1. Student Learning Objectives Part 2: A Deeper Dive Leading Change 2014 Virginia Stodola Susan Poole Effective Teachers and Leaders Unit

2. Toward Coherent Instructional Support 2 Center for Great Teachers & Leaders, 2014

3. Holistic View of Teacher Effectiveness and Use of Multiple Measures: Teaching Performance: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Teaching Performance: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Student Academic Progress Achievement Growth College and Career Ready Surveys Student Survey Parent Survey Peer Review Self-Reflection

4. SLO Process-ADE Model 1. Determining Students’ Level of Preparedness 2. Choosing Quality Assessments 3. Setting Achievement and Growth SLOs 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score What do we expect students to learn? How will we know if students have learned it? What will we do if they don’t learn it? What will we do if they already know it?

5. 5 Grades 3-8, and 10 Group B Teachers Student Academic Progress Data Category Point Value Classroom Level Data Point Value 40 Points (33% of total) Achievement12 SLO Achievement Statement(s) 12 Growth24 SLO Growth Statement(s) 24 College and Career Ready 4 AIMS CCR Equivalent Score- Reading 2 AIMS CCR Equivalent Score- Mathematics 2

6. 75%

7. 45% 55% 65%

8. So why use SLOs? SLOs are one way to assess teacher impact on student performance that involves the teacher in the process of goal setting, monitoring, and assessing of student progress within the expertise of their own content area. 8

9. What is a Student Learning Objective? What They Are Classroom level measures of student growth and achievement Over the entire course Standards based content Specific & Measurable What They Are Not Individual lesson objectives Units of study Teaching to the test 9

10. Ms. Stone 8 th Grade Social Studies

11. 1. Determining Students’ Levels of Preparedness 2. Choosing Quality Assessments 3. Setting SLOs 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score

12. Students who start the course having already mastered significant key knowledge and skills Students who start the course appropriately prepared to meet the demands of the course Students who are in need of an intensive intervention having yet to master prerequisite knowledge and skills Determining Students’ Levels of Preparedness

13. 1. Determining Students’ Preparedness 2. Choosing Quality Assessments 3. Setting SLOs 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score

14. 14 State-Wide Assessments (i.e., AIMS, Stanford 10, AIMS A, AZELLA) Content Assessments (Purchased) Department/Grade Level Developed Teacher Developed Performance Based Level of Confidence Alignment to AZCCR and State Assessments Alignment to AZCCRS and State Assessments Assessment Quality Check!

15. Types of Assessments Baseline Similar to end-of- course exam OR Measures beginning skill level ______________ Product, project, portfolio, performance Written or oral Formative Daily, weekly, or monthly Simple and quick _____________ Written or oral Thumbs Up/Down Summative Occurs at end of instructional time ______________ Product, project, portfolio, performance Written or oral FIND OUT WHAT THEY KNOW! FIND OUT WHAT THEY ARE LEARNING! FIND OUT WHAT THEY LEARNED!

16. 1. Determining Students’ Preparedness 2. Choosing Quality Assessments 3. Setting Achievement & Growth SLOs 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score

17. SLO Achievement Statement % 80% 70%

18. SLO Summative Rubric Achievement and Growth Score 4321 100% - 90% of the students met the SLO 89% - 80% of the students met the SLO 79% - 60% of the students met the SLO Less than 60% of students met the SLO

19. Option #1: Levels of Preparedness Growth Approach 19

21. SLO Teacher/Evaluator Conference

22. 1. Determining Students’ Preparedness 2. Choosing Quality Assessments 3. Setting SLO Statements 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score

26. 1. Determining Students’ Preparedness 2. Choosing Quality Assessments 3. Setting Goals 4. Monitoring and Adjusting Instruction 5. Summative Score

29. Resources and Support Add link to ADE Educator Evaluation Website 29

30. Contact Information Susan Poole, Education Program Specialist 602-542-8781 Susan.poole@azed.gov Virginia Stodola, Education Program Specialist 602-364-3552 Virginia.stodola@azed.gov Yating Tang, Director of Program Evaluation, Research and Evaluation 602 -364-1977 Yating.tang@azed.gov 30

31. Interest Cards I am interested in receiving technical assistance for: Teacher Evaluation System (All Components)______ Teacher Performance Component_______ Student Academic Progress Component______ Student Learning Objectives - SLOs_______ Surveys_______ Principal Evaluation System________ Name: ______________________ Phone: ________________ E-mail: ________________________________________________ LEA: __________________ Position: _______________________ 31