1 SGO Quality Rating Rubric Updated May 2017 Excellent Fair Inadequate Good RATIONALE FOR SGO/STANDARDS CHOSEN SGO Guidebook some of the standards the Includes at least half of the few of Includes Includes Includes all or most standards for Effective Assessments standards for which the teacher is standards for which the for which the teacher is which the teacher is responsible Module responsible during the t eacher is responsible during responsible during the 1 Assessment Design Module s during the instructional period. instructional period. instructional period. the instructional period. SGO Exemplars Articulates how the SGO Guidebook majority of Articulates how some selected standards are critical to enduring to SGO 2.1 Presentation are critical selected standards Does not justify how the Assessment Design Modules some selected enduring understanding of the understanding of the subject area, Articulates how standards chosen lead to lead t subject area, success in future success in future classes, and SGO Exemplars o future success. future success or does so standards poorly. classes, and r readiness in college, career, and eadiness in college, career, and life. life. ASSESSMENTS 2 all items Aligns to the chosen SGO Guidebook items to the few or no Aligns to the chosen Aligns most items to the cho sen some items Aligns standards taught during the SGO SGO 2.1 Presentation standards taught during the SGO standards taught during the SGO chosen standards. Critical 3 period. period. Some critical standards period. identified are not critical standards All Most standards critical standards have multiple items. multiple items. and have few have have multiple items. items. Range of rigor accurately reflects SGO Guidebook does not Range of rigor mostly reflects rigor Range of rigor reflects Range of rigor somewhat rigor of instruction, content, and rigor of instruction, content, and of instruction, content, and skills of reflect rigor of instruction, SGO 2.1 Presentation Assessment Design Module course. content, and skills of course. skills of course. s skills of course. Disadvantages SGO Guidebook certain Mostly accessible to all students Highly accessible dents Somewhat accessible to all to all stu students SGO 2.1 Presentation because of students regardless of regardless of background regardless of background Assessment Design Modules background knowledge, wledge, cultural background kno knowledge, cultural differences, or knowledge, cultural differences, or cultural differences, differences, or special needs. special needs. or special needs. . special needs Assessment design is high Assessment design is Assessment design is of low consistently SGO Exemplars Assessment design is of mostly quality ally all aspects in virtu Effective Assessment quality. Includes rubrics, scoring moderate quality . Includes high quality. Includes rubrics, rubrics, scoring guides, and/or Mod all guides, and/or answer keys for ule scoring guides, and/or answer of design. of which are Assessment Design Modules items keys for all items, answer keys for some items, all , most of which are accurate, most of which are accurate, clear, horough. t accurate, clear, and clear, and thorough. and thorough. Effective Assessment Teachers of the same Teachers of the same subject Teachers of the same subject Teachers of the same subject Mod ule matter/grade level’s summative matter/grade level’s summative subject matter/grade level Collaborative Teams Toolkit use a matter /grade level are similar but not assess different standards in assessments of the same a ssessments 4 common summative assessment SGO 2.1 Presentation standards are different. different ways. the same. SGO Guidebook 1 For teachers in tested subjects and grades, their mSGP rating includes a significant number of standards and students. Therefore, their SGOs may address a more targeted student group, content area or set of skills. SGOs may be designed to reinforce standards measured on PARCC or address subjects not included in the state test. 2 Items: Performance-based or portfolio tasks, or questions on an assessment that measure learning. 3 Critical standards: Those that lead to enduring understanding and/or future success in school/college/career/life. 4 In cases of teachers who teach the only course of a particular type that is offered, this component can be used to assess general collaboration within a department or team.
2 SGO Quality Rating Rubric Updated May 2017 Fair Resources Inadequate Good Excellent COLLABORATION 5 Some Many key decisions were made Most, or all, key decisions key decisions were made SGO Guidebook key decisions are Few or no SGO 2.1 Presentation collaboratively between were made collaboratively made collaboratively by collaboratively between teachers (and/or te teachers (and/or teachers and Collaborative Teams Toolkit teachers (and/or teachers and between teachers (and/or achers and administrators). SGO Integration Tool administrators. administrators). teachers and administrators). Mid Course Check In TRACKING PROGRESS AND REFINING INSTRUCTION Standards are assessed in a Standards are assessed in a Standards are assessed in a SGO Guidebook Standards are assessed in a way that growth is logically SGO 2.1 Presentation way that growth is logically way that growth is logically way that growth cannot be measured and measured and is regularly measured logically throughout measured or monitored until Collaborative Teams Toolkit is regularly the summative assessment is the school year. ughout the thro monitored with instruction monitored SGO Integration Tool adjusted accordingly given. school year. Effective Assessments Module Driven Decisions Module - throughout the school year. Data Assessing and Adjusting SGOs Collaborative Teams Toolkit Common assessments are Common assessments are Common assessments are Commons assessments are not in measuring used as checkpoints in rarely used Effective Assessments Module . used in measuring growth in use in measuring growth. 6 measuring growth. . Data - Driven Decisions Module growth STARTING POINTS/SCORING PLAN high quality measures SGO Guidebook Multiple, Multiple measures of baseline of low quality A single measure high quality A single measure of data, the quality of which may SGO Exemplars of baseline data are used to determine student is used to determine st udent is used to SGO Excel Scoring and Tracking are used to determine determine student starting vary, starting points. starting points. student starting points. Workbook points. are Student learning targets are Student learning targets are SGO Guidebook Student learning targets are Student learning targets SGO Exemplars differentiated to be ambitious differentiated to be ambitious differentiated to be ambitious not differentiated or are set too and achievable for some all or nearly majority of and achievable for a SGO Excel Scoring and Tracking and achievable for low. Workbook students. students. all students. somewhat “Full attainment” accurately “Full attainment” SGO Guidebook “Full attainment” loosely SGO Exemplars “Full attainment” reflects reflects a teacher’s is too low or a teacher’s impact on teacher’s impact on reflects a impact on student Excel Scoring and Tracking student learning “E xceptional SGO too high to accurately represent considerable . “Exceptional” . student learning learning. . “Exceptional considerable a teacher’s ” of the SGO does Workbook attainment was easily attained by a less Assessing and Adjusting SGOs . impact on student learning little to reflect the teacher’s attainment” exceeds the clearly than ambitious scoring plan. objective set. impact on student learning . SGO Guidebook Scoring range is Scoring range is not reflected implied by Scoring range is justified by somewhat Scoring range is SGO Exemplars of baseline data and presented baseline data and analysis reflected by baseline data and baseline data and the rigor by l Scoring and Tracking SGO Exce of the assessment. the rigor of the assessment. the rigor of the assessment the rigor of the assessment. Workbook 5 Key Decisions: Those that surround assessment development, baseline measures, data-driven instruction, scoring plan parameters, etc. Key decisions should follow the guidance offered in the SGO Integration Tool. 6 See footnote 4.