Transcript Student Growth Objectives

Student Growth Objectives
FOR HEALTH AND PHYSICAL EDUCATION TEACHERS
Presenters: Debra Serafin and Linda Guerrini
Introductions
Introductions
Let’s Play BINGO!
Activity #1
Objectives for Today

Understand what SGOs are and how they
apply to Health and Physical Education

How to develop SMART SGOs for Health and
Physical Education students that measure
student growth

Be able to explain to your
supervisor/principal how you will measure
student growth and what NJCCC standards
are being addressed
Step 1
Understand
Step 2
Develop
Step 3 Explain
Tools at Your Table
Participant Workbook
2. New Jersey Core Curriculum Content
Standards for Comprehensive Health
and Physical Education
3. Markers and poster paper
4. Post it pads – post questions on the
parking lot
1.
Self Assessment Activity #2
What I already KNOW about
SGOs
What I WANT to learn about
SGOs
My LIST of concerns about
SGOs
Activity Sheet #2
Brutal Facts About SGOs
OMG!
I have to create
my SGOs by
November 15th?!
We’re here to help you!
Lets get started!
So what are student growth
objectives?
Student Growth Objectives are
long-term academic goals
that teachers set
for groups of students.
What will be required of all
health and physical education teachers?

Teachers who do not receive an SGP score (non-tested subjects) must
set 2 SGOs.

A teacher develops SGOs in consultation with his or her principal.

SGOs must be aligned to NJCCCS or CCSS and measure student
achievement and/or growth between two points in time.

SGOs must be specific and measurable and based on students’ prior
learning data when available.

A teacher’s final SGO rating is determined by the principal.
TEACHERS
Recommended
The SGO Process
Step 1:
Choose an
assessment
September
Step 2:
Determine
students’
starting points
Official SGO process
Consult with
evaluator to
discuss SGO
rating
Consult with
evaluator to
approve SGOs
Step 4: Track progress, refine
instruction
By Nov. 15*
Step 3:
Set SGO
By Feb. 15
Adjustments
made to SGOs
with approval
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
By end of school year
Step 5: Review
results and score
In Requiring Teachers to Develop SGOs,
What Are We Asking Them To Do?

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.

Formalize and document the process, and be recognized for
doing these things well.
Time for Change!
SGO
Common Language
General or Specific SGO’s
SGOs can be classified as “general” or “specific.” However, in some
cases, the line between these is blurry. It is better to think of general and
specific SGOs being on a continuum.
General
Specific
•
Broad
•
Focused
•
Includes a significant proportion of
the curriculum and key standards for
a given course
•
Includes a particular
subgroup of a teacher’s
students, and/or
•
Includes all, or a significant number,
of a teacher’s students
•
Includes specific content
or skill
General or Specific SGOs
General
An A 9-12th grade physical education
teacher has five sections of mixed
grades and 150 students. The general
SGO includes all 150 students, and
incorporates a significant proportion
of fitness related content standards
and skills he/she will teach between
October 15 and May 1, the week
before the department-wide
assessment.
NJCCCS: 2.1.12.A.1-2, 2.2.12.B.1-2,
2.5.12.A.1, 2.6.12.A.1-5
Specific
A second grade physical education
teacher finds on the Motor Skill
Assessment Inventory that a
disproportionate number of students
were unable to explain and perform
movement skills with developmentally
appropriate control in isolated and
applied settings. He/she sets one of the
SGOs to deal with this particular group
of students.
NJCCCS: 2.1.2.A.1, 2.5.2.A.1-2,
2.5.2.A.4
particular skill.
What Constitutes “Growth”
In Student Growth Objectives
For the purposes of SGOs, the DOE is defining “growth” as an
increase in learning between two points in time as indicated
by:
 Acquisition of knowledge or skill from a particular starting
point or readiness level.
 Development of a portfolio indicating a change in skill or
knowledge over a period of time.
 Difference in learning on pre- and post-tests.
Activity #3:
1. Based on your curriculum, what do you want
your students to know, understand and be
able to do by the end of the year?
Using the NJCCCS document, with your group,
highlight the standards that are deemed to be
critical. Record content areas in left column
of Activity Sheet #3.
Activity Sheet #3
2. In the middle column, list the
specific NJCCCS and CPIs you are
referencing.
3. In the right column, determine an
appropriate assessment that will
measure student learning. How do
you know the students have learned
the information and/or skill?
Activity Sheet #3
Assessments
in Health and Physical
Education
Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
What other assessments can be
used in Health and/or Physical
Education?
BRAINSTORMING ACTIVITY
World Café Activity #4
(4 sheets of poster paper)
Technology, Performance Based, Cognitive,
Alternate Assessments
Assessment Quality
Types of Assessments
Portfolio
Assessments
Traditional Assessments
•
•
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®
Performance Assessment
•
•
•
•
•
Lab Practicum
Sight reading in music
Dramatic performance
Skills demonstration
Persuasive speaking
Assessment- Portfolios

Through documentation, portfolios should show the stages of learning
and provide a record of student growth.

