1. Student Learning Objectives (SLOs) Measuring Teacher Effectiveness Through the Use of Student Data The SLO Process – Part 1 Determining Students’ Level of Preparedness April 23, 2015 1

2. Student Learning Objectives (SLOs) 2 Effective Teachers and Leaders Unit

3. Acknowledgements ADE would like to acknowledge the help and support provided by: Colorado Dept. of Education Georgia Dept. of Education Indiana Dept. of Education Ohio Dept. of Education Rhode Island Dept. of Education Center for Great Teachers and Leaders Education Council The Council of Chief State School Officers The Reform Support Network WestEd Comprehensive Center, Empirical, and RELWest 3

4. Objective: To gain knowledge about collecting and analyzing student data to use for determining students’ preparedness 4 https://www.engageny.org/resource/slo-field-samples-year-2-implementation-2013-14

5. 5 13% Student Growth (Federal) Measure Student Progress Over Time Arizona Department of Education Educator Evaluation Model With Student Academic Progress Surveys Student Survey Parent Survey Peer Review Self-Reflection Teaching Performance: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Teaching Performance: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities

6. ESEA Waiver Federal Requirements At least 20% of a teacher’s total summative evaluation must include Student Academic Growth At least 33% of a teacher’s total summative evaluation must include Student Academic Progress The 33% includes both the growth and achievement requirements 6 AZ Framework for Measuring Educator Effectiveness http://under30ceo.com/whats-a-lawyer-good-for-a-legal-guide-for-startups/

7. SLO Process-ADE Model 1. Determining Students’ Preparedness 2. Choosing Quality Assessments 3. Setting SLO Goals 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score 7 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?

8. 8 1. Determining Students’ Levels of Preparedness 2. Choosing Quality Assessments 3. Setting SLO Goals 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score

9. Why collect prior year data? Know students’ mastery of prior year standards Gain background knowledge on students Identify potential risk factors Accurately group students Set goals for students 9

10. Questions to Ask to Determine Students’ Level of Preparedness Choose a content area. List the top 2-3 skills or content standards students need to have already mastered in order to be successful in your class from Day One. 10

11. Questions to Ask to Determine Students’ Level of Preparedness What prior academic skills and knowledge should my students have mastered before entering my classroom/course? 11

12. Questions to Ask to Determine Students’ Level of Preparedness What current academic skills and knowledge do my students need in order to be successful in my classroom/course? 12

13. Questions to Ask to Determine Students’ Level of Preparedness What prior year assessments and/or data sources should I collect and analyze to determine the Levels of Preparedness? 13

14. Previous Year Data Sources to Determine Level of Preparedness State Standardized Assessments DIBELS LEA Benchmark Assessments End-of-Course Assessments Tests from other subjects to determine prerequisite skills; for example a physics teacher might use a mathematics test. Students’ grades from previous classes Portfolios Performance, Projects, or Product Rubrics Attendance, Discipline, and other risk factors Subgroup status; i.e. SPED, ELL, Gifted, etc. 14 Note: Consideration needs to be given to the validity of the assessments/grades of the previous year’s teachers.

15. Who’s Included? 15 All Full Academic Year (FAY) students All English Language Learners (ELL) Title I Students Special Education Students

16. Data Collection 16 Continuity of data collection Data evidence that is collected across grade level/course and possibly vertical must be the same. Peer teachers and administration must collaborate and agree on data evidence. Conjunction with baseline assessment Data evidence must include the current year’s baseline assessment results. Timeframe The baseline assessment should be administered within the first month of school.

17. IEP Students’ IEP goals should not be included in the SLO process. IEP goals are individualized to meet the needs of the specific students. SLOs are based on standards and course content. 17

18. Data Collection Ideas How does your school collect and pass on prior year data? What types of data evidence does your school use? 18

19. 19 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

20. Levels of Preparedness – Grade 2 20

21. 21 Levels of Preparedness – Algebra I Mid-Year Algebra I

22. Consider This 22 Excessive Absences (A.R.S. §15-803) Minimum number of students High Mobility Discipline Motivation Pull Out Student Grouping

