SGM Mid-Year Conference Gina Graham SLO Teacher Guide, p. 25 Conference with the appraiser at the mid-point. The required midpoint discussion provides teachers with the opportunity to review the progress students have made with their appraiser and receive feedback and support prior to the end-of-the-year discussion. These meetings should be designed to coincide with other planned one-on-one conversations, post-observation conferences, or other informal discussions. When teacher teams have similar or the same SLOs, appraisers may consider joining existing team meetings to discuss progress with the full group, rather than holding individual discussions. Teachers should prepare for this discussion in the same way they prepare for discussions with their colleagues – by gathering evidence of student progress, assessing progress on the Targeted Skill Profile, and recording progress on the Student Growth Tracker. Similar self-reflection questions may be helpful in preparing for the discussion. It is the teacher’s responsibility to have evidence of progress of students available for these conferences, including samples of student work. This conference will be an ideal time for appraisers to facilitate teacher reflection and self-assessment, share insights, and provide support for improved effectiveness. Where teachers are struggling to see student progress, the appraiser may provide any number of follow-up supports to help the teacher (e.g., brainstorming additional instructional strategies, creating time/opportunities for teachers to shadow or mentor one another, providing targeted coaching, finding applicable professional development opportunities, etc.). Teachers may use the optional Progress Discussion Notes, to keep track of the discussion and meeting notes. SLO Administrator Guide, p. 23 MOY Conference It is recommended that the SLO MOY review be conducted in conjunction with another regularly occurring conference, such as a pre- or post-observation conference. The design of the SLO process allows an appraiser to gain greater understanding of a teacher’s proficiency with the instructional planning process. The MOY review can occur any time from mid-November through mid-February, although this can be adjusted to fit specific contexts. p. 24 A note about discussing student growth goals during the MOY conference – As teachers monitor student progress throughout the year, some may ask to make changes to the student growth targets set at the beginning of the year. This practice is strongly discouraged. If this situation occurs, please remind teachers that: • Although teachers are encouraged to set growth goals that reflect high yet attainable expectations for all students, appraisers understand that this will be an even more inexact science in the first year of SLO implementation as teachers are getting comfortable with the process of determining growth expectations. • The primary reason for reviewing student growth data is to help teachers better understand the factors contributing to student outcomes for the purpose of strengthening teacher practice. This will become apparent by reflecting on reasons why students meet, exceed or fall below the growth goals set by the teacher. • SLO ratings are based on indicators related to effective teacher practice as well as students’ goal attainment. Appraisers will balance these factors when ultimately determining SLO ratings. • However, if there should be extreme extenuating circumstances that render a student’s goals unrealistic, the appraiser may take these factors under advisement and determine if a change in goals is warranted. Any such changes should be clearly documented. Gina Graham Assistant Director Professional Development

Why SGM? The primary reason for reviewing student growth data is to help teachers better understand the factors contributing to student outcomes for the purpose of strengthening teacher practice. SLO Administrator's Guide, p. 24

Phase 2: A Continuous Cycle The design of the SGM process allows appraisers to gain greater understanding of a teacher’s proficiency with the instructional planning process. At the core of the SGM/SLO process is the continuous cycle of planning, instructing assessing, analyzing and adjusting. Meet with PLCs/grade levels/teams/departments during regularly scheduled meetings to encourage collaboration that focuses on the foundational skill teachers identified in their SLO. Engage in conversations related to the student growth goal, differentiation and how students can demonstrate their level of knowledge. In this way we are facilitating conversations about content, process and product which is applicable for all grade levels and all classes (content areas, CTE, Fine Arts, etc.).

T-TESS Connection Standards & Alignment (1.1) Data & Assessment (1.2) Monitor & Adjust (2.5)

Are students progressing toward their targets? Student Growth Are students progressing toward their targets? This phase is designed to last throughout the majority of the school year and aligns with best practices in teaching as captured throughout the T-TESS observation rubric, principally within the three dimensions Standards and Alignment (1.1), Data and Assessment (1.2) and Monitor and Adjust (2.5).

Guiding Questions for Teachers What instructional strategies have been successful in helping students make progress? Which students have made the most progress? Which have make the least? Why might this be the case? Where could I use additional support or ideas from my colleagues? SLO Teacher’s Guide p. 24 Prior to progress discussions, teachers will assess student progress on the Targeted Skill Profile. Teachers will examine any evidence of student work that indicates growth on the particular skills assessed in the SLO. Similar to the beginning of the year, multiple sources of evidence should be included to triangulate student progress. Before the check-ins, teachers should assess individual student progress and record findings on the Student Growth Tracker. These data will allow for more meaningful discussion grounded in the data.

Guiding Questions for Appraisers Are teachers planning for differentiation instruction? Refer to the language of the T-TESS rubric 2.4. How are teachers monitoring student progress toward goals? Is there evidence of adjustments made to instructional plans to meet evolving student needs? T-TESS Rubric 2.4 Differentiation Proficient: “Recognizes when students become confused or disengaged…” Accomplished: “Proactively minimizes student confusion or disengagement…” Distinguished: “Consistently prevents student confusion or disengagement…” SLO Administrator’s Guide p. 22-23 for specific information for administrators

Ongoing Support Ensure staff collaboration meetings occur regularly. SLO Administrator’s Guide p. 23

Ongoing Support Provide opportunities to calibrate grading practices across the team. SLO Administrator’s Guide p. 23

Ongoing Support Formative progress checks and instructional adjustments. SLO Administrator’s Guide p. 23

Ongoing Support Consider involving teacher leaders and C & I specialists. SLO Administrator’s Guide p. 23

Strive Goal Actions Evidence Adding Actions and Evidence in Strive Add Action: Edit or add new action to a goal without having to go through the approval process. Add Evidence: Just like with the Professional Goal, teachers can add evidence indicating how they are working on achieving the specific Student Growth Goal.

Resources Resources is a link to Texas SLO web page.

End of the Year SLO ratings are based on indicators related to effective teacher practice as well as students’ goal attainment. Appraisers will balance these factors when ultimately determining SLO ratings.