Portfolios should demonstrate mastery of student learning objectives
that are connected to the curriculum and aligned to state standards.

Teachers should collaborate on portfolio contents (evidence of student
learning and progress), assessment procedures, as well as procedures
for the review (Rubrics) of the portfolios with the students.

Rubrics need to be developed to be used by both the student and
teachers to gauge the quality of the work.
We need to get students from
POINT A to POINT B
What does DATA look like?
Examples of Student Growth: Motor Skills Observational Performance
Rubric
Student:
MOTOR
SKILLS- K
K
K
K
1
1
1
1
Walk
(head up,
arms
swing,
slow
speed)
Run
(head
up,
arms
pump,
fast
Speed)
Hop
(head up,
arms out,
takeoff and
land on
one foot)
Jump (head
up,
arms swing
in
direction of
jump,
takeoff
and land on
two
feet)
Leap
(head up,
arms out,
takeoff on
one foot,
land on
the other
foot)
Gallop
(head up,
arms out,
lead
foot and
trail
Foot)
Slide
(head up,
arms out,
outside
of lead
foot
points in
direction
of
Movement)
Skip
(head up,
arms out or
swinging,
stephop
pattern)
RUBRIC:
4= Performs all 3 key elements listed
3= Performs 2 of 3 key elements listed
2= Performs 1 of the 3 key elements listed
1= Cannot perform skill
NJCCCS: 2.5 - 2.A.1
Measuring Student Growth:
Motor Skills Pre-Test Grade 1 – September 2013
Student
Motor
Skills
K
Walk
K
Run
K
Hop
K
Jump
1
Leap
1
Gallop
1
Slide
1
Skip
TOTAL
A
4
3
3
4
3
3
2
2
24
B
4
4
4
4
3
3
3
3
28
C
4
2
2
3
2
2
3
2
20
D
4
3
3
3
1
2
2
2
20
E
4
4
3
3
2
2
2
1
21
F
4
4
3
3
2
2
2
1
21
G
4
2
2
2
1
1
1
1
14
H
4
3
3
3
2
2
2
1
20
Measuring Student Growth:
Motor Skills Post-Test Grade 1 – March 2013
Student
Motor
Skills
K
Walk
K
Run
K
Hop
K
Jump
1
Leap
1
Gallop
1
Slide
1
Skip
Post
Test
TOTAL
PreTest
Total
+ or -
A
4
4
4
4
3
3
4
3
29
24
+5
B
4
4
4
4
3
3
4
3
29
28
+1
C
4
3
3
4
2
3
4
2
25
20
+5
D
4
4
4
4
3
2
3
2
26
20
+6
E
4
4
4
4
2
3
3
3
27
21
+6
F
4
4
4
4
2
2
4
2
26
21
+5
G
4
3
3
3
3
3
3
1
23
14
+9
H
4
4
4
4
3
3
3
1
26
20
+6
Activity Sheet #5
Cognitive Assessment: Locomotor
Movements Assessment Sheet
Sample:
1. Circle the picture of the animal that is not travelling at a low level:
2. Circle the picture of the animal that gallops to travel fast:
3. Circle the picture of the animal that hops to travel:
4. Which of the following moves at the fastest speed?
Break
Let’s Talk About
SMART Goals
SGO’s and SMART Goals
Typical Usage
of SMART
SGOs Must Be
SGOs Require a Teacher to
S
Specific
Specific
Describe how many students learn “what”
or grow by “how much”
M
Measurable
Measurable
Compare starting points to ending points
using assessments of some type
A
Achievable
Ambitious but
Achievable
Determine a reasonable amount of growth
according to knowledge of students
R
Relevant
Relevant
Align SGOs to standards
T
Time-related
Time-related
Set an appropriate instructional period
Grade:
Subject
9
Physics 1
Name of Assessment
Number of Students Interval of Instruction
65
Department-developed Physics 1
assessment
Full year
Semester
________
SGO Type
Other
General
Specific
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
This SGO covers all of my students, all of the physical science standards that are part of NJ standards related
to physics and many appropriate science practice standards:
NJCCCS physical science 5.2.12 D-E
NJCCCS science practices 5.1.12 A-D (as appropriate)
Physics 1 assessment –
Written: 60 multiple choice (4 choice), 5 short response questions,
Practical: students design a simple apparatus, take measurements and collect data.
Student Growth Objective
At least 70% (45/65) of my students will attain a score of 80% or above on the end of course test.
Baseline Data
(Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as
well as any additional student data or background information used in setting your objective.)
Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A
summary of this data is attached. Average score on the physics pre-assessment was 52%.
SGO Guidebook pg.17
How
SMART
Is
This
SGO?
How SMART is this SGO?
A Tiered SGO
Baseline Data and Preparedness Groupings
(Please include the number of students in each preparedness group. Summarize the information you used to produce
these groupings. Provide any additional student data or background information used in setting your objective.)
Based on the Physics 1 pre-assessment, students are grouped into 3 levels of preparedness.
These groupings are also supported by prior year’s math scores. See attached.
Low – 36 students scored 35-49%
Medium – 21 students scored 50-66%
High – 8 students scored 67-80%
Student Growth Objective
Preparedness Group
Number of Students in
(e.g. Low, Medium, High) Each Group (Total)
Target Score on PostAssessment (%)
Number of Students
Required for “Full
Attainment”
Low
36/65
70
25-30
Medium
21/65
80
15-18
High
8/65
90
6-7
SGO Guidebook pg. 19
How SMART is this SGO?
•
In your groups, study the SGO provided.
•
Using the SMART framework, annotate this
SGO to identify which components align with
a S-M-A-R-T goal.
•
Share your findings with the group.
Activity Handout #6
Student Growth Objective