23. 23 Possible Sources of Evidence: Beginning of course exams; prerequisite course assessments; tests from other subjects to use for prerequisite knowledge and skills; portfolios; performance rubrics; students’ grades in previous classes taking into consideration the previous teacher’s grading system. Level of Preparedness Names of StudentsEvidence Collected & Cut Scores Used High Level of Preparedness (Students prerequisite skills or knowledge are ahead of where they need to be starting this course/subject) Adequate Level of Preparedness (Students prerequisite skills or knowledge are where they need to be starting this course/subject) Low Level of Preparedness (Students prerequisite skills or knowledge are below where they should be starting this course/subject) Step 1: Determining Students’ Level of Preparedness Grade Level/Subject: ____________________________________________ Teacher(s): ____________________________________________________ Evaluator Name: ________________________________________________ Teacher has appropriately assessed students’ starting points. Signature of evaluator: _________________________________________ Date:_________ Signature of teacher(s): ________________________________________ Date:_________

24. 24 Excellent Quality 4 Good Quality 3 Moderate Quality 2 Poor Quality 1 Quality is consistently of high quality; overall the work is exemplary, demonstrating the highest level of student competence. is mostly of good quality; has some sense of purpose or direction; demonstrates success. is of moderate quality; the work is not yet resolved, yet there is evidence of a real sense of effort. is generally awkward; the work is not yet resolved; evidence of effort is lacking. Skill is extremely well done technically; skill level is exemplary. is technically of good quality; skill level demonstrates proficiency. demonstrates some technical skill yet it appears that there is little challenge or practice. technical skill is lacking; practice is not evident. Principles of Design an imaginative, inventive, and confident articulation of the principles of design. demonstrates a good understanding of the elements and principles of design. demonstrates some understanding of the elements and principles of design. shows little understanding of the elements and principles of design. Composition shows a well-informed sense of composition; the parts are arranged into a unified whole. shows generally purposeful composition. demonstrates a limited sense of composition. is weak in terms of composition. Craftsmanship demonstrates evidence of an exemplary level of care and craftsmanship. demonstrates care and craftsmanship in producing a quality product. care and craftsmanship are marginally evident; shows some ambition while only achieving moderate success. evidence of care is lacking; craftsmanship is weak overall. Use of Materials uses materials effectively; technique is confident and excellent overall. shows a sense of technical competence; good use of materials. demonstrates moderate success in using materials; additional practice needed. materials are used poorly and without consideration to art criteria. Art Proficiency Scale Quality Indicators of Student Performance

25. Visual Arts 1 Levels of Preparedness StudentProficiency LevelPreparedness John1Low Sue1Low Virginia2Adequate Susan3Adequate Michelle1Low Brett4High Dave1Low Maria3Adequate Jose4High Raquel3Adequate Beth1Low Linda1Low Matt1Low 25

26. Visual Arts 1 Levels of Preparedness 26 StudentProficiency LevelPreparedness Brett4High Jose4High Maria3Adequate Raquel3Adequate Susan3Adequate Virginia2Adequate Beth1Low Sue1Low Dave1Low John1Low Linda1Low Matt1Low Michelle1Low

27. Data Collection Example: Beginning Diagnostics for 1 st Grade StudentAssessment ScorePercentileAssessment ScorePercentileAssessment ScorePercentile Letter Naming Fluency: Goal 37 letter names Phoneme Segmentation Fluency: Goal 35 phonemes Nonsense Word Fluency: Goal 24 letter sounds Student 1 12 0407 Student 2 699762953171 Student 3 3404420 Student 4 588930453881 Student 5 2633041335 Student 6 457211232458 Student 7 436844722560 Student 8 719850857998 Student 9 518150854286 Student 10 1718616318 27 Center for Teaching & Learning DIBELS Data System

28. Identifying Example: Beginning Diagnostics for 1 st Grade StudentAssessment ScorePercentileAssessment ScorePercentileAssessment ScorePercentile Letter Naming Fluency: Goal 37 letter names Phoneme Segmentation Fluency: Goal 35 phonemes Nonsense Word Fluency: Goal 24 letter sounds Student 1 12 0407 Student 2 699762953171 Student 3 3404420 Student 4 588930453881 Student 5 2633041335 Student 6 457211232458 Student 7 436844722560 Student 8 719850857998 Student 9 518150854286 Student 10 1718616318 28 Center for Teaching & Learning DIBELS Data System Pink = Intensive Yellow = Strategic Green = Benchmark Blue = Above Benchmark

29. 29 Possible Sources of Evidence: Beginning of course exams; prerequisite course assessments; tests from other subjects to use for prerequisite knowledge and skills; portfolios; performance rubrics; students’ grades in previous classes taking into consideration the previous teacher’s grading system. Level of Preparedness Names of StudentsEvidence Collected & Cut Scores Used High Level of Preparedness (Students prerequisite skills or knowledge are ahead of where they need to be starting this course/subject) Student 2, 7, 8, and 9 Letter Naming Fluency cut score 37+ Phoneme Segmentation Fluency cut score 35+ Nonsense Word Fluency cut score 24+ Center on Teaching & Learning DIBELS Data System* Exceeding students may need enrichment. Adequate Level of Preparedness (Students prerequisite skills or knowledge are where they need to be starting this course/subject) Student 5 * (low in phonemes), 6, and 4 Below cut score in one or more performance assessments based on CT&L DIBELS Data System Low Level of Preparedness (Students prerequisite skills or knowledge are below where they should be starting this course/subject) Student 1, 3, and 10Scored in “at risk” category on all three assessments based on CT&L DIBELS Data System Step 1: Determining Students’ Level of Preparedness Grade Level/Subject: ____________________________________________ Teacher(s): ____________________________________________________ Evaluator Name: ________________________________________________

30. Grouping Example: Beginning Diagnostics for 1 st Grade StudentAssessment ScorePercentileAssessment ScorePercentileAssessment ScorePercentile Letter Naming Fluency: Goal 37 letter names Phoneme Segmentation Fluency: Goal 35 phonemes Nonsense Word Fluency: Goal 24 letter sounds Student 2 699762953171 Student 7 436844722560 Student 8 719850857998 Student 9 518150854286 Student 4 588930453881 Student 5 2633041335 Student 6 457211232458 Student 1 12 0407 Student 3 3404420 Student 10 1718616318 30 Center for Teaching & Learning DIBELS Data System Pink = Intensive Yellow = Strategic Green = Benchmark Blue = Above Benchmark

31. Data Collection Example Using Algebra 1 Prior Year Data StudentAssessment Score Risk Data AZ State Math Assessment End of Course Benchmark Scores Attendance Days Missed Student 1403527 Student 269624 Student 3274220 Student 458680 Student 5557013 Student 665785 Student 758708 Student 871501 Student 951501 Student 10453515 31

32. Identifying Data Example Using Algebra 1 Prior Year Data StudentAssessment Score Risk Data AZ State Math Assessment End of Course Benchmark Scores Attendance Days Missed Student 1403527 Student 269624 Student 3274220 Student 458680 Student 5557013 Student 665785 Student 758708 Student 871501 Student 951501 Student 10453515 32

33. Grouping Data Collection Example Using Algebra 1 Prior Year Data StudentAssessment Score Risk Data AZ State Math Assessment End of Course Benchmark Scores Attendance Days Missed Student 269624 Student 665785 Student 871501 Student 458680 Student 5557013 Student 758708 Student 951501 Student 1403527 Student 3274220 Student 10453515 33

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35. Achievement SLO Worksheet – ELL teacher – AZELLA Student NotesGrade Proficiency level (August) Proficiency level (February) Met SLO Up 1 level High Level GenesisAttendance1I PabloTardy1I YannetteTardy1I IvanBehavior1I Vivian1I Adacelli4I Met SLO GerardoMedical1B 0 Luis1B Manuel1B Did not meet SLO Yaretzi1B 26 Adequate Level Dayana4B Violeta 4 yrs – referred to SPED4B Javier4B Percent Met SLO MiaKPre # DIV/0 ! FranciscoKPre JadeKPre 50-100 = 4 POINTS DamianKPre 40-49= 3 POINTS DazahevKPre 30-39= 2 POINTS KarimeKPre < 30 = 1 POINT GaelKPre Low Level ChristianTransient1Pre POINTS EARNED Jesus2Pre Erick2Pre Jesus2Pre ThomasNew to US3Pre Maritza1 yr in US3Pre 35

36. Follow Through  What are two ideas you will take back to share with a colleague at your site?  Are you interested in joining our SLO Consortium?  Technical Assistance in SLO Implementation  Networking Support 36

37. SLOs Across the Nation Arizona Dept. of Education http://www.azed.gov/teacherprincipal-evaluation/ Student Learning Objectives link on right side of screen Center on Great Teachers & Leaders www.air.org Community Training and Assistance Center www.ctacusa.com/education/student-learning-objectives-slos/ Reform Support Network https://rtt.grads360.org 37

38. Questions? Feedback Virginia Stodola Effective Teachers and Leaders Arizona Department of Education Virginia.stodola@azed.gov 602-364-3552 David Gauch Effective Teachers and Leaders Arizona Department of Education David.gauch@azed.gov 602-542-5343 38