Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher and Leader Effectiveness Division Taking Student Learning Objectives to the Next Level Georgia Council for Administrators of Special Education November 2014

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Agenda Making the Connection: SLOs and TAPS Minimum Growth Measure Requirement for SLO Assessment Administration Best Practices Shared Ownership of Data Continuous Improvement Cycle Questions

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” District-wide measurable, long-term academic SMART goals set to determine student growth Generated by student performance between two points in time Aligned to the course’s required curriculum Demonstration of the teacher’s impact on student learning What is a Student Learning Objective (SLO)?

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Components SLO Statement Defines pre- and post-assessment windows Includes 100% of students in course Names SLO course and assessment Describes content emphasis of SLO assessment SLO Growth Target Individualized for each student Utilizes a percentage individualized growth or uniform growth (rubric) Must contain an expected and a high growth target SLO Assessment Requires pre- and post-assessments Determined by the LEA with the exception of prekindergarten, which utilizes a required Bright from the Start assessment

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Understanding SLOs SLOs are… Required for all non-tested courses in grades Pre-kindergarten through 12 Written for third grade courses because there is no prior test score on which to determine SGPs for grade 3 Connected to state course numbers Determined by LEA and used in the evaluation process for all teachers of that specific course

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SGP and SLO Data Students must be enrolled for 65% of the course A teacher must provide instruction for 65% of the course At least 15 data points/scores for growth to apply Lagging data source SGP / SLO

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Making the Connection Teacher Assessment of Performance Standards and Student Learning Objectives

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” We must make critical connections to support and strengthen the processes for promoting continual progress in our districts and schools.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 5 Domains- Categories 10 Standards- Duties TAPS Domains and StandardsPLANNING 1. Professional Knowledge 2. Instructional Planning INSTRUCTIONAL DELIVERY 3. Instructional Strategies 4. Differentiated Instruction ASSESSMENT OF AND FOR LEARNING 5. Assessment Strategies 6. Assessment Uses LEARNING ENVIRONMENT 7. Positive Learning Environment 8. Academically Challenging Environment PROFESSIONALISM AND COMMUNICATION 9. Professionalism 10. Communication

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Connecting the Standards TAPS 4: Differentiated Instruction TAPS 6: Assessment Uses TAPS 8: Academically Challenging Environment

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Differentiated Instruction

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TAPS 4: Differentiated Instruction The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Differentiation…… Is……Isn’t…… Student centered Best practices 3 or 4 different activities Data based A way of thinking and planning Multiple approaches to content, process, and product One thing or one way A program A chaotic classroom Hard question for some and easy for others 35 different plans for a classroom Just homogeneous grouping

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Assessment Uses

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TAPS 6: Assessment Uses The teacher systematically gathers, analyzes and uses relevant data to measure student progress. Relevant data informs instructional content and delivery methods. Relevant data is used to provide timely and constructive feedback to both students and parents.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Assessment Uses Is……Isn’t…… Ongoing feedback Student set goals Monitor goals Share progress with all stakeholders Provide differentiated instruction based on data Use of data to make instructional decisions Design appropriate interventions No intervention MOVE ON Evaluation with no feedback Fails to monitor goals Homework only One time goal set and not monitored A single grade on ALL assessments with not feedback

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Academically Challenging Environment

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TAPS 8: Academically Challenging Environment The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Academically Challenging Environment Is……Isn’t…… Allowing students to feel empowered Building efficacy Leading student to understanding Rigorous Rigid thinking Simply giving more homework Making learning goals feel out of reach Creating a sense of inadequacy Leaving students feeling abandoned and on their own

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Minimum Growth Measure Requirement for

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Ensuring All Teachers Meet Growth Measure Requirements Cohort distinctions: – Cohort 1: Minimum of 2 growth measures per teacher – Cohorts 2-4: Minimum of 1 growth measure per teacher Could include GAA, EL, Pre K, and Gifted – Include principals/evaluators when verifying requirement has been met If teacher has less that 15 data sources, the growth data will be used only in the LEM - not the TEM. Review the list of contributing professionals

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Possible method: Does everyone really have one growth measure? How do we know that we know that we know? Building: 1 st Measure2 nd Measure (if required) Teacher Name SGP (Y o r N) If yes provide course name and number SLO (Y or N) If yes provide course name and number Expected Growth Target and High Growth Target SGP (Y o r N) If yes provide course name and number SLO (Y or N) If yes provide course name and number Expected Growth Target and High Growth Target Andreas Selby Y Reading/ Grade 5 Nn/a Antonia Preston Nn/aY Physical Education/Gr ade 3 E=30% H=60% n/a Lindsay Milford Nn/aY Visual Arts/Grad e 1 E= 1 level H= 2 levels n/a

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Assessment Administration Best Practices

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Assessment Administration Best Practices Security Professional Development Consistency of administration Constraints of reporting through SIS Reminder: SLO administration decisions are determined at the district level. 25

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Security – Where are assessments stored prior to administration and post administration? – Who has access to the SLO assessment measures? – How are SLO assessments distributed and collected? 26 SLO Assessment Administration Best Practices

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Professional Development – How are teachers trained to administer SLO assessment measures? – Are sign-in sheets kept for training meetings? – Are protocols in place for testing irregularities? – Have internal consequences been established and communicated for intentional violations of district- established SLO administration procedures? 27 SLO Assessment Administration Best Practices

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Consistency of Administration – Is there a standard format for SLO assessments? – Is there a standardized format/script for introducing a SLO assessment to students? 28 SLO Assessment Administration Best Practices

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Consistency of Administration – Are SLOs distributed and collected consistently across all buildings and grade levels within the LEA? – Are protocols established across the LEA for assessing students after the established window? 29 SLO Assessment Administration Best Practices

