Expanded ADEPT ADEPT (2006)Expanded ADEPT (2015) Professional Practice-100% Observation and Artifacts Professional Practice Student Growth Measure District Choice (optional) Districts have flexibility to determine composition Multiple Measures- no one factor be more than 80% Student Growth Measures- significant portion- at least 20%

Professional practice Based on ADEPT teaching standards A common state observational rubric will be chosen as early as Spring 2016; timeline for implementation unknown as of February 2016

Student growth measure - Student Learning Outcomes (SLOs) Student growth must be a significant portion of an educator’s evaluation SLOs are a vehicle for collecting evidence of student growth

District choice (optional) Examples: Parent Surveys Student Surveys Other district approved measures

Our goals for you: Knowledge and understanding of the new SC Teaching Standards Knowledge and understanding of Student Growth measures and in particular SLOs Preparation for induction year evaluation Greater marketability in obtaining teaching positions within SC and outside of SC

Why are SLOs beneficial? Positive effect on student learning and academic growth Positive effect on educator collaboration

SLO Resources SLO Toolkit- effectiveness/measuring-student-growth/slo/ effectiveness/measuring-student-growth/slo/

Student Learning Outcomes and South Carolina’s Educator Evaluation System

The Roles of SLOs in Educator Evaluation

Student Achievement (Proficiency) Vs. Student Growth Achievement Performance at one point in time Percent who have mastered content knowledge Example: 75 percent of students scored MET or EXEMPLARY on the state exam Growth Performance between two points in time Measures improvement based on content standards Example: Student A grew 37 points between the beginning of the year and the end of the year, which represents approximately one year of academic growth

Discussion Why might student growth be a more accurate measure of a teacher’s effectiveness than achievement?

What is an SLO? A goal that demonstrates a teacher’s impact on student learning within a given interval of instruction A measurable, long-term academic target (based on standards) written by an individual teacher or a teacher team

The Purposes of SLOs To capture student growth in every classroom To reinforce evidence based or data driven teaching practices To enhance skill in creating and selecting assessments linked to instruction and student outcomes To encourage collaboration, since teams can write the SLO together (but then apply it to their own class)

The SLO Process: Which Course? The SLO must include one class or course (preparation); educators who teach multiple courses are encouraged to develop an SLO for the course that covers the largest number of students on his/her roster. The SLO must include a minimum of six students. The SLO must cover the length of the course, whether it spans a year, semester, or quarter.

The SLO Process: Which Students? The SLO should include all students in the course or class. Only students who are not present for seventy-five (75) percent of the interval are to be excluded.

The SLO Rules

Rules Around SLOs in SC The principal will conduct with each teacher three conferences a year Preliminary Approval of SLO by Sept 30 Mid-course Check-In to discuss student progress toward the goals in the SLO and provide support as needed Summative Teacher Rating and Impact on Practice

Quality Review Tool The Quality Review Tool requires the principal to assess three main components of the SLO: Content: Are the SLO objectives aligned to the standards? Is the objective measureable? Rigor of Target: Is the growth target based on students’ baseline performance, rigorous, yet attainable? Quality of Assessment: Does it measure the skills identified in the objective?

SLO Components SLO Workshop Part 1

Locate Workshop Materials s/field-clinical-practice/teacher-evaluation- resources/index.html s/field-clinical-practice/teacher-evaluation- resources/index.html Download the SLO Template

Components of an SLO: Objective Identifies the priority content and learning that is expected during the interval of instruction. Should be broad enough that it captures the breadth and depth of content of an extended instructional period, but focused enough to be measureable. Summarize

Components of an SLO: Rationale Explains how the target was determined, including the data source and evidence used. Rationale should be provided for each target, indicating how it is both rigorous, yet attainable. Summarize

Components of an SLO: Baseline and Trend Data Describes the source(s) of the data Students’ baseline knowledge (prior to instruction) and its relation to the growth targets. Trend data describes that patterns that the educator identifies after analysis of the baseline data. Summarize

Components of an SLO: Growth Targets Describes where the teacher expects the student to be at the end of the interval of instruction. The target should be measurable and rigorous, yet attainable for the interval of instruction. In many cases, the target should be tiered so that it is both rigorous and attainable for all students included in the SLO. Summarize

Components of an SLO: Student Population Specifies the student population targeted by the SLO. Information should include, but is not limited to the following: number of students in class, students with exceptionalities, descriptions of any academic supports that are provided to students, etc. Summarize

Components of an SLO: Standards / Content and Interval of Instruction Standards: Describes the content standards that are addressed in the SLO and a rationale for why these standards were selected. Interval: Specifies the time period for which the objective is planned--typically year-long or semester-long growth. Summarize

Components of an SLO: Assessment (Pre and Post) Describes which assessment(s) will be used to measure student learning, why the assessment is appropriate for measuring the objective, and the grading scale and/or rubric used to score the assessments. Consider state, district, school, and teacher-made assessments. Summarize

