Student Learning ObjectivePlanning and Implementation

Understanding SLOs

– I know the definition of an SLO.– I know how SLOs connect to teacher evaluation.

– I understand the 4 steps of the SLO process.

– I can determine the quality of an SLO by using the Quality Checklist.

– I know the components of a SMART goal.– I know how growth ratings are calculated.

Student GrowthStudent growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning.

Student Learning ObjectiveA Student Learning Objective is a teacher- driven goal or set of goals ‐that establish expectations for student academic growth over a period of time. The specific, rigorous, realistic and measurable goal(s) must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards.

Let’s Define It!

• If teaching more than one subject, they must write an SLO for the subject/grade that is tested.

Teach more than one subject?–This is the

REQUIREMENT for 2015-16.

–This coming year 2014-15 is a planning year, so flexibility is allowed.

How do state assessments impact SLOs?

SBAC• Individuals who teach ELA

or math at grades 3-8, and 11 must write an SLO based on ELA or math.

DSTEP Science• Individuals who teach

sciences grades 5,8, or 11 must write an SLO based on science.

Grade 5 teachers who teach ELA, math, and science must select one of those content areas on which to write the SLO.

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 Student Growth

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Professional Practice Rating Growth Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

Objectives of Teacher Evaluation

1. The purpose of the teacher evaluation is to continually improve instruction and student learning.

2. The evaluation process encourages professional teacher administrator ‐relationships as a basis for structuring meaningful, in depth dialogue ‐focused on student learning.

3. The evaluation process uses multiple measures of teaching practice and student growth to meaningfully differentiate teacher performance.

4. The evaluation process communicates clearly defined expectations and provides regular, timely and useful feedback that guides professional growth for teachers.

5. The evaluation process is a fair, flexible, and research based mechanism to ‐create a culture in which data drives instructional decisions.

6. The evaluation process will be used to inform personnel decisions.

8

Principal Effectiveness

An Introduction to the 2013-14 Principal Effectiveness Pilot Project

DIFFERENTIATED PERFORMANCE CATEGORIES

Below Expectations Meets Expectations Above Expectations

SUMMATIVE RATING MATRIXPROFESSIONAL OVERSIGHT: Is the rating fair and accurate based on the evidence and data shared by the principal?

DETERMINING PRINCIPAL EFFECTIVENESSUsing multiple measures of professional practice and student growth

DOMAIN 1 DOMAIN 2 DOMAIN 3 DOMAIN 4 DOMAIN 5 DOMAIN 6

Vision & goalsInstructional leadership

School operations & resources

School, student & staff safety

School and community

relationships

Ethical & cultural leadership

School observation and evidence of effective practice

Components from each of the 6 domains

At least 8 components chosen based on school or district priorities

PROFESSIONAL PRACTICES RATING

SOUTH DAKOTA FRAMEWORK FOR EFFECTIVE PRINCIPALS

SLOs

State Accountability Data (AMO, SPI as one measure where available)

District Assessments

Percentage of teachers meeting SLOs

Evaluator–approved measures

GROWTH RATING

STUDENT GROWTH

Summative Scoring Matrix

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

SLO Process Guide

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

2. SLO Approval• Teacher submits an SLO process guide completed up

to the approval section.• Word doc (email, saved on server, hard copy)• Teachscape Reflect

• Evaluator meets with teacher.• Evaluator clearly identifies information needed to

determine SLO quality (SLO Checklist) including amount and type of data.– Identify revision window if needed

• Teacher and Evaluator mutually agree on SLO and it is signed by both and approved.• Teachscape Reflect

3. Ongoing Communication

• Teacher describes student progress toward the growth goal.

• If necessary, teacher will document changes in strategy.

• If justified, teacher will describe changes to the SLO.– Word doc– Teachscape Reflect

4. Prepare for Summative

• Make sure adequate time is allotted to determine rating prior to summative meeting.

• Teachers may consider self-scoring and reflection to guide conversation during summative meeting.

• Assessment data may be submitted.

Process Timeline

SLO DevelopmentAug.-Oct

SLO ApprovalFall

Progress Update

End of SLO year/semester meeting with evaluator

UNDERSTANDING THE

SLO PROCESS GUIDE

On a Side Note…• Each piece of the process guide would be

appropriate artifacts for the SD Framework for Teaching.

