Student Growth Objectives

Student Growth Objectives Providing Effective Feedback during the SGO Process

Part 1: Introduction and Background

NJDOE and Stronge Process Comparison NJDOE Stronge Handout 2

Required by NJDOE • A teacher develops SGOs in consultation with his or her principal, or the principal’s designee. • The principal makes the final determination about the SGO. • All teachers who receive an SGP score must set between 1 and 2 SGOs, the district-wide number will be determined by the superintendent. • Teachers who do not receive an SGP score must set 2 SGOs. • SGOs must be approved by the principal, or the principal’s designee, by November 15. • Any changes to an SGO must be completed and approved by February 15. • The teacher’s supervisor scores the SGO and the rating, if available, is discussed during the annual summary conference. • Teachers who receive a student growth percentile score may not use the NJ ASK for SGOs in those subjects and grades from which the SGP is derived. • SGOs must be aligned to NJCCCS or CCSS and measure student achievement and/or growth. • SGOs must be set based on available student learning data. • SGOs must be specific and measurable and be based on student growth and/or achievement. • A teacher’s supervisor and/or a member of the School Improvement Panel will calculate a rating for the SGOs. Handout 2

Activity: Where are you now? Implementation Rubrics Handout 3-4

What are SMART SGOs? Handout 5

Specific Measurable Appropriate Realistic, but Rigorous Time-bound What Makes SGOs SMART? Handout 5

SPECIFIC • Does the SGO focus on one content area or specific knowledge and/or skills in that content area? • Does the SGO focus on the needs of ALL groups of learners in the SGO population? Handout 5

Has an appropriate instrument been chosen to measure the SGO? MEASURABLE Handout 5

Is it within the teacher’s control to affect change? APPROPRIATE Handout 5

Is the SGO feasible? Is it a “stretch” objective? Does it use the “Goldilocks Principle?” REALISITC, but RIGOROUS Handout 5

Is the SGO contained to a single course or school-year? TIME-BOUND Handout 5

A SMART SGO In the current school year, all students in my 7th grade English classes will increase their writing ability as measured by the district expository writing 12-point rubric for Organization, Written Expression, and Usage/Mechanics. • Students scoring 0-4 points will improve by 5 points over the course of the year. • Students scoring 5-9 points will improve by 4 points over the course of the year. • Students scoring 10-12 points will improve or maintain their score using a high school level rubric. Handout 5

Activity: Evaluating SGOs for Approval Review each SGO for the SMART criteria with your group. Be ready to report out on each of the SGO categories. Handout 6

How SMART is this goal? All eighth grade physical education students will improve their out-of-school physical activity time by at least 10 minutes per day as measured by the Home Physical Activity calendar to be recorded by the student each night, signed by a parent/guardian each week, and turned in each month. This is a great personal goal to have for students, but you don’t have control over students’ home lives, so this goal is not appropriate for your evaluation. Let’s brainstorm other ways we can assess student improvement in this area. • SMART SGOs are: • Specific • Measurable • Appropriate • Rigorous, but Realistic • Timebound Handout 6

How SMART is this goal? This is a worthy goal—but is it realistic? Research shows that even having a student improve 2 grade levels in one year is a significant improvement. Let’s discuss how to keep this goal rigorous—but maybe make it a bit more realistic. By the end of the current year, all 8th grade students scoring a reading level of 5th grade or below on the online reading diagnostic assessment will read at an 8th grade reading level. • SMART SGOs are: • Specific • Measurable • Appropriate • Rigorous, but Realistic • Timebound Handout 6

How SMART is this goal? During the current semester, all students scoring 85-100 percent on the U.S. History district-created content knowledge assessment will maintain their current scores on the post-assessment. • SMART SGOs are: • Specific • Measurable • Appropriate • Rigorous, but Realistic • Timebound This SGO is well-written in terms of format; let’s get together and discuss how to ensure that there are high expectations for all students. Handout 6

Part 2: Providing Feedback Initial SGO Conference Handout 7

NJDOE and Stronge Process Comparison NJDOE Stronge

Three Key Strategies • Set clear expectations for teachers ahead of time. • Emphasize instructional practice. • Incorporate effective feedback research. Handout 7

Strategy 1: Set Clear Expectations for Teachers Ahead of Time • Determine what materials teachers should bring with them • Tell teachers how you want to see the data organized • Supply teachers with a list of questions that might be asked Handout 7

Data Analysis Considerations • How will teachers review their data before the conference with you? (individually, in groups, etc.) • Will any forms or strategic questions be provided as teachers analyze their data? • How should teachers present their data analysis? (spreadsheets, narrative summaries, etc.) Handout 7

Data Analysis: Example Sheet • Measures of Central Tendency • Tiers • Individual Student Considerations • Instructional Needs Suggested by the Data Handout 8

Strategy 2:Emphasize Instructional Practice • Instructional Practice = key to effective implementation • Ensures that SGOs are not just “one more piece of paper” • Keeps emphasis on student progress and growth Handout 9

