1. Understanding Growth Targets and Target Adjustment Guidance for Student Learning Objectives Cleveland Metropolitan School District Copyright © 2014 American Institutes for Research and Cleveland Metropolitan School District. All rights reserved. October 2015

2. By the end of this session, you should be able to: Describe the process used to determine growth targets for assessments used in Student Learning Objectives Understand what expected growth means for the different assessments used in SLOs Understand the guidance around growth target adjustments Outcomes 2

3. Student Learning Objectives An Overview 3

4. What is an SLO? A measureable, long-term academic goal informed by available data for all students. 4

5. The SLO Cycle 5 Step 1: Gather and review available data. Step 2: Write the SLO. Step 3: Submit the SLO for approval. Step 4: Meet to discuss progress. Step 5: Review and reflect on SLO results.

6. District  Focus standards and content for each course  Select the interval of instruction  Determine appropriate assessments  Set initial growth targets Teacher Teachers collect and explain the baseline and trend data as it relates to students strengths and weakness Teacher collect and describe students population data as it relates to any impact on the ability to achieve growth targets Teachers may, within guidelines, adjust initial growth targets for a portion of their student population Writing an SLO 6

7. We hear you! 7 Over the last two years, CMSD has conducted SLO audits, focus groups and surveys with teachers and principals. From that data collection, we learned that teachers need support in better understanding how the district selects assessments, sets initial targets and how to adjust those initial targets to best inform the SLO. This session is a result of your feedback. Thank you!

8. Assessment Selection 8

9.  A majority of the assessments used for SLOs are already in use so little additional testing is needed  Assessments are specific to each grade level and subject area  Each assessment allows for the preassessment of students to set baseline levels as well as post assessments which can measure student growth  Most assessment pairs use a standard pre- post- assessment model  Some assessment pairs rely on a correlation between pre- and post-assessment scores to determine growth Overview of Assessments 9

10. District-Provided Growth Targets CMSD Process 10

11.  Large scale review of data from currently used assessments  Where appropriate, review of “typical” growth for CMSD students compared to national norms between pre- and post-assessments  Yearly review of standard error data to ensure that guidance around adjusting growth targets reflects CMSD student performance  Growth target tables and adjustment guidance provided through SchoolNet for each assessment What does CMSD do to determine initial growth targets? 11

12. District-Provided Growth Targets An example from Grade 1 Mathematics 12

13. Resources to support you 13 The Assessment by Assessment Guidance documents are available through SchoolNet for each grade level and subject area for all teachers who are to write SLOs. These documents: Are grade and subject specific – find the one relates to your needs Contain initial growth targets based on assessment data from students within CMSD Include guidance on the range of adjustments that teachers should consider when creating their SLOs

14. How are growth targets being calculated for 1 st grade math? Example: SLO Assessments 1 st Grade Mathematics 14 Content AreaPre- Assessment Post- Assessment Notes MathematicsNWEA Mathematics MPG – Fall Administration NWEA Mathematics MPG – Spring Administration Average RIT growth compared to “typical” growth from Fall to Spring. Typical growth varies by pre- assessment score and grade level

15. Example: Initial Growth Targets 1 st Grade Mathematics 15 NWEA Scores for Fall assessment, Expected Yearly Growth in RIT points for each pre-assessment score

16. Example: Adjustments to Targets 1 st Grade Mathematics 16 Based on a review of CMSD student data, 68% of our students scored within plus or minus 3 RIT points of the expected growth targets.

17. Under the Cleveland SLO process, teachers may make adjustments to initial targets based on five factors that may impact student growth: o English Language status o Special Education status o Gifted status o Out of school factor status o Conditions of learning status For more information see SchoolNet for the document: Guidance on Rationale to Support Adjustments to Growth Targets. Making adjustments to initial growth targets 17

18.  Teachers should include a rationale for all student targets regardless of whether or not there is an adjustment  Adjustments to growth targets should only be made where supporting evidence is provided that falls within one of the five approved criteria categories  Adjustments should consider the prescribed range of adjustments provided When writing SLOs 18

19. Summary 19

20.  Teachers writing SLOs are provided initial growth targets set by the district. Teachers can adjust those targets based on the guidance provided in the Assessment by Assessment Guidance.  Assessment by Assessment Guidance documents are available through SchoolNet for each grade level and subject area for all teachers who are to write SLOs.  Teachers should write a rationale for all students regardless of whether or not there is an adjustment to growth targets  Adjustments to growth targets should only be made where supporting evidence is provided that falls within one of the five approved criteria categories  Adjustments should consider the prescribed range of adjustments provided In summary… 20

21. Questions? 21 E-mail all questions to SLO@clevelandmetroschools.org.

22. Thank you! Julie Snipes-Rea Mark Baumgartner Karen Thompson Debbie Paden slo@clevelandmetroschools.org 22