• This process guide is an online form in Teachscape Reflect.

Prioritizing Learning Content

Students can read, write, listen, and speak in the target language. Communication 1.1, 1.2; Comparisons 4.1; Cultures 2.1, 2.2

Prioritizing Learning Content

• Statewide assessment data• District or local assessment data• Universal screening data• ACT data• AP data• EOC data• Semester test data• Grades

Identify Student Population

All students enrolled in Spanish I will be addressed through the SLO. (20 regular education students, 3 exchange students, 1 SPED)

Knowing the exact make up of the class helps the teacher know how they may differentiate the instruction.

Identify Student Population

Teachers should provide a comprehensive description of their class, group, student population. Note: Teachers are required to write 1 SLO.

Guiding Question: Explain how you selected the target population (class,

group, grade level) for your SLO.Is there data to support your decision?What other types of learning goals are your teachers already setting…can SLOs align to those goals?

Interval of Instruction

How will semester/9 week courses be handled?

Will a staggered SLO schedule work for me and my staff?

Interval of Instruction

Guiding Questions: Have you provided enough time for your students to master the learning?

Is there enough time to complete final assessments and calculate growth before the

end of the year?

Analyze Data & Develop Baseline

Reading= 15 % pass; writing= 2 % pass; listening = 8% pass; speaking = 0% pass on Spanish Language EOC assessments

3d

“More Common” = More Widely Used

STATE MANDATED ASSESSMENTSThis category includes assessments mandated for use statewide and includes assessments required by state and federal law.Examples: Smarter Balanced Assessment, Dakota Step Science Assessment (or the state-required science assessment)

COMMON STATE AND DISTRICT ASSESSMENTSThis category includes assessments not mandated for state use but are widely used by several districts and schools. Assessments in this category include commercially available assessments, district-developed pre- and post-tests or course-level assessments. Assessments could also take the form of established rubric-scored performance-based assessments.Examples: Assessments available through the South Dakota Assessment Portal, End-of-Course Exams, Write-to-Learn, WIDA-Access Placement Test (English-Language learners), National Career Readiness Certificate, DIBELS, AP Exams, STARS reading/math, MAPS, AIMS Web, CTE Performance Contests/Judging.

TEACHER-DEVELOPED ASSESSMENTSThis category of assessments includes classroom assessments used by a single course for a particular teacher.

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Analyze Data & Develop Baseline

Guiding Questions:• How did you select/develop your baseline assessment?• How do your baseline assessment and post-assessment compare?

This is the pre-test.

Select or Develop an Assessment

I will use the EOC assessments provided by my curriculum materials.

Types of Assessment to Consider

• Rubrics• Performance assessment• Checklists• Conferencing• Student work samples• Star Reading/Math• Curriculum materials• Portfolios• State or national

assessments

• End of course exams• District assessments• Teacher created• Semester tests• AR Reading/Math• Pre ACT• AIMS web• DIBELS• MAPS• SDAP

Any others???

Guiding Questions:• Describe how the goal attainment will be measured.• Is your assessment aligned to priority content & standards?• Does your assessment measure what it was designed to measure?• Does your assessment produce an accurate and consistent picture

of what students know & do?• Can you administer/score your assessment in a timely fashion?

Select or Develop an Assessment

Establishes tiered expectations for student growth for groups of students. The educators define what growth looks like for each group of students.

Growth Goals

Differentiated Growth

Based on quality baseline data and educator-determined definition of mastery. Goal is structured based on percent of students attaining mastery.

Class Mastery

Teams of teachers agree to work collaboratively and share responsibility for student learning for a content area, grade level or school.

Shared Performance

Growth Goal

Mastery

90% of Spanish I students will pass the Spanish Language reading, writing, listening, and speaking EOC assessments.

Growth Goal

Differentiated

Differentiated Growth: For the 2013-2014 school year, 80% of intensive students will move to strategic or benchmark, 90% strategic students will move to benchmark, and 100% of benchmark students will improve scores within benchmark as measured by the DIBELS Next and DAZE assessments.

Middle School Spanish Exploratory students = 95% of students will pass Spanish Language reading, writing, listening, and speaking assessments.

Non Middle School Spanish Exploratory students = 90% of students will pass Spanish Language reading, writing, listening, and speaking assessments.

Growth Goal

Shared Performance

Shared Performance: Classroom A: By the end of the 2013-2014 school year, 85% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments. Classroom B: By the end of the 2013-2014 school year, 76% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments.Classroom C: By the end of the 2013-2014 school year, 90% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments.

Anderson Spanish I = 85%; Jones Spanish I = 90%; Smith Spanish I = 95%

The SMART Process A Format for Developing SLOs

SSpecificThe goal

addresses student needs

within the content.

MMeasurable

An appropriate instrument or

measure is selected to assess the

goal.

AAppropriate

The goal is standards-

based, needs-focused (and

directly addresses all

students)

RRealistic & RigorousThe goal is

attainable and stretches student learning.

TTime-bound

The goal is contained to a single school year/course.

REMEMBER:The Smart Goal is one Component of the Entire SLO Process.It is the Growth Goal in the Process Guide.

Growth Goal

Guiding Questions:Explain how your SLO is both rigorous and realistic?How did you determine what type of growth goal to use?How did you determine the growth measurement method?Have you addressed growth for all students?

Provide Rational

Purpose is to communicate in and comprehend target language.

Provide Rational

Guiding Question:Why is this content important enough for your SLO?

Learning Strategies

Group and individual work; conversation clock; reading, writing, listening, and speaking as part of each quiz and test; online curriculum practice items; student and teacher recordings-VoiceThread, iPad, phone; supplemental written materials

Learning Strategies

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Guiding Questions:Do you use a variety of research-based strategies that align to the content, Webb Level, and students needs?Are the strategies congruent with district curriculum methodology (if identified)?

3b Using Questioning and Discussion3c Engaging Students in Learning

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

SLO Process Guide

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?

Step 2

Step 2

Meet with the

evaluator.

Can meet with groups of teachers to discuss

SLOs at one time.

Sign and date!

Explain your data and growth plan.

Revise if necessary

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

Answer 4 questions

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?

Step 3

Progress Update

95% of students passing practice quizzes and tests.

Strategy Modification

Students who struggle with formative assessments have assistance in study hall, after school, and through flipped classroom resources. Students may be recommended for tutoring or ICU. I documented both student meeting and home contacts.

SLO Adjustment

It is NOT acceptable to adjust based on poor professional practice.

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

Answer 4 questions

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

Teacher Student Growth Rating

PERFORMANCE

CATEGORY DESCRIPTION

Low Less than 65% goal attainment

Expected 65% to 85% goal attainment

High 86% to 100% percent attainment

Growth calculationHow many kids do you have? 24

What is your goal?90% of students at benchmark

How many kids need to achieve that to meet your goal? 22 kids

Low growth-Less than 65% of my goal

How many kids is that?14 or fewer kids

Expected growth-65-85% of my goal

How many kids is that?15-19 kids

High growth-86-100% of my goal.

How many kids is that?20 or more

Did I Meet My Differentiated Growth Goal?

Differentiated

Differentiated Growth: For the 2013-2014 school year, 80% of intensive students will move to strategic or benchmark, 90% strategic students will move to benchmark, and 100% of benchmark students will improve scores within benchmark as measured by the DIBELS Next and DAZE assessments.

Middle School Spanish Exploratory students = 95% of students will pass Spanish Language reading, writing, listening, and speaking assessments.

Non Middle School Spanish Exploratory students = 90% of students will pass Spanish Language reading, writing, listening, and speaking assessments.

12/12 MS Exploratory students passed all 4 assessments, so I exceeded my goal of 95% pass rate. I would have needed 11 students to pass all 4 assessments to meet 95% pass rate. This was high growth.

9/12 Non MS Exploratory students passed all 4 assessments. Since 75% of my students passed all 4 assessments, I made expected growth with this group.

Principal Student Growth Rating

PERFORMANCE

CATEGORY DESCRIPTION

Low Less than 80% of teachers earned expected growth

Expected 80-90% of teachers earned expected growth High 91-100% of teachers earned expected growth

Professional Growth

Guiding Questions: Were my teachers given enough time and support to be successful? What would I change for next year?

Having a combination of group and individual activities was successful, as well as multiple opportunities for students to practicelistening and speaking with various resources. Students could workon their own to get additional help even if I was busy or if I was absent from school since none of my subs could speak Spanish. Students were also excited to upload their own content and it motivated them to do their best reading, writing, listening, and speaking. Wonder about grouping kids by prior experience?

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