Components of an SLO: Instructional Strategies Provides a description of the high yield instructional strategies that will be employed during the SLO interval of instruction. Also provides opportunity for the teacher to describe plans for differentiating instruction for learners at various proficiency levels. Summarize

Components of an SLO: Progress Monitoring Describes the frequency of formative assessments used to measure student progress towards the learning goal. Describe the instruments. What will be done if students are not showing adequate progress toward the goal? What is a ‘formative’ assessment? Summarize

Components of an SLO: Teacher Professional Learning Describe the learning that the teacher will complete in order to successfully complete the plan. What reading and reflection will be done during the year? Summarize

Numerical data summaries could logically be used to support statements in which sections of an SLO? (list the letters of those for which this is TRUE) A.Growth Targets B.Strategies C.Baseline and Trend Data D.Rationale E.Student Population F. Progress Monitoring G. Standards/Content and Interval of Instruction H.Teacher Professional Learning I.Assessment (Pre and Post)

SLO Reviewer Activity #1 Using the SLO Quality Review Tool, review the SLO written by Sandra Casper (“Example SLO”). Are there any parts of the Quality Review Tool you don’t understand? How did Sandra do?

Selecting Assessments for SLOs SLO Workshop Part 2

Attributes of Appropriate Assessments Valid – Does the assessment measure the appropriate content? What is an example of a valid assessment?

Attributes of Appropriate Assessments Reliable – Does the assessment produce consistent results for similar students and across similar conditions? What is an example of a reliable assessment?

Attributes of Appropriate Assessments Rigorous – Does the assessment require students to demonstrate the appropriate level of knowledge, skill, or understanding? What would be obvious about an assessment if it was NOT rigorous?

Attributes of Appropriate Assessments Comparable – The results of the pre-assessment and post-assessment should be comparable – Are the pre- and post-assessments the same type of assessment? If they are different, are the pre- and post- assessments clearly aligned in terms of content, form, complexity, and scoring? Describe the ideal ‘comparability’ of assessments of an SLO.

Attributes of Appropriate Assessments Timely – Are the data available in time to be used at all relevant points in the SLO cycle? Can you name an assessment that might not be timely?

Talk to your cooperating teacher Does the district have an assessment that is valid, reliable, rigorous, comparable, and timely? Does the district have assessments that are only used for formative purposes at this time, but might be useful as a pre-post assessment?

New Assessments: Considerations Teacher created – Need to ensure validity, reliability, rigor, and comparability – This takes TIME Commercial – Need to ensure alignment with scope and sequence and SLO content standards – Districts may not have the resources to purchase commercial assessments

Assessments to Consider Early Education – Formative data for instructional purposes (DIBELS, Fountas and Pinnell, running records, etc.) – RTI assessments Middle and High School Content Courses – Course final exams – Unit exams Arts and Performance Courses – Final projects or performances – Portfolios Career and Technical Courses – Final projects or performances – Commercial industry-based assessments

Resources for Assessment Literacy – Resources and articles to support understanding of how to measure and understand student growth – Online overview of classroom assessments

SLO Reviewer Activity #2 Revisit questions 8- 9 in the SLO Quality Review Tool for the SLO written by Sandra Casper. How did she do?

Gathering Baseline Student Data SLO Workshop Part 3

Baseline Data Identify and gather baseline data: – Is there a pre-assessment that is aligned to the post- assessment? – Are there clear groups (tiers) of students? If so, what are they? What data tells you so? – Where is this kind of data accessible in the district? Discuss the ‘snapshot’ that baseline data provides of a student. Is baseline data alone sufficient for setting growth targets? Why or why not?

Trend data and other student data helps educators determine how much growth each student is likely to make Trend Data 47

– Test scores from prior years (any available) – Current and past grades – Formative assessment data from this year and previous years, including running records – Reading and math conferences – Data to inform the student population section, such as attendance records or 504 plans – Results from diagnostic assessments – Districts can set rules or give guidance on what kind of baseline or trend data teachers should include in their SLO Identify and gather trend data: 48

Analyze the data and look for trends: – Are there clear groups of students? If so, are they the same groups represented in the baseline data? Are there some students whose performance has changed or been inconsistent in the last year or two? – How are students performing overall? Are most students consistently demonstrating proficiency? – What kind of growth have students been making? Have students been consistently meeting or missing expectations?

Meaningful Baseline and Trend Data should: – Describe students in terms of groups ( or tiers) – Describe student performance over time – Inform growth targets – Inform instructional strategies

Setting Growth Targets SLO Workshop Part 4

Process for Setting Growth Targets for Teachers Set initial growth targets – Growth made in previous years? – Does the initial growth target allow students to make meaningful progress towards being “proficient”? Adjust growth targets – Are there contextual factors that are likely to affect students’ growth in positive or negative ways? – Are these factors new, or were they reflected in students’ previous growth? – What growth have students with similar factors made in the past? Review targets – Are these targets rigorous and attainable?

