46/76
61%
40%
18
Measuring
Progress /
Target
For school counselor to earn a rating of…
Highly
Effective
(4)
Effective
(3)
Partially
Effective
(2)
Ineffective
(1)
Low (3)
>40% (>4)
30-40% (3-4)
10-20% (1-2)
0% (0)
Medium (8)
>40% (>8)
30-40% (7-8)
20-29% (4-6)
0-19% (<4)
High (16)
>40% (>18)
30-40% (14-18)
20-29% (9-13)
0-19% (<9)
Tracking Progress
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How can you track progress?
Surveys
Periodic Monitoring (i.e. quarterly review of
failing grades)
Formative Assessments
Portfolios
Communication Logs
School Profile Report
Utilize the mid-course check in form to assess
progress by February 15th and review with your
supervisor if any changes to the SGO need to
Surveys
Pre-Post
Given before and after an intervention to
determine knowledge gained or to
measure a change in perspective
Needs Assessment
Given to students or stakeholders to
gather their perception of student or
program needs
Program/Activity Evaluation
Given after an intervention or activity to
gather participants’ opinions about the
value of the intervention or activity
Opinion Survey
Given to students or stakeholders to
understand their perceptions of the
school counseling program or activities
Review Results
Impact on Educational Specialists
ALIGNING SGO's
DISTRICT GOAL:
Increase district graduation rate to 95%
SCHOOL GOAL:
Increase school graduation rate to 95% by 2015
(baseline is 90%)
DEPARTMENT GOAL:
Increase school graduation rate by
2% each year, over next 3 years
EDUCATIONAL SPECIALIST GOAL:
Increase graduation rate for students in assigned
caseload by 2% (baseline is 93%)
Future Expectations of
Educational Specialists
QUESTIONS???
Resources
Student Growth Objectives Guidebook
Evaluating Educational Services Staff, Counselors,
and Other Specialists
NJDOE - Overview of SGOs
What are Student Growth Objectives?
Achieve NJ Specialists and Others Overview
Contact Information
Tim Conway
Director of School Counseling / Curriculum Coordinator
(973) 835-1900 x123
[email protected]
Dr. Nate Grosshandler
Director of School Counseling
(732) 264-8411
[email protected]