1. Teacher SLTs

2. Goal 2: Priority Assessment Index Goal 1: SPS
Math assessment index for the school
Math assessment index for my class
ELA assessment index for the school
ELA assessment index for my class
Leader
Assistants
Teachers

3. For classes that have an end of year state assessment (3-8, EOC):
Goal 1: Assessment Index for Entire Class
Teacher will use the same method for setting their assessment index goal as the principal.
ELA, math, science, and social studies*
LDOE chart for rating scale (see next slide)
Based on the performance of students in their classroom only.
Use their previous year’s results to set the goal using the SPS calculator.
Use Student Stats to access information.
For students with no scores (home school, transfers): do not include them in your baseline goal or the final calculation to determine if you met the goal.
Example:
The Math Assessment Index for my classroom will increase by __ points from current index to goal index.
*see next slide for an example of the process using the Rating Scale Charts.

4. Student Achievement Data Component
This is the number you get from the calculator.
For C Schools
Student Achievement Data Component
State Average
My Class
Recommended Target
Insufficient Attainment
Partial Attainment
Full Attainment
Exceeds
SCHOOL PERFORMANCE SCORE (SPS): with grade 8
75.2
≤ 0.0^ ^
> 3.5
SCHOOL PERFORMANCE SCORE (SPS): w/out grade 8
75.0 ^
> 3.1
Assessment Index
Overall
69.7 ^
> 1.9
ELA Assessment Index
76.6
> 7.6
Math Assessment Index*
66.0
 60
< 0.0*
> 8.2
Science Assessment Index
65.3
Social Studies Assessment Index
67.5
Dropout/Credit
DCAI Index
131.2
> 5.7
Progress Points
Math: % of non-proficient students exceeding their target
51.8% ^
> 10.5
ELA: % of non-proficient students exceeding their target ^
> 4.3
The goal is the bottom of Full Attainment.
SLT: The Math Assessment Index for my classroom will increase by 4.2 points from 60 to 64.2.
Insufficient Attainment of Target (1 point)
Partial Attainment of Target (2 points)
Full Attainment of Target (3 points)
Exceptional Attainment of Target (4 points)
Achievement Range:
The index did not increase.
The index increased from
0.1 – 4.1 points.
4.2 – 8.2 points.
The index increased more than 8.2 points.

5. Social Studies
Social Studies: Because there was not an operational state test last year in Social Studies, social studies teachers will…
Grades 5 – 8: Use the state test results for their current students from the school year to determine their baseline assessment index for their class. The state assessments are normed to be comparable across multiple years.
These can accessed through Student Stats
Use this method for teachers that only teach social studies. If they teach other core classes, the can write their goal on those subjects.
Grades 3* – 4:
The district recommends that teachers not write a Social Studies goal for this year. 3rd and 4th grade teachers should write goals on the other subjects taught.
If you have a 3rd or 4th grade teacher that only teachers Social Studies, write goal based on district average.
*see next slide for more information about 3rd grade.

6. Grade 3
Since the current 3rd grade students do not have any state testing data and only district benchmark results in ELA and mathematics. There are two options for setting their goal.
Option 1: Write a goal based on the assessment index for ELA, mathematics, or science using one of the following methods:
Compute their own classroom’s assessment index for ELA, mathematics, or science from the school year and use that as a baseline for this year’s goal.
Use the school’s assessment index in ELA, mathematics, or science from the school year as the baseline for this year’s goal.
Use the state average assessment index in ELA, mathematics, or Science for that letter grade as their baseline for this year’s goal.
Evaluators can adjust up or down depending on class composition. If using Assessment Index see guidance on Adjustments slide.
Option 2: Use the district average of Basic and above to set goal – similar to K-2 and like last year. See slides on that method and adjustments later in the PowerPoint.

7. High School EOCs
To compute the baseline assessment index for EOC courses:
Option 1: Use the teacher’s EOC results to compute a baseline assessment index.
Option 2: Use the school’s EOC assessment index as their baseline assessment index.
Option 3: From the LDOE charts, use the state average EOC assessment index in ELA, mathematics, or Science for that letter grade as their baseline for this year’s goal.
Option 4: Compute a baseline assessment index using the SPS calculator from students previous scores. For LEAP scores use the following conversion:
Basic = Good
Mastery and Advanced = Excellent
Evaluators can adjust up or down depending on class composition. See guidance on next slide.

