SLG Goals, Summative Evaluations, and Assessment Guidance Training LCSD#7 10/10/14

Training to include: Summative Evaluation Process SLG Goal Development Assessment Guidance

Evaluation Tool: To be updated later this year by SB 290 Committee Waiting upon updates from Bend- LaPine SD Will not be covered in this training

Legislation requires connecting student performance to teacher and principal evaluations SB 290 passed in 2011 (State) Elementary and Secondary Education Act (ESEA) Flexibility Waiver 2012 (Federal) Legislation

Teamwork Remember that we are working through this mandated process together. The ESEA Waiver is dictating a number of processes that were collaboratively agreed upon through the SB 290 Committee in regards to goal setting and summative evaluations

SLG Goal Development Disclaimer: Subject to change Moving target Parts of ESEA Waiver still to be revealed Old SLD Documents obsolete Use ODE SLG Goals 10/6/2014 document w/ LCSD#7 Additions

Foundational components are the same Procedural components have been updated Definitions have been further defined What has changed?

What are Student Learning and Growth (SLG) Goals? Based on student learning needs Aligned to CCSS Clearly defined specific learning targets Rigorous, yet attainable Referenced to a baseline Time period specific Growth goals, not achievement goals

SLG Goals are defined as… Growth Goals, not Achievement Goals Holds all students to the same standards Allow for various levels of learning Measured by comparing to baseline data i.e. Student beginning of time period Value-added

Who are required to set SLG Goals? Defined in ORS , ORS See Appendix A on page 17 in handout

Why use SLG Goals? Clear connection between instruction, assessment, and student data Measures student learning & growth through various types of assessments State Tests Interim Assessments Projects Portfolios Evidence based (time consuming) Aligns to state focus on college and career readiness

Advantages of SLG Goals Focus on student learning Evidence based process Assess student learning needs Set goals based on student learning needs Use formative and summative data to monitor student progress Modify instruction based on student needs

Advantages of SLG Goals Help develop collaborative communities Educators should work collaboratively to develop SLG Goals Grade level Subject area Professional Learning Communities Staff Meetings Peer to peer with other districts

Required Components (1/4) Content Standards/Skills Quote specific state &/or national standards i.e. “8.3S.2 Organize, display, and analyze……” Assessments See page 13 Notice waiver on page 14

Required Components (2/4) Context/Students Demographics and learning needs of all students in the class or course See example bottom of page 5 Baseline Data Most recent available Assessment scores Pre-test Other student learning evidence

Required Components (3/4) Student Learning and Growth Goals Targets Rigorous yet realistic Rigorous yet attainable See example on page 6 Note example that does not meet criteria on page 6 Rationale Rationale for expected growth Describes appropriateness & rigor of target

Required Components (4/4) Strategies Describe instructional strategies Professional Learning and Support Identify additional learning and support

Goal Setting Conferences Collaborative conference between educator and evaluator Occur at least 3 times during school year 1. Beginning of school year 2. Mid-point progress check 3. End-point of the course/class to analyze results

Professional Growth Goals All educators are required to set Professional Growth Goals Based upon district evaluation tool rubric Self-Assessment is used to identify areas of strength, need, and identify strategies and necessary supports needed to improve professional practice

Steps for setting SLG Goals 1.Determine Needs 2.Create Specific Learning and Growth Goals 1.Use SMART page 12 3.Create and Implement Teaching and Learning Strategies 4.Monitor Student Progress through Ongoing Formative Assessment 5.Determine Whether Students Achieved The Goal

Setting SLG Goals Two per year are required Goal #1: Category 1 Goal #2: Category 1 or 2 See chart on page 13 Notice 2014/15 disclaimer on page 14 For LCSD#7, due Oct 31 st to your evaluator for review

SLG Goal Quality Review Checklist Form Form will be available on district website Form after page 23 of packet, usage described on page 15 Used in the goal setting conference with evaluator Needs to be signed by Educator and Evaluator Purpose: To ensure all required SLG Goal criteria is met before educator starts gathering pertinent data and working towards meeting SLG Goals Evaluator keeps original to be included in district evaluation packet turned into district office at end of evaluation cycle Per SB 290 and ESEA Waiver, SLG Goals will be scored and used to determine SLG Goal Performance by using the Oregon SLG Scoring Rubric (page 16)

Examples of SLG Goals See Appendix B, page 19 of packet for examples Teacher Template on page 24 Administrator Template, page 27 Templates on district website

Oregon’s Matrix Model for Educator Summative Evaluations Significant part of ESEA Waiver Connects all aspects of evaluation to produce a rating SLG Goal Performance Evaluation Rubric Ties student performance to evaluation of educator and/or administrator Matrix found on page 30/2 of packet

Y-AXIS: Combined Rating on Professional Practice and Professional Responsibilities (PP/PR) LEVEL 4 (Highest) COLLEGIAL Focus on SLG Goals * SLG INQUIRY due to LOW level of fidelity between measures 3 FACILITATIVE or COLLEGIAL Focus on SLG Goals Determined post inquiry * SLG INQUIRY due to only SOME level of fidelity between measures 3 or 4 FACILITATIVE GOOD level of fidelity between measures 4 FACILITATIVE HIGHEST level of fidelity between measures 4 LEVEL 3 COLLEGIAL or CONSULTING Focus on SLG Goals Determined post inquiry * SLG INQUIRY due to SOME level of fidelity between measures 2 or 3 COLLEGIAL PLAN GOOD level of fidelity between measures 3 COLLEGIAL HIGHEST level of fidelity between measures 3 COLLEGIAL GOOD level of fidelity between measures 3 LEVEL 2 CONSULTING GOOD level of fidelity between measures 2 CONSULTING HIGHEST level of fidelity between measures 2 CONSULTING GOOD level of fidelity between measures 2 COLLEGIAL or CONSULTING Determined post inquiry * PP/PR INQUIRY due to only SOME level of fidelity between measures 2 or 3 LEVEL 1 (Lowest) DIRECTED HIGHEST level of fidelity between measures 1 DIRECTED GOOD level of fidelity between measures 1 CONSULTING or DIRECTED Determined post inquiry *PP/PR INQUIRY due to only SOME level of fidelity between measures 1 or 2 CONSULTING * PP/PR INQUIRY due to only LOW level of fidelity between measures 2 LEVEL 1 (Lowest) LEVEL 2LEVEL 3 LEVEL 4 (Highest) X-AXIS: Rating on Student Learning and Growth

Y-Axis Professional Practice and Professional Responsibilities (PP/PR) Use district adopted evaluation rubric 1. Find Average Component Score 1.(Total Score) / (Total Possible) 2.Remember that 3’s are good on a 4 point scale 3.4’s are reserved for Ghandi level of performance 4.1’s are never good (See PP/PR Scoring Rule) 2.Determine rating from threshold table page 30/3 3.Find corresponding Level Row on Y-Axis

X-Axis Student Learning and Growth (SLG) 1.Score SLG Goals using SLG Scoring Rubric (page 16) 2.Determine SLG Performance Level from table on page 30/3 3.Find corresponding column from X-Axis on Matrix

Summative Performance Level and Professional Growth Plan 1.Indicate corresponding cell as (X,Y) 2.Determine Professional Growth Plan as defined in cell 1.Facilitative, Collegial, Consulting, or Directed 3.Determine Summative Performance Level 1.Highest, Good, SLG Inquiry, or PP/PR Inquiry 4.Any “Inquiry” ratings require another examination of evidence, final determine by evaluator

Summative Evaluation Summary Worksheet Designed to step educator and evaluator through the summative process Available on district website Final packet submitted to district office will include: Summative Evaluation Summary Worksheet SLG Goal Quality Review Checklist Two SLG Goals Summative Evaluation Self Assessment (Note error in packet)