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Formatting Growth Targets to Fit the SIS Constraints SIS constraints – Expected and high growth targets must be a percentage of potential growth. (i.e. 35% and 60%) Pre-assessment score + (100-pre-assessment score)*35 = expected growth Pre-assessment score + (100-pre-assessment score)*60 = high growth

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Formatting Growth Targets to Fit the SIS Constraints – Rubrics may be utilized but must not exceed a 7 level scale. Level 1 will increase to Level 2 Level 2 will increase to Level 3 Level 3 will increase to Level 4 Level 4 will increase to Level 5 Level 5 will increase to Level 6 Level 6 will maintain Level 7 will demonstrate high growth. Students who increase one level above their expected growth targets would be demonstrating high growth.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Examples of targets requiring conversion: – A high growth target stated as “if the student scores 10 points above their expected growth they will have achieved high growth” – Growth targets from commercial vendors that do not fit on a 100 point (percentage) scale or a rubric score from one to seven. – A target stated “Students with pre assessment scores of 90 or above must maintain or increase their score to demonstrate expected growth” Formatting Growth Targets to Fit the SIS Constraints

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Options for Conversion ̶Convert to a rubric scale ̶3 to 7 levels ̶Convert to a percentage ̶Typically a 100 point scale Formatting Growth Targets to Fit the SIS Constraints

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Creating Shared Ownership

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Roles and Responsibilities SLO Work - Roles and Responsibilities DOE School District EvaluatorTeacher

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Shared Ownership Make data driven decisions Take ownership at all levels Create opportunities to review data and make collaborative decisions Use established protocol to infuse the examination of SLO data Make the investment to have meaningful data discussions

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Growth Targets Define targeted growth for all students over the course’s instructional period Should be rigorous, yet realistic Requires two targets Expected Growth Target High Growth Target

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” How is available data used to establish or adjust growth targets? Identify available data sources related to each SLO Use a collaborative team at the school and district level to examine data sources Ensure content experts participate

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Possible SLO Data Sources SLO pre- and post-assessment results, if available Formative and summative assessments based on SLO assessment standards Pass/fail rates for SLO course for last two years Student and teacher attendance and transiency rates for district State-mandated standardized tests based on standards connected to SLO course

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Data Practices Select knowledgeable staff to review data; Involve teachers in process Collect SLO course data Historical Baseline Ensure data are accurate, consistent, and easy to understand Become familiar with data and draw conclusions that illustrate performance trends Use performance trends as the foundation for all SLO growth targets

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Individual Growth Target Calculator Pre-Assessment Score + [(100 – Pre-Assessment Score) * Expected Growth] = Target

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” How is data utilized at the school and district level? Are teachers provided opportunities to examine the data in target setting and adjusting growth targets? – Teachers have the greatest impact. – Consider a data team approach as appropriate for your school and district level.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” SLO Process Teacher gives pre- assessment and shares data with evaluator Teaching and learning strategies implemented with students and shared with evaluator Teacher and evaluator monitor student progress through a formative process including conferences Evaluator and teacher review SLO information based on post- assessment data Beginning of Instructional Period August - May Mid-June SLO data submission to GaDOE

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” How are teachers using data to inform instruction? Grade and content specific teams can work collectively to influence increased outcomes. Progress monitoring Flexible grouping Response to Intervention

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Continuous Improvement Cycle Examine available data and draw conclusions Establish SLO growth target Determine how to best measure growth Administer growth measure pre/post Use an item analysis process Evaluate assessment choices and revise if indicated

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Refining the SLO Assessment Development Process When determining SLO assessments, LEA should first explore formative and summative measures that are currently in place in the district. SLO pre and post assessments are created or selected by the LEA and provide the data needed to measure student growth.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Refining the SLO Assessment Development Process LEA may use commercially developed assessments or locally/regionally developed assessments for their SLOs. The type and format of assessments may vary based on the course. Balanced and authentic assessment measures are encouraged.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Building Capacity at the School and District Level Collaboration with content experts from your district is essential. Ownership is necessary even if using a commercial product, state exemplar or other shared assessment. Shared ownership will be valued, demonstrates trust and respect for content expertise.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Building Capacity at the School and District Level Establish a scope of work throughout the year as a thoughtful plan of continuous improvement is necessary. Professional learning to support the work should be incorporated.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Building Capacity at the School and District Level Schedule time for content experts (teachers) to review and revise assessments Consider using an item analysis process for locally/regionally developed assessments.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Post Administration Analysis An item analysis is an important step in the assessment refinement process. Although the Table of Specifications has a tool in place for this process, the LEA will guide this work.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Table of Specifications 52

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Other Considerations in the Continuous Improvement Cycle Should the SLO pre- and post-assessments be comparable or identical? (This may vary by course.) How many days are allowed for the administration of the pre-assessment and post- assessment?

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Other Considerations in the Continuous Improvement Cycle How many standards are recommended for each assessment? What is the recommended number of items for each assessment? What item types are appropriate for the content? A balanced assessment is strongly encouraged.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Why Avoid Ranges/Tiers in Growth Targets? Wherever one range ends and another begins, variation and inequity in the target can exist between students with very similar pre-assessment results. Examples of Growth Targets with Ranges / Tiers: – Students scoring from % on the pre-assessment will increase by points – Students scoring from 26 – 40% on the pre-assessment will increase by points – Students scoring from 41 – 65% on the pre-assessment will increase by points

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Questions

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Becky Bryant Evaluation System Specialist Shauntice Wheeler Evaluation System Specialist Chris Leonard Evaluation System Specialist Michele Purvis Program Manager SLO Team Contact Information Wina Low Evaluation System Specialist Tawni Taylor Evaluation System Specialist