8. Adjustments
This is for 3rd grade or HS courses using an assessment index baseline that is not derived from the students currently in their class.
Based on the composition of the class in relation to the rest of the classes at the school – below or above – the principal can adjust the baseline assessment index accordingly.
The adjustment should be based on the LDOE charts. For example…
If the school is a C and the class is an advanced class, then the baseline assessment index used should be the B assessment index in that subject.
If the school is a C and the class is significantly lower, then the baseline assessment index used should be the D assessment index in that subject.
C School
State Average
Assessment Index
Overall
69.7
ELA Assessment Index
76.6
Math Assessment Index*
66.0
Science Assessment Index
65.3
Social Studies Assessment Index
67.5
B School
State Average
Assessment Index
Overall
85.8
ELA Assessment Index
91.6
Math Assessment Index*
82.4
Science Assessment Index
83.6
Social Studies Assessment Index
83.0
D School
State Average
Assessment Index
Overall
51.8
ELA Assessment Index
59.6
Math Assessment Index*
47.9
Science Assessment Index
45.9
Social Studies Assessment Index
49.8

9. For classes without a State Test and using a District-wide Common Assessment: K-2 (3*) ELA and math, non-EOC tested HS core subjects
The percent of students scoring proficient1 in my 2nd grade math classes2 on the appropriate grade-level District-wide End of Year math assessment3 will be at the District Average (DAVG)4.
1however proficient is defined: Basic or above, Good or Excellent, 80% or higher, etc.)
2 grade and subject you teach
3 whatever District-wide End of Year test is given for the grade and subject. See district chart for list of assessments.
4 this will be determined at the end of the year – there will be variance by grade of school – see upcoming slide.
*This is one option for 3rd grade.
** This example is for a C School

10. Goal Differentiation Based on School Letter Grade
Goal would be…
Written as…
A Schools
20% higher than the district average*
DAVG+20
B Schools
10% higher than the district average**
DAVG+10
C Schools
District Average
DAVG
D Schools
10% lower than the district average
DAVG-10
Schools will use their new Letter Grade to set SLTs.
* “A” schools will write their goals to meet Mastery or above.
**When the district average is greater than 70%, the top ranges will split the difference between that number and 100.
Use this chart to make adjustments based on class composition when using the District Average to set the goal. Goals can be moved up or down using increments of 5%.

11. Examples of Target Statements – 2nd grade ELA
A Schools
The percent of students scoring Mastery or higher in my 2nd grade ELA class on the District End of Year ELA assessment will be 20% above the District Average (DAVG+20).
B Schools
The percent of students scoring Basic and above in my 2nd grade ELA class on the District End of Year ELA assessment will be 10% above the District Average (DAVG+10).
C Schools
The percent of students scoring Basic and above in my 2nd grade ELA class on the District End of Year ELA assessment will be at the District Average (DAVG).
D Schools
The percent of students scoring Basic and abvoe in my 2nd grade ELA class on the District End of Year ELA assessment will be 10% below the District Average (DAVG-10).

12. Examples of Target Statements – English I
A Schools
The percent of students scoring Excellent in my English 1 classes on the English I District End of Year test will be 20% above the District Average (DAVG+20).
B Schools
The percent of students scoring Good or Excellent in my English 1 classes on the English I District End of year test will be 10% above the District Average (DAVG+10).
C Schools
The percent of students scoring Good or Excellent in my English 1 classes on the English I District End of Year test will be at the District Average (DAVG).
D Schools
The percent of students scoring Good or Excellent in my English 1 classes on the English I District End of Year test will be 10% below the District Average (DAVG-10).

13. Goal #1: Improve Math Performance – C School
Target Statement (based on full attainment)
The percent of students scoring proficient in my 2nd grade math classes on the appropriate grade-level District-wide End of Year math assessment will be at the District Average (DAVG).
Insufficient Attainment of Target (1 point)
Partial Attainment of Target (2 points)
Full Attainment of Target (3 points)
Exceptional Attainment of Target (4 points)
Achievement Range:
More than 15% below the target.
Up to 15% below the target.
DAVG to 15% above the target.
More than 15% above target.
Goal #1: Improve Math Performance – B School
Target Statement (based on full attainment)
The percent of students scoring proficient in my 2nd grade math classes on the appropriate grade-level District-wide End of Year math assessment will be 10% above the District Average (DAVG+10).
Insufficient Attainment of Target (1 point)
Partial Attainment of Target (2 points)
Full Attainment of Target (3 points)
Exceptional Attainment of Target (4 points)
Achievement Range:
More than 15% below the target.
Up to 15% below the target.
DAVG+10 to 15%* above the target.
More than 15%* above target.
*If the DAVG is greater than 70% this % will be the difference between the district average+10% and 100% divided by 2.

