Transcript STUDENT GROWTH OBJECTIVES FOR CAREER AND TECHNICAL EDUCATION Agriculture, Food, and Natural Resources.

STUDENT GROWTH OBJECTIVES
FOR CAREER AND TECHNICAL EDUCATION
Agriculture, Food, and Natural Resources
Objectives for Today
Part 1
• Clarify the general requirements for SGOs
• Describe the components of the SGO process
Part 2
• Provide examples of SGOs and analyze their components
• Apply SGO concepts to create high quality SGOs
2
Why Student Growth Objectives (SGO)?
“The fundamental obligation of education is to at
least ensure that all students are making
appropriate gains relative to the time they spend
in classrooms.” (ASCD 2012)
Studies have shown increased student performance
when clear objectives are given.
3
What’s it worth?
4
What Do Effective Teachers Do?
 Teach a curriculum that is aligned to standards.
 Determine the needs of students using several methods.
 Differentiate instruction based on needs of students.
 Set goals for students appropriate readiness level.
 Use quality assessments to measure student
performance.
 Work collaboratively to improve student achievement.
 Formally document process while being supported to do
them well.
5
Steps of the SGO Process
SGO framework development:
What learning should be measured during timeframe?
What should students be able to do?
What should students know?
Step 1
Determine a quality assessment aligned to NJCCCS or CCSS
(choose, create or modify).
Step 2
Determine students’ starting points.
Step 3
Set ambitious & achievable SGO’s principal approval.
Step 4
Track progress, refine instruction.
Step 5
Review results, score, consult with principal/supervisor.
6
What is a Student Growth Objective?
A long-term academic goal that teachers set for
groups of students, that are:
• Specific and measureable
• Aligned to curriculum standards
• Based on available prior student learning data
• A measure of student learning between two points
in time
7
Showing Student “Growth”
Growth: an increase in learning between two points
in time, such as that 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.
8
SGOs and SMART goals
Typical Usage
of SMART
SGOs Must Be
SGOs Require a Teacher to
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
S
Specific
9
TEACHERS
Timeline
Verify
assessment
September
Determine
students’
starting points
Year long SGO process
Accommodate for semester courses
Consult with
evaluator to set
SGO
Consult with
evaluator to
discuss SGO rating
Track progress, refine instruction
By Nov. 15*
Set SGO
By Feb. 15
Adjustments
made to SGOs
with approval
By end of school year
Review results and
score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
10
Assessment
Formative and Summative
Begin With the End in Mind
Formative
• What do the students already know?
• What can the students already do?
Summative
• What should students be able to do?
• What should students know?
11
Assessment
What do you want your students to KNOW?
9.4.12.A.(5).4 System management activities in natural habitats and the
important relationship between natural resource preservation and human
intervention.
9.4.12.A.(5).5 Control and management procedures and techniques that protect
or maintain natural resources in a variety of settings.
9.4.12.A.(6).4 public policies and regulations impacting environmental services
9.4.12.A.(6).6 How to use surveying and drafting tools, equipment, machinery,
and technology to accomplish planning and other tasks in this pathway
12
Assessment
What do you want your students to DO?
9.4.12.A.(5).3 Apply scientific principles and processes to natural resource
system problems and issues when planning natural resource management
activities.
9.4.12.A.(6).6 Use surveying and drafting tools, equipment, machinery, and
technology to accomplish planning and other tasks in this pathway
9.4.12.C.(5).4 Identify, describe, and develop system management activities in
natural habitats to demonstrate recognition of the important relationship
between natural resource preservation and human intervention..
9.4.12.C.(6).5 Apply scientific principles to the study of environmental service
systems in order to facilitate development of solutions to environmental
issues, problems, and applications.
13
Assessment
Types of Assessments (How will they show what they know)
Options:
• Select a third party assessment
• Create a new assessment
• Modify an existing assessment (Final Exam)
14
Assessment
Types of Assessments
Portfolio
Assessments
Traditional
Assessments
•
Practice tests and/or
modified final exams
•
•
•
•
Research and writing
Lab notebook
Portfolio of work
Project-based
assessment
Performance
Assessment
•
•
•
•
Skills demonstration
Programming,
designing, organizing
etc.
Dramatic performance
Practical performance
15
Assessment
Depth of Knowledge
16
TEACHERS
Timeline
Verify
assessment
September
Determine
students’
starting points
Year long SGO process
Accommodate for semester courses
Consult with
evaluator to set
SGO
Consult with
evaluator to
discuss SGO rating
Track progress, refine instruction
By Nov. 15*
Set SGO
By Feb. 15
Adjustments
made to SGOs
with approval
By end of school year
Review results and
score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
17
SGOs – Requirements &
Recommendations
• CTE teachers are required to set
developed in
consultation with their Principal or Principal’s designee.
• SGOs should be appropriate, achievable & rigorous
• A teachers final SGO rating is determined by the
principal.
• Final grading of student’s growth is recommended to be
part of students Final Grade.
18
Distinguishing Between SGO Types
General
• Captures a significant
proportion of the students
and key standards for a
given course or subject
area
Targeted
• Focuses on a particular
subgroup of students,
and/or specific content or
skill
19
Got Rigor?
100% attainment is probably not rigorous enough!
100% of the Culinary students will be able to demonstrate
proficiency in knife skills with a score of 70% or better.
or
85% of the Culinary students will score a 90% or better on
a catering plan final project.
20
Limited skills or scope?
75% of students will complete an oil change on a vehicle
in 30 minutes or less and score 70% accuracy on task.
Or
80% of the automotive students will score 80% or better
on a portfolio assessment that includes a written
assessment and performance assessments on
customer service, shop procedures, oil change, fluid
assessment, brake assessment and related
documentation.
21
Example 1
A STEM program teacher focuses an SGO on the
Design (problem-solving) process. The teacher develops
a portfolio assessment that requires students to
demonstrate the skills of critical thinking and
documenting the problem-solving/design process. The
teacher sets an SGO for the class based on preassessing students. Students build a portfolio throughout
the year that will be graded by a rubric.
22
Example 2
An
Agriculture teacher teaches
one section of
Principles of Agricultural Science-Animal, one section of
Food Science and Safety, and two sections of
Introduction to Agriculture, Food, and Natural Resources.
They set one SGO for Principles of Agriculture and one
SGO for Introduction to Agriculture, Food and Natural
Resources (majority of students). The assessments are
portfolio-based and include 9.4 standards
23
Example 3
A Culinary Arts Instructor pre-assesses their students
with a culinary-related math test. The results were
varied, but many of the students were unable to
complete the test well. The Instructor sets one SGO to
measure math skills in particular. The SGO will be tiered
and address Common Core State Standards for math
and NJCCCS 9.3 standards.
24
Example 4
A Child Care teacher pre-assesses their students and
finds on the free response portion that many students
were unable to write clearly or cite evidence to support
their points of view. The teacher then sets one of their
SGO’s to measure these particular skills. The SGO will
address Common Core State Standards for ELA and
Literacy in History/Social Studies, Science and Technical
Subjects.
25
Grade:
Subject
Number of Students
Interval of Instruction
Full year
Semester
Name of Assessment
SGO Type
Other ________
General
Specific
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
Student Growth Objective
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.)
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
26
Grade:
Subject
Number of Students Interval of Instruction
Animal and Plant Biotechnology
Juniors
Name of Assessment
15
Capstone Project (Portfolio with Lab Notebook)
Full year X
Semester
SGO Type
Other _________
General X
Specific
Rationale for Student Growth Objective
This SGO covers all of the junior class and the following New Jersey Standards:
NJCCCS Century Life & Career Skills: 9.4.12.A.1, 9.4.12.A.2, 9.4.12.A.3; 9.4.12.A.(2).2 9.4.12.A.(5).3,
Written: Portfolio Reflections show a connection between prior learning and new information
Practical: Students will complete all labs as they relate to Animal and Plant Biotechnology
Student Growth Objective
Written : At least 85% of the students will attain a score of 85 points or above on the Portfolio Assessment Rubric.
Practical: At least 90% of the class will score at least 85% on each lab.
Baseline Data
Written: Pre-assessment test. Average Score was 35% of the content knowledge needed
Practical: Beginning lab 80% of student scored a 70% on introductory lab.
Scoring Plan
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
100 points on
Portfolio
100% on labs
At least 95% of students At least 85% of
students
At least 70%
Less than 60% of
students
27
TEACHERS
Timeline
Verify
assessment
September
Determine
students’
starting points
Year long SGO process
Accommodate for semester courses
Consult with
evaluator to set
SGO
Consult with
evaluator to
discuss SGO rating
Track progress, refine instruction
By Nov. 15*
Set SGO
By Feb. 15
Adjustments
made to SGOs
with approval
By end of school year
Review results and
score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
28
Tracking Progress
• Track progress and adjust instruction as needed
– Individual students
– Whole class
• Adjust SGO as necessary within timeframe
29
TEACHERS
Timeline
Verify
assessment
September
Determine
students’
starting points
Year long SGO process
Accommodate for semester courses
Consult with
evaluator to set
SGO
Consult with
evaluator to
discuss SGO rating
Track progress, refine instruction
By Nov. 15*
Set SGO
By Feb. 15
Adjustments
made to SGOs
with approval
By end of school year
Review results and
score
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
30
Set Growth Objectives
Scoring Rubric
Attainment of Student Growth Objective
Exceptional
4
Teacher has
demonstrated an
exceptional
impact on
learning by
exceeding the
objective.
Full
3
Teacher has
demonstrated a
considerable
impact on
learning by
meeting the
objective.
Partial
2
Teacher has
demonstrated
some impact on
learning but did
not meet the
objective.
Insufficient
1
Teacher has
demonstrated an
insufficient
impact on
learning by falling
far short of the
objective.
31
Set Growth Objectives
Tiered SGO Scoring Guide
Groups
Target
Objective Attainment Based on Percent of Students
Score on
Achieving Target Score
Final
Exceptional
Full
Partial
Insufficient
Assessment
4
3
2
1
Low
70%
Medium
80%
High
90%
At least
90%
At least
80%
At least
70%
Less than
70%
32
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”
25-30
Low
36/65
70
Medium
21/65
80
15-18
High
8/65
90
6-7
Scoring Plan
Preparedness
Group
Target Score on
Final Assessment
Low
70
Medium
80
High
90
Objective Attainment Level Based on Percent and Number of Students Achieving
Target Score
Exceptional
Full Attainment (3) Partial Attainment
Insufficient
Attainment (4)
(2)
Attainment (1)
>85% students
≥70% students
≥55% students
<55% students
(31-36)
(25-30)
(18-24)
(0-17)
>85% students
(19-21)
>85% students
(8)
≥70% students
(15-18)
≥70 % students
(6-7)
≥55% students
(11-14)
≥55% students
(4-5)
<55% students
(0-10)
<55% students
(0-3)
33
Set Growth Objectives
SGO Scoring Guide
Target Score
Attainment Level in Meeting Student Growth Objective
80% or Higher
on Final
Assessment
Exceptional
4
Full
3
Partial
2
Insufficient
1
Percent of
Students
Meeting Target
Greater than
84%
70-84%
55-69%
Less than 55%
34
Possible Steps of the SGO process in Agriculture Consider program objectives, essential
questions,
agriculture standards and the CCS and NJCCC standards.
 Utilize check for understanding assessments (CASE) or
use other approved assessment(s).
 Based on pre-assessment, create a SGO that addresses
students needs .
 Document projects and assessments in portfolios, or
record and track progression of assessments to fulfill
goals and objectives.
35
FAQ’s
Will DOE/OCTE be developing SGOs or assessments that will
be used in similar programs across the state?
No, NJ has chosen to allow district flexibility in the SGO process and is
encouraging districts to develop SGOs and assessments of their own
choice.
How will instructors know extent of growth to expect?
SGOs should be designed from the teacher’s expertise with knowledge of
the subject matter and students. The SGO process can be adjusted and
modified by February 15th with approval.
36
FAQ’s
Should SGOs look different for students with learning
disabilities?
An SGO should be the same for a variety of learners. However, the SGO
may be tiered (rather than simple) and can measure growth or mastery.
How do teachers assigned more than 2 preps determine
which class to set SGOs for?
Teachers set only 2 SGOs that account for a majority of students. It is
recommended to set SGOs that cover students throughout the year (or one
per semester if semester classes)
37
FAQ’s
Can a CTE teacher develop an SGO that pertains to literacy?
Yes, literacy should be addressed in CTE, therefore one of the SGOs can
address learning based on the CCSS for literacy in technical subjects and
will most likely be evident in a portfolio type of assessment.
Should SGOs be set to assess content knowledge only,
similar to an end-of-program assessment or final exam?
No, SGOs can be developed in a variety of ways and could include multiple
elements of assessments. Some CTE programs would benefit the students
to assess a particular process (Design process, trouble shooting, or
customer service) or skills that demonstrate growth of learning.
38
FAQ’s
Can a final exam, NOCTI or other end-of-program test be
used?
These are Not generally recommended to use for SGOs as they do not
generally measure what should be learned during the specified timeline.
Teachers can create new assessments based on these exams but modified
to assess only what the students should have learned during the
timeframe.
Also, these EOP test questions and results are generally not disaggregated
enough to measure appropriate expectations for participators or
concentrators & would typically need to be given too early for completers.
The results are needed to be analyzed by the time for teacher conference
with the administrator (early May?)
39
Final Thoughts on SGOs
• Focus on what is most important/effective for
students
• Re-creating the wheel is NOT necessary! Revised
assessments may be used
• It should be good, but doesn’t have to be perfect!
• Support each other and share!
40
Fortunate are the flexible,
they shall never be bent out of shape
41
42