80% of 9th grade students who attend 85% of the
time will score at or above the Healthy Zone (HZ)
on at least two or more of the fitness tests as
measured by the criterion referenced scores on the
Fitnessgram. The pre-test will be given within the
first weeks of school; the post-test will be given by
April.
Student Growth Objective
Specific
All students in grade 9
Fitnessgram PE Assessment Tool
Measurable
Pre- and Post-test administered
Measurement of growth based on criterion
referenced standards.
Attainable
Yes, students need to show growth in 2 out of the 4
fitness categories
Results Driven
Yes; pre- and post test administered
Timely
Yes; September - April
Are These SMART SGOs?

All students will demonstrate increased competency in
throwing and catching skills by moving from developing to
targeted or targeted to exceeds targeted on the
corresponding rubrics. (Grade 1) NJCCCS 2.5.A

All students will demonstrate increased competency of
the FITT training principle by moving from developing to
targeted or targeted to exceeds targeted on the
corresponding rubric. (Grade 7) NJCCCS 2.6.A
New Jersey Dept. of Ed.
Student Growth Objective
Development Process
Review Student Data

What data can be collected?
 Pre-test
 Results
from Fitness Assessment
Identify your Student Population

What is the make-up of your classes?
 Grade
 Subject
Targeted Standards, Academic
Concepts, Skills and Behaviors

What standards and concepts will be identified
for the SGOs?

What skills will students have to master?

What behaviors will students need to show
improvement?
Observable Student Needs
Are there any observable needs identified for a specific
group of students?
For example:

Based on the pre-test given to all of the students in
my five physical education classes, it was noted that
no student in my adaptive class (of 12 students)
scored higher than a 25 on knowledge and application
of the five health-related fitness concepts.
Identify Evidence Sources to
Measure Student Growth

Look at the targeted standards, academic concepts, skills
and behaviors that were noted previously, what will be
the sources of evidence collected to measure student
growth in this area? What assessments will be used to
assess student growth?



Will it be knowledge or performance based (or both)?
Will there be a pre-test and post-test administered?
Will a rubric be used?
Sixth Grade Authentic Assessment
“Setting Realistic Fitness Goals”
What do we want students to know, understand
and be able to do:
Scenario:
You will have the opportunity to participate in the Fitnessgram® Physical
Fitness Test. You will use a worksheet to build your own Fitness Summary
using the results of those assessment items. Your task is to set realistic
fitness goals based on your performance. You will be required to analyze
and compare your scores to the criterion referenced healthy zones of the
Fitnessgram® model. If the results indicate you need to improve your
fitness in any area, you can decide how to accomplish this goal. Indicate
what you might do to improve in a specific area.
NJCCCS: 2.1.6.A.1, 2.2.6.B.4, 2.6.6.A.1-6
Data Collection
F IT N E S S
CATEGORY
T Y P E O F T E ST
C A R D IO V A SC U L A R
F IT N E SS
M ile R u n
C A R D IO V A SC U L A R
F IT N E SS
PACER
F L E X IB IL IT Y
B a ck Sa v e r Sit &
R e a ch
F L E X IB IL IT Y
In te ra ctiv e M o d ifie d
Sit a n d R e a ch T e st
(T riF it  )
M U SC U L A R
ENDURANCE
PACED
C u rl-u p s
M U SC U L A R
ST R E N G T H
B O D Y C O M P O SIT IO N
PACED
P u sh -u p s
B M I:
H e ig h t/ W e ig h t
R a tio
B io Im p e d a n ce
E n try
FALL
SCO RE
S P R IN G
GOAL
S P R IN G
SCO RE
FALL
GOAL
Action Plan

Student participates in the Fitnessgram assessments.

Teacher explains each of the health-related fitness
components.

Student fills out their “Personal Fitness Results” chart

Teacher explains the criterion referenced standards; what
does it mean to be in the healthy fitness zone, etc.

Teacher explains and demonstrates activities to improve
various fitness components; explains setting realistic fitness
goals

Check for understanding of the above.
Criteria for Assessment:
 Establishes
realistic personal fitness goals
 Selects
appropriate activities to address
area(s) of remediation
 Physical
activities and/or exercises are
accurately matched to fitness component
 Completes
Fitness Summary Form
comprehensively
SIXTH GRADE SAMPLE AUTHENTIC ASSESSMENT RUBRIC
Setting Realistic Fitness Goals
CRITERIA
Establishes
Realistic Fitness
Goals
Selects
Appropriate
Activities to
Address Area(s) of
Remediation
Physical Activities
and/or Exercises
are Accurately
Matched to Each
Fitness Component
Completes Fitness
Summary Form
Comprehensively
ADVANCED PROFICIENT
PROFICIENT
PARTIALLY PROFICIENT
NOT YET PERFORMING
Establishing and identifying Establishing and identifying Establishing and identifying
Establishing and identifying
fitness goals is accurate
fitness goals requires
fitness goals requires support fitness goals requires close
without teacher assistance moderate feedback and
and guidance from teacher
guidance from teacher
guidance
Accurately selects
Partially selects activities
activities to address all and to address area(s) of
any areas of remediation
remediation with limited
assistance from the teacher
Selects activities to address
area(s) of remediation with
guidance and feedback from
teacher
Is unable to select activities
that address area(s) of
remediation even with
guidance from the teacher
Accurately selects
activities and/or exercise
matched to each fitness
component
Partially matches activities
and /or exercises to each
fitness component. Needs
moderate guidance from
teacher
Partially matches activities
and/or exercises to each
fitness component. Needs
close assistance from the
teacher with feedback and
guidance
Is unable to select activities
and/or exercises that address
each fitness component. Is
unable to make the selection
even with close teacher
feedback and guidance
Fitness summary form is
complete and accurate
without close teacher
monitoring
Fitness summary form is
complete but requires
minimal feedback and
guidance from the teacher
Fitness summary form is
complete but requires
assistance from the teacher
for specific fitness areas.
Fitness summary form is not
complete and is not accurate
SGO Development Process
DEVELOPMENT OF STUDENT GROWTH OBJECTIVES
TEMPLATE
Teacher:
Debra Serafin
School Year: 2013-2014
Classes/Grade
Number of
Students
Grade 9
Grade 9
Grade 9
Grade 9
Grade 9
28
30
33
26
35
Content Area: Nutrition
NJCCCS: 2.1.12.B.1, 2.1.12.B.2, 2.1.12.B.3
Baseline Data: Administer Pre-Test ALIGNED to the end of course EXAM. Average
score on pre-assessment was a 47%/100%.
Student Growth Objective
80% of the students in my 9th grade
health classes during the 2013-2014
school year will score 70% or higher
on the end of course exam. The
course will cover NJCCCS 2.1.12.B.1,
2.1.12.B.2, 2.1.12.B.3.
Setting the Standard for Full
Attainment of the SGO
Determine the following:
a.
A target score on the final assessment that indicates
considerable learning (Passing with at least a 70)
b.
The number of students that could reasonably meet this
mark (122/152 students)
c.
The percentage of students in the course that this
represents (80%)
d.
A 10-15 percent range around this number (70-84%)
Attainment of Student Growth Objectives
SGO Scoring Guide
Target Score
70% or Higher
on Final
Assessment
Percent of
Students
Meeting Target
Attainment Level in Meeting Student Growth Objective
Exceptional
4
Full
3
Partial
2
Insufficient
1
Greater than
84%
70-84%
55-69%
Less than 55%
Group Practice
Development of SGO
SGO Development Worksheet
Participant’s Workbook Pg. 19
Thank you!
Please complete
the feedback sheet
in your
participant’s packet.
Resources
http://www.nj.gov/education/AchieveNJ/
http://www.nj.gov/education/AchieveNJ/teacher/obj
ectives.shtml
http://www.nj.gov/education/AchieveNJ/teacher/SG
OGuidebook.pdf
Debra Serafin
[email protected]
Linda Guerrini
[email protected]