slos for cte: all of your questions answered matt gill & tammy meyer
TRANSCRIPT
SLOs for CTE: All of Your Questions Answered
Matt Gill & Tammy Meyer
Background
• Principle 3 of the ESEA Waiver to No Child Left Behind (NCLB)
• Commission on Teaching and Learning (CTL) created to design the Teacher and Principal Educator effectiveness models–Includes teachers, principals, higher
ed, SD DOE, SDEA, EDEC
The Parts
• Professional Practice Rating– South Dakota Framework for Teaching
• Student Growth Rating– Student Learning Objectives (SLOs)
• Summative Teacher Effectiveness Rating–Combination of the Professional Practice and
Student Growth Ratings
Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning
Domain 1 Domain 2 Domain 3 Domain 4
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
• At Least 8 Components Chosen Based on District or School Priorities
South Dakota Framework for Teaching
Professional Practice Rating
Below Expectations Meets Expectations Exceeds Expectations
Differentiated Performance Categories
Student Growth
SLOs
Growth Rating
SLOs
State Assessments(as one measure if available)
District Assessments
Evaluator-Approved Assessments
TIMELINE REVIEW
• SY 2014-15 : Teacher Effectiveness Learning Year
• SY: 2015-16: Teacher Effectiveness Full Implementation
– Includes SLO and Danielson-aligned Professional Practice Rating
• Fall 2016: Submission of district-level aggregate Teacher
Effectiveness data from SY 2015-16 via PRF
– Data will NOT be reported individually
Misconceptions
• Use of the state assessment– The state assessment DOES NOT have to be the measure of
the SLO in tested grades and subjects– Used to prioritize the learning content and develop SLO
baseline
• Used as a “gotcha” – FALSE– This model is all about growth for all
• Use of Teacher Effectiveness Ratings– The SD DOE only reports state-level aggregate data
• Length of SLO– SLO should last the duration of the class (semester, year) and
cover the most important learning
The Aspiration: Improve Instruction and Student Learning
1. Encourage meaningful, in-depth dialogue focused on improving instruction
2. Provide regular, timely, useful feedback that guides professional growth
3. Support a culture in which data drives instructional decisions
4. Establish clear expectations for teacher performance5. Use multiple measures to meaningfully determine
and differentiate teacher performance6. Provide a fair, flexible, research-based model that
informs personnel decisions.
Handbooks
• Teacher Effectiveness– http://doe.sd.gov/oatq/documents/TeachEff.pdf
• Student Learning Objective (SLO)– http://doe.sd.gov/oatq/documents/SLObook-D.pdf
• Principal Effectiveness– http://doe.sd.gov/oatq/documents/Princbook.pdf
Student Growth Rating
Student Learning Objectives (SLOs)
• Reflect Promising Practices• Flexible– Timeline, amount of growth, type,
assessment
• Based on the teacher’s students• Between Teacher and Evaluator• Collaborative• Focused, Data-Driven instruction
SLO Development
SLO Approval
Ongoing Communication
Prepare for Summative
Prioritize Learning ContentWhat do I want my students to be able to
know and do?
Analyze data and develop baselinesWhere are my students starting?
Select or develop an assessmentWhat assessments are available?
Write growth goalWhat can I expect my students to achieve?
The SLO Process
Suggested Process Timeline
SLO DevelopmentAug.-Oct
SLO ApprovalFall
Progress Update
End of SLO year/semester meeting with evaluator
• If you teach a state-tested subject, write your SLO for that class
Which class to choose?
What do I want my students to know and be able to do?
– Identify the core concepts and standards.• What resources might you use to determine
big/essential ideas?– i.e. blueprints, disaggregated standards,
curriculum maps, power standards, national standards, content standards and common core standards
–Know your timeline for instruction
Prioritizing Learning Content
Pre-test
Last years end of year data
Statewide summative data
Trend dataDistrict
assessment data
Other…
Prioritize Learning Content:Identify standards and content.
What is the most important learning that needs to occur during the instructional period? Specify which standard(s) the SLO addresses and Identify the specific data source or trend data used. (1a)
Students can research, read, write, describe and publish an accurate and fair agricultural news story. (AC1.1; AC1.2; AC2.1; AC2.2; AC2.3) …
What Assessments are Available?
• Select or develop an appropriate assessment to measure student learning and growth.
• Content assessed at baseline is comparable to content assessed at the end of instruction
• Describe how the goal attainment will be measured.
Is Assessment Appropriate?
• Aligned to priority content & standards
• Measures what it was designed to measure
• Produces accurate and consistent picture of what students know & do
• Gives sufficient time to administer and generates data in a timely fashion
Types of Assessments
• State Assessment – used to identify priority content for SLO
• Teacher- or District-Developed Assessments
• Performance Assessments• Products• Checklist
Types of Goals
• Differentiated Goal–Tiered expectations–Might be better for FACS, Personal Finance,
Business, etc.
