Student Learning Objective Planning 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 Growth Student 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 Objective A 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 – This coming year 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 Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional 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 RatingGrowth Rating Below ExpectationsMeets ExpectationsExceeds 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.

Principal Effectiveness An Introduction to the Principal Effectiveness Pilot Project 8 DIFFERENTIATED PERFORMANCE CATEGORIES Below ExpectationsMeets ExpectationsAbove Expectations SUMMATIVE RATING MATRIX PROFESSIONAL OVERSIGHT: Is the rating fair and accurate based on the evidence and data shared by the principal? DETERMINING PRINCIPAL EFFECTIVENESS Using multiple measures of professional practice and student growth DOMAIN 1 DOMAIN 2DOMAIN 3DOMAIN 4DOMAIN 5DOMAIN 6 Vision & goals Instructional 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 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 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 Judgment Rating Subject to Review Judgment Rating Subject to Review ✪

SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What 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 ( , 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 Development Aug.-Oct SLO Approval Fall 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 ASSESSMENTS This 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 ASSESSMENTS This 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 ASSESSMENTS This category of assessments includes classroom assessments used by a single course for a particular teacher. More Common Less Common

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 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 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 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 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 S Specific The goal addresses student needs within the content. M Measurable An appropriate instrument or measure is selected to assess the goal. A Appropriate The goal is standards- based, needs- focused (and directly addresses all students) R Realistic & Rigorous The goal is attainable and stretches student learning. T Time-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 eee 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 Discussion 3c Engaging Students in Learning

SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? 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 Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What 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 Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What 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 calculation How 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? kids High growth % of my goal. How many kids is that? 20 or more

Did I Meet My Differentiated Growth Goal? Differentiated Differentiated Growth: For the 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 CATEGORYDESCRIPTION Low Less than 80% of teachers earned expected growth Expected80-90% of teachers earned expected growth High91-100% 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 practice listening and speaking with various resources. Students could work on 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?

SDEA.org