14. Goal #1: Improve Math Performance – D School
Target Statement (based on full attainment)
The percent of students scoring proficient in my 2nd grade math classes on the appropriate grade-level District-wide End of Year math assessment will be 10% below the District Average (DAVG-10).
Insufficient Attainment of Target (1 point)
Partial Attainment of Target (2 points)
Full Attainment of Target (3 points)
Exceptional Attainment of Target (4 points)
Achievement Range:
More than 15% below the target.
Up to 15% below the target.
DAVG-10 to 15% above the target.
More than 15% above target.
Goal #1: Improve Math Performance – A School
Target Statement (based on full attainment)
The percent of students scoring Mastery in my 2nd grade math classes on the appropriate grade-level District-wide End of Year math assessment will be 20% above the District Average (DAVG+20).
Insufficient Attainment of Target (1 point)
Partial Attainment of Target (2 points)
Full Attainment of Target (3 points)
Exceptional Attainment of Target (4 points)
Achievement Range:
More than 15% below the target.
Up to 15% below the target.
DAVG+20 to 99% score proficient.
100% of students score proficient.

15. Goal 2
For teachers who teach more than one core subject tested by the state:
Assessment index for other core subject: ELA, math, science, social studies (5-8).
For teachers who only teach one core subject tested by the state:
Set a goal for students below proficient. Format on next slide.

16. Below Proficient Goal
30% of students in my 8th grade math classes1 who scored below proficient2 on the 7th grade math LEAP test will improve at least one performance level3 on the 8th grade math LEAP test.
1 The common grade and subject class that you teach. It should include all of the same classes that you teach.
2 However proficient is defined (Basic or above, Good and Excellent).
3For example, from Approaching Basic to Basic, Unsatisfactory to Approaching Basic.
Insufficient Attainment of Target (1 point)
Partial Attainment of Target (2 points)
Full Attainment of Target (3 points)
Exceptional Attainment of Target (4 points)
Achievement Range:
Less than 15% improve one achievement level.
15% % improve one achievement level.
30% - 45% improve one achievement level.
More than 45% improve one achievement level.

17. Sample K-8 Below Proficient Goal
30% of students in my 3rd grade math class1 who scored below Basic on the previous year's benchmark test will improve at least one performance level3 on the 3rd grade mathematics LEAP test.
1 The common grade and subject class that you teach. It should include all of the same classes that you teach.
2 However proficient is defined (Basic or above, Good and Excellent).
3 For example, from U to AB, AB to B.

18. Sample 9-12 Below Proficient Goal
30% of students in my English II class1 who scored below proficient2 on the previous year's English I End of Year benchmark test will improve at least one performance level3 on the English II EOC.
1 The common grade and subject class that you teach. It should include all of the same classes that you teach.
2 However proficient is defined (Good and Excellent).
3 For example, from Poor to Fair, Fair to Good

19. Sample 9-12 Below Proficient Goal
30% of the 11th graders in my English III class1 who scored below an on the previous year's English portion of the Plan test will score and 18 or higher3 on the English portion of the Spring 2015 ACT taken by 11th graders .

20. Pre-K Same as last year. ELA: Get Ready to Read
The percent of students scoring Average and above in my pre-kindergarten class on the Get Ready to Read assessment will be at the District Average (DAVG).
Math:
District Pre-K Math Assessment
The percent of students scoring Average (20-28) and above in my pre- kindergarten class on the District Pre-K Math Assessment will be at the District Average (DAVG).

21. SLT Example without a State or District End of Year test
The percent of students scoring proficient1 in my 8th grade Physical Education class2 on the end of year assessment3 will be 80%4.
80% of the students in my physical education class will score proficient on the end of the year assessment.
1however proficient is defined: Basic or above, Good or Excellent, 80% or higher, etc.)
2 grade and subject you teach
3 Whatever end of year assessment is appropriate for the class. If there is a national, state college, certification or district test available, that test should be used.
4 General definition of proficiency. This may vary based on school letter grade, historical data, and baseline data.
** This example is for a C School

22. Number of SLTs
Principals may want to consider having their teachers write more than two goals in order to cover all of the tested subjects they teach or to include school-wide initiatives.
The results are averaged for a final rating.

23. Suggested Scale for other non-tested grades and subjects
Percent of students who score “proficient”
D or F schools:  70%
C schools:  80%
B schools:  90%
A schools:  100%
*based on the idea that A schools are expected to have 100% of their students proficient. Adjustments can be made based on academic and non-academic courses and baseline data. When there are no proficiency levels assigned, proficient will be defined as 80% or higher.

24. Timeline November 18: SLT's discussed and approved by evaluators
December 2: SLT's posted and accepted in CIS by evaluators

25. Resources District SLT website (C&I Webpage):
Progress Monitoring Information:
District End of Year Test Information: