1. Student Growth Measures in Teacher Evaluation Using Data to Inform Growth Targets and Submitting Your SLO 1

2. August 16 th –General Assessment Literacy –Focus on Course/Subject Identification & Interval of Instruction –Identify Key Concepts –Introduce Two-Way Grid –Begin to Develop Assessment for SLO August 20th –Understand SLO Components and Criteria –Finalize Pre/Post Assessment –Begin SLO Template 2 The SLO Journey Continues

3. September 23 rd –Examine an SLO example and analyze with checklist –Focus on Growth Targets –Use Data to Determine Growth Targets –Complete SLO Template –Prepare for SLO Submittal 3 The SLO Journey Continues

4. 4 Definition of Student Growth For the purpose of use in Ohio’s evaluation systems, student growth is defined as the change in student achievement for an individual student between two or more points in time.

5. What are Student Learning Objectives? An SLO is: A goal that demonstrates a teacher’s impact on student learning within a given interval of instruction. A measurable, long-term academic target written by an individual teacher or a teacher team. 5

6. Reviewing an SLO using the Checklist 6 With a partner, evaluate the quality of the Choir SLO prior to revisions using the SLO Template Checklist (These were the items you were asked to bring.) –Discuss what changes would need to be made and questions you would have for the teacher

7. The SLO Development Process 7 STEP 1: Gather and review available student data. STEP 2: Determine the interval of instruction and identify content. STEP 3: Choose assessments and set the growth target. STEP 4: Submit your SLO and prepare for approval and review. STEP 5: Final scoring of the SLO.

8. Should be informed by baseline or, in some cases, trend data. Should include specific indicators of growth that demonstrate an increase in learning between two points in time. Should be tiered whenever possible and appropriate. Should be set so that all students can demonstrate developmentally appropriate growth. 8 Growth Targets

9. All students must be expected to demonstrate growth. The expectations captured in growth targets should be rigorous yet attainable. Growth targets should articulate a specific minimum expected performance. 9 Growth Targets

10. Target 1 During the fall semester, all of my students will progress at least one fitness zone on the FitnessGram. Example Growth Targets 10

11. Example Growth Targets 11 Target 2 Students will increase their scores by half the difference between 100 and their pre-assessment score. For example, a student with a pre-assessment of 50 would be expected to increase his or her score by 25 points on the post-assessment. 100 – 50 = 50 / 2 = 25

12. Example Growth Targets 12 Target 3 Taking into account student’s entry level of skill, all students will meet their target score on the post assessment: Pre-Assessment Baseline Score Range Target Score on Post-Assessment 41-6070 61-8085 81-9095 plus 85 or higher on capstone project 91-10095 plus 90 or higher on capstone project

13. Example Growth Targets 13 Target 4 Taking into account student’s entry level of skill, all students will meet their target score on the post assessment: Pre-Assessment Baseline Score Range Target Score on Post-Assessment 41-6070 or increase score by 15 points, whichever is greater 61-80 81-90 91-100 85 or increase score by 15 points, whichever is greater 95 or increase score by 7 points, whichever is greater, plus 85 or higher on capstone project 97 plus 90 or higher on capstone project

14. 14 Descriptive Growