Student Learning Objectives: Approval Criteria and Data Tracking September 9, 2013 This presentation contains copyrighted material used under the educational fair use exemption to U.S. Copyright law.

HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation Content Assessments Performance-Based Tasks Differentiation Qualitative Measures Quantitative Measures: Student Learning Objectives and MSA Domain 5 Student Growth (50%) Student Learning Objectives for teachers of grades 4-8 assessed areas – 30%; for others two SLOs from different areas 25%, 25% Student Learning Objectives for high school teachers of state-assessed courses – one 25% SLO; one two-part SLO that is 10% student performance on state assessment and 15% other teacher-selected data points in alignment with course curriculum Maryland School Assessments (for teachers grades 4-8 who are teachers of record for mathematics and/or English Language Arts) 20% Linda T. Wise

HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation Content Assessments Performance-Based Tasks Differentiation Qualitative Measures Quantitative Measures: Student Learning Objectives and MSA Domain 5 Student Growth (50%) For all teachers-- Two 25% SLOs from different areas. SY Only

Literacy 25% Mathematical Practices 25% Creative Problem Solving in Support of MD STEM Standards of Practice 25% Content 25% Student Growth (50%) SLOs

Timeline By October 7, 2013 (tenured teachers on plan & nontenured) By October 21, 2013 (all other tenured teachers) Set goals in collaboration with evaluator. May be individual or team goals. Fall Semester 2013Demonstrate critical attributes through observation. Collect artifacts and evidence. Follow a continuous improvement process. By January 31, 2014Mid-Year Progress Review Confirm and revise goals, processes, document progress Spring Semester 2014End of Year Conference and Evaluation Present documentation and reflection to evaluator. Evaluator completes evaluation and provides copy to teacher

HCPSS Criteria for Approval of Teacher SLOs

Instructional Resources 12/dashboard

SLO Libraries 12/documentlibrary#filter=path|%2FSLO%2520Libraries|&page=1

SLO Approval Criteria Student Learning Objective (SLO) The SLO addresses the academic growth of all students in a naturally occurring group (e.g., single class, all students in a given course, all students assigned to a team). Population The teacher clearly identifies the students who will be covered by the SLO. (NOTE: Small groups mean that one student may have a greater impact on whether or not the teacher attains the target.) Learning Content The SLO is clearly aligned to the Maryland Common Core State Curriculum, Maryland curriculum, or HCPSS curriculum. The content focus of the SLO is essential knowledge and/or skills that students must know and be able to do to succeed at the next level.

SLO Approval Criteria (continued) Instructional Interval The SLO describes the total interval of time the teacher will be instructing the students (i.e. one quarter, one semester, one year) Evidence of Growth The SLO identifies multiple measures that will be used to monitor student growth. (The teacher can describe the assignments/performance tasks/assessments that will be used to measure students’ growth toward meeting the target.) Baseline The teacher has/will have baseline data for current student performance levels and a class roster that lists students’ scores on beginning-of-the-year assignments/performance tasks/assessments. Rationale for Student Learning Objective The reasons for selecting the learning content and the group of students are sound. Target The target is anchored in baseline data and represents an appropriate amount of student learning for the interval of instruction. If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous, yet attainable. Students with significant cognitive disabilities have individual targets. If a rubric is identified in the SLO, it is attached/provided.

SLO Approval Criteria (continued) Target The target is anchored in baseline data and represents an appropriate amount of student learning for the interval of instruction. If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous, yet attainable. Students with significant cognitive disabilities have individual targets. If a rubric is identified in the SLO, it is attached/provided. Criteria for Effectiveness Full Attainment of Target More than 90% of students meet agreed upon learning targets. Partial Attainment of Target Between 75% and 90% of students meet agreed upon learning targets. Insufficient Attainment of Target Less than 75% of students meet agreed upon learning targets. Strategies The key instructional strategies selected for implementation to support students in reaching the growth target for this SLO are pedagogically sound.

Approving an SLO Look at the SLO. Look at the HCPSS Criteria for Approval of Teacher SLOs. Go to Teachscape Reflect where the components of the SLO need to be checked as either Acceptable or Unacceptable. Notice how the criteria are aligned to Teachscape Reflect

Points to Keep in Mind… A teacher can copy and paste components from an SLO in the Library and put the components into the text boxes in Teachscape Reflect. A roster of students who are part of the SLO and/or the rubric used to assess the SLO can be uploaded to Teachscape Reflect.

An Example: Secondary Mathematics

Overarching Philosophy SLO process can be leveraged to support teachers through this era of reform Math SLOs are grounded in the Teach-Learn-Assess (PLC) Cycle of Collaborative Planning The Math Practice SLO and Content SLO templates are intentionally integrated with language aligned to national standards and PLC research

Secondary Math SLO Overview Growth in the Mathematical Practices Teachers focus on 1-2 math practices Designed to move instruction in the direction defined by Common Core “Shifts” Rubrics to monitor growth Artifacts include worthwhile math tasks, summary of classroom discourse (video/peer scripted), items that support formative assessment (PARCC-Like)

Secondary Math SLO Overview Growth in the Mathematics Content Focused on the major content clustered defined in each course Designed to monitor growth with full attention on the level of rigor PARCC Performance Level Descriptors and AP Course Syllabus used to identify key concepts Artifacts could include worthwhile math tasks, summative assessment items (PARCC-Like), student portfolios

PARCC PLDs g/math-plds

PARCC PLDs

Important Points About SLOs… The SLOs are samples and teachers are encouraged to customize them through collaboration with the administrator. Teachers are not required to use the samples. They can create their own from scratch.

Important Points About SLOs… We are in agreement that a good SLO addresses an important subset of what students are expected to know and be able to do, as opposed to addressing the entire curriculum for a grade or course. The skills and/or knowledge included in the SLO should be critical for advancement of future course work.

Remaining SLO Support Sessions September 10 3:15-4:15 September 25 3:15-4:15