• Class Mastery Goal–100 percent of students will pass the end-
of-year assessment–All students will grow by x amount on test–Might be better for Building Trades,
Welding, etc.
Differentiated Goal
1. Review your pre-assessment data and develop differentiated individual or group goals.
2. Write you SLO so that it includes 100% of your students.
• For the 2015-16 school year, all students in Personal Finance will show growth from the pre to post assessment, and 95% of my students will earn a score of 90% or higher on the end of course assessment.
• The pre and post test are not required to be the same test. • They should measure the same
content, knowledge, skills or abilities.
Checklist Example
• A computer teacher created a checklist of what students will be able to do and grouped it into categories (Word, PowerPoint, Excel, Access)• Class Mastery Goal – 100% of
students will be able to accurately complete all items on checklist
Rubrics
• Contain explicit, descriptive language• Use specific examples• Provide models or exemplars• Allow students to show growth in
individual criteria• Give the opportunity for quality
work to be replicated• Promote student self-assessment
and reflection
Rubrics don’ts
• Contain judgments• Consist of checklists• Signify the end of learning or growth
Rubrics do’s
• Contain explicit, descriptive language• Use specific examples• Provide models or exemplars• Allow students to show growth in
individual criteria• Give the opportunity for quality
work to be replicated• Promote student self-assessment
and reflection
Rubric building
• Define and describe quality with common language• Define distinguishable levels of success• Focus on important content• Align with course standards• Use no ‘fudge words’ such as adequate or
sometimes• Use positive language in all descriptors, such as ‘do
use black ink,’ instead of ‘do not use red ink’• Use non-value based adjectives• Weight accurately – what is MOST important to
assess?
Rubric building
1. Select the task and associated standard(s).2. Identify the criteria for the task. • What will the students do for this task? • What will they demonstrate? • On what will the students be evaluated?3. Decide on the number of performance levels.4. Develop descriptions for each performance level.
Helpful Documents for Rubrics
• Assessment Checklist (last page)
• Assessment Planning Guide
• SLO Quality Checklist
Solidworks Rubric Sample
• 6-8th Grade FACS Cooking Lab Performance Assessment
Scoring the SLO
• Low growth less than 65 percent attained
• Expected Growth 65 to 85 percent attained
• High Growth 86 to 100 percent attained
• http://sdea.org/home/682.htm
SDEA Resources
• SLO Attainment Calculator - http://sdea.org/home/682.htm
• Professional Development Opportunities - http://sdea.org/home/707.htm
• SLO Repository - http://sdea.org/home/sdeaslorepository.htm
SD DOE Website
• http://doe.sd.gov/secretary/TE.aspx
Summative Effectiveness Rating
Summative Scoring Matrix
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review✪
State-Paid Professional Development
• http://doe.sd.gov/secretary/documents/doepdopts1.pdf
Contact Information
Matt Gill• [email protected]• 605-773-8193
Tammy Meyer• [email protected]• 605-698-7613 x 312
Professional Practice Rating
The South Dakota Framework for Teaching
Options for Choosing SDFfT Components
• District Decision
• Component-Selection Guide - http://doe.sd.gov/secretary/documents/DanielGui.pdf
Scoring Professional Practice
1. Determine Component-Level Performance
2. Calculate an Average Score for all Components Evaluated
3. Determine the Overall Professional Practice Rating
Overall Professional Practice Rating Score Ranges
• 1.00 to 1.49 Unsatisfactory
• 1.50 to 2.49 Basic
• 2.50 to 3.49 Proficient
• 3.50 to 4.00 Distinguished
Teachscape
Teachscape
• Teachscape Reflect
• Teachscape Focus for Teachers
• Teachscape Focus for Observers
Teachscape Reflect
• Online classroom observation tool used for teachers and observers to communicate regarding classroom visits and observations
• Anything that was done pencil-paper can now be done in Teachscape Reflect.– Pre and post conference forms– SLO– Observation notes– Evaluation notes/scores
Teachscape Reflect
• Matches the state recommended Teacher Effectiveness Model
• All public school districts have state-paid access
• All licenses expire June 30.
• Already have an account? It will roll over. Need an account? Contact your district Teachscape contact
Teachscape Focus for Teachers
• In-depth, high-quality training for teachers which covers:– South Dakota Framework for Teaching, – Observations, – Professional conversations, and – Reflective practices.
• Consists of video module trainings over each of the components
• State-paid licenses available
• Already have an account? It will roll over. Need an account? Contact your district Teachscape contact
Teachscape Focus for Observers
• Online training in all four domains of the Framework for Teaching for teachers and observers
• Master-scored videos of classroom teaching at all performance levels• Scoring practice for observers that provides instant feedback on their
practice scores• A rigorous proficiency assessment to certify that observers can
conduct accurate, consistent observations• Calibration to check observers' scoring accuracy throughout the school
year (separate license)• Recertification in future years to re-establish scoring accuracy for
certified observers (separate license)• 425 licenses available
Principal Effectiveness System
DOE Website
• http://doe.sd.gov/secretary/TE.aspx