Changes in student Scoring range is justified by analysis of Use scoring plans based on populations created student starting points and the rigor of the percentages where possible. uncertainty in scoring SGOs. assessment. Poor attendance, not taking the SGO assessment, and Supervisors use the evidence Scoring range for “full attainment” accurately Step 5 other student-centered provided and professional reflects a teacher’s considerable impact on Review issues can lead to a low SGO judgment to determine whether student learning. Scoring range is justified by results and score that does not fairly students should be included in the analysis of student starting points and the score in reflect the efforts of the final SGO score of the teacher. rigor of the assessment. consultation teacher. with your Within grades and subjects, supervisor High variability in SGOs and develop common assessments, assessments can reduce the agree upon common expectations Most, or all, key decisions were made comparability of SGO results for student performance, use collaboratively among teachers. A common for teachers in the same similar data to determine starting assessment is in use. grade and subject in a points, and standardize district. assessment administration and scoring.
Step 5 Review results and score in consultation with your supervisor Changes in student populations created uncertainty in scoring SGOs. Use scoring plans based on percentages where possible. Scoring range is justified by analysis of student starting points and the rigor of the assessment. Poor attendance, not taking the SGO assessment, and other student-centered issues can lead to a low SGO score that does not fairly reflect the efforts of the teacher. Supervisors use the evidence provided and professional judgment to determine whether students should be included in the final SGO score of the teacher. Scoring range for “full attainment” accurately reflects a teacher’s considerable impact on student learning. Scoring range is justified by analysis of student starting points and the rigor of the assessment. High variability in SGOs and assessments can reduce the comparability of SGO results for teachers in the same grade and subject in a district. Within grades and subjects, develop common assessments, agree upon common expectations for student performance, use similar data to determine starting points, and standardize assessment administration and scoring. Most, or all, key decisions were made collaboratively among teachers. A common assessment is in use.
14-15SGOGuidebook.docx