Research-Based Instructional Strategy Guides • The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Robert J. Marzano) • Visible Learning: A Synthesis of Over 800 Meta-Analyses Relation to Achievement (John Hattie) • Planning, Instruction, and Assessment: Effective Teaching Practices (Grant, Hindman, Stronge) Handout 9

Too Many Ideas? The problem is “not a resistance to innovation…but the fragmentation, overload, and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations.” (Fullan & Stiegelbauer, 1991, p. 197) Handout 9

Strategies & Average Effect Sizes on Achievement* *Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies Handout 10

Writing Instructional Strategies Strategies should be… When possible… • Within the teacher’s ability to control • Research-based/high-yield • Linked specifically to the SGO • Measurable Handout 10

For Strategies, Consider… • WHAT is the strategy? • WHYwas this strategy picked? • WHO will be included in the strategy and WHEN? • HOW will the strategy be implemented? Handout 11

Example Instructional Strategy:What, why, who, when, how? To increase students’ mathematical communication skills, all students will give feedback on their understanding of mathematical concepts by responding in a math journal at least once a week during independent work time. I will read and provide feedback to students in the journals—and use the information to plan small group instruction. Handout 11

Example Instructional Strategy Why To increase students’ mathematical communication skills, all students will give feedback on their understanding of mathematical concepts by responding in a math journal at least once a week during independent work time. I will read and provide feedback to students in the journals—and use the information to plan small group instruction. Who What When How Handout 11

Strategy 3: Incorporate Effective Feedback Research • Think about a time you received feedback that was particularly effective. • Write down 2-4 things that made it effective. • Think about a time you received feedback that was particularly ineffective. • Write down 2-4 things that made it ineffective. Handout 11

Do any of these sound familiar? Effective feedback skills: • Conducting a focused conversation during which data are gathered and/or analyzed • Knowing about effective teaching methods • Understanding how teaching relates to learning • Knowing how to make feedback reflective and nonthreatening • Being organized and prepared Summarized by Blase & Blase (2004) Handout 12

Do any of these sound familiar? Research shows that ineffective feedback includes: • Dominating the conference by the individual leading • Focusing on narrow concerns • Providing the recipient with short, prescriptive feedback • Threatening recipient’s self-esteem • Influencing by an unequal power relationship • Lacking reflection and self-evaluation • Lacking reasoning and critical thinking Summarized by Blase & Blase (2004) Handout 12

Remember: It’s not always about having all the answers… …sometimes it’s about asking the right questions. Handout 12

Demonstration & Review • Review Kate’s baseline data and first draft of her SGO (pages 13-14). • Watch both examples of a pre-conference between Dr. Tonneson and Kate and make notes as necessary using the form on page 15. • How do the two conferences compare in terms of effective feedback skills? Handout 13-15

Simulation & Practice • Review the simulation data for Jordan Crick: First Draft – pages 16-18. • Fill out the SGO Feedback Conference Planning Sheet – page 19. • Use the Initial SGO Conference Planning Guide and Prompts for Administrators to help you brainstorm – page 20. Handout 16-20

Simulation Rules • The principal will facilitate the feedback conference. • Rule of improvisation: Don’t say “no.” • Afterwards, consider: • What worked well? • What challenges did you have in either role? Handout 22

Part 3:Providing Feedback Mid-Year Monitor and Adjust Handout 21

Simulation & Practice • Review the simulation data for Jordan Crick: Mid-Year Data. • Use the Mid-Year SGO Conference Planning Guide and Prompts for Administrators to help you brainstorm – page 22. • Fill out the SGO Feedback Conference Planning Sheet – page 24. Handout 21-24

Switch Roles • The principal will facilitate the feedback conference. • Afterwards, consider: • What worked well? • What challenges did you have in either role? Handout 25

Part 4:Providing End-of-Year Feedback Evaluating SGO Attainment Handout 25

Summative Evaluation:Example Decision-Making Rules • Exceptional: 90% of students met or exceeded the SGO • Full: At least 80% of students met or exceeded the SGO • Partial:50% - 79% of students met or exceeded the SGO • Insufficient: Less than 50% of students met or exceeded the SGO Handout 25

Considerations for Evaluating SGO For teachers very close to the cut rates, consider: • Did disabilities or other learning challenges play a role? • Did factors outside the teacher’s control, such as student absences or student crises, play a role? Handout 25

Demonstration & Review • Review Kate’s end-of-year data. • Watch the video and take notes. • What parts of the conference in the video were effective? What could be improved? Handout 26-27

Simulation & Practice • Review the simulation data for Jordan Crick: End-of-Year Data – page 28. • Use the End-of-Year SGO Conference Planning Guide and Prompts for Administrators to help you brainstorm – page 29. • Fill out the SGO Feedback Conference Planning Sheet – page 30. Handout 28-30

Switch Roles • The principal will facilitate the feedback conference. • Afterwards, consider: • What worked well? • What challenges did you have in either role?

Part 5:Teacher SGO Wrap-Up Recommendations, Challenges, and Overcoming Challenges Handout 31

Student Growth Objectives