Learning disabilities or conditions Behavioral conditions Student health and home conditions (i.e. transient or managing long-term health challenges) Note: It is important to consider The extent to which these factors may have impacted baseline data, and could impact student growth this year What types of interventions or supports are in place and their effectiveness Possible Contextual Factors 53

SLO Reviewer Activity #3 Look at Sandra’s growth targets. – identify ways in which you can tell that these growth targets are rigorous yet attainable. You can refer to other sections of the SLO if needed.

The Importance of the Rationale The rationale allows the teacher to: Explain the process for setting or adjusting growth targets Explain the reasoning for setting or adjusting growth targets The rationale allows the evaluator to: Ensure that the growth targets are appropriate, rigorous, and attainable

Connecting growth targets to Instructional Strategies What instructional strategies will be used to – ensure that lower-performing students do not fall further behind? – ensure that lower-performing students can make progress towards closing their achievement gap? – ensure that students consistently demonstrating proficiency continue to grow and develop advanced skills? – engage and challenge higher-performing students?

Monitoring student progress – What kinds of formative assessments will be used? – What kind of interim goals or benchmarks will be set to ensure students are on-track?

SLO Reviewer Activity #4 Revisit questions 4-7 in the SLO Quality Review Tool for the SLO written by Sandra Casper. How did she do?

Any questions or clarifications you need to feel prepared to do an SLO Review on your own?

Evaluate a ‘real’ SLO Example SLO Workshop Part 5

Evaluate a ‘real’ SLO Example Use the Quality Review Tool Documents found at this link:

Read the SLO most appropriate for your major, paying close attention to the descriptions of what should be in each section of a well written SLO. Then answer questions 1- 9 in the SLO Quality Review Tool, indicated Yes/No for each of the 9 questions, and gave a rationale for each choice. SLO Reviewer Activity #5 Evaluate a ‘real’ SLO Example

Evaluate a ‘real’ SLO Example Report out

SLO Review Activity #5 Q&A

Analyzing baseline and trend data and setting growth targets SLO Workshop Part 6

Baseline and Trend Data Find the Baseline and Trend Packet on the website field-clinical-practice/teacher-evaluation- resources/index.html SLO Activity #6

Baseline and Trend Data This is for 10 second grade students in the early fall. There are two pieces of baseline data for these students: – 2 nd Grade Fall MAP Reading Score – 2 nd Grade Fall DIBELS Results Take a moment to look through the packet to see what types of information is there.

Baseline Data Baseline Data for 10 2 nd grade students: – 2 nd Grade Fall MAP Reading Score – 2 nd Grade Fall DIBELS Results 1)Are there clear groups (tiers) of students? If so, what are they? How do you know? Be sure to consider both MAP and DIBELS. (Describe tiers as A, B, etc) 2)For the students in the DIBELS table on the first page, identify the tier of each student (A, B, C…). 3)Is this baseline data sufficient to set growth targets?

Trend Data Trend data helps educators determine HOW MUCH growth each student is likely to make. Identify the Trend data in your handout: – 1 st and 2 nd Grade MAP Reading Scores (4 sets over time) MAP is a type of SCALED SCORE, a scale that measures change over time.

Trend Data: MAP Let’s determine how much change would be “average” In the NWEA tables, determine the 50 th %ile RIT score and fill it in on the empty line near the top of the MAP table on the first page (above student 1): For 1 st graders in the FALL For 1 st graders in the Winter For 1 st graders in the Spring For 2 nd graders in the Fall Wait! Is something odd going on with the scores?

Trend Data: MAP Now determine how much GROWTH one would expect for an ‘average’ student For 1 st graders from Fall to Winter For 1 st graders from Winter to Spring Over the summer from Spring to Fall From 1 st grade Fall to 2 nd grade Fall

Trend Data: MAP Are there clear groups (tiers) of students? If so, what are they? How do you know? (Describe them as A, B, etc) Next to the student numbers on the MAP table on the first page, identify the tier of each student (use A, B...) Are the students in the tiers the same ones as in the baseline data? Are there some students whose performance has changed or been inconsistent in the last year?

The Process of Data Analysis 1.What kind of growth have students been making? Have students been consistently meeting or missing expectations? 1. Hint: Averages for this class: F1=162, F2=179 2.Find the “Chart My Growth” on the webpage. Note the class average for Fall 1 st and Fall 2 nd. 3.How is this class performing overall? Are most students consistently demonstrating proficiency?

The Process of Data Analysis 1.What process did you use to analyze the data? What kind of skills do you think are necessary to do this kind of analysis? 2.Try to group the students into three groups: low-performing, mid-performing, and high- performing

Setting Growth Targets Try setting tiered growth targets for the students represented in the Baseline and Trend Data based on these three groups. Use the information in the packet for expected MAP and DIBELS scores for Spring of 2 nd Grade.

Setting Growth Targets How often should you monitor student progress toward these goals? How will you monitor progress? Informal information? Formative assessments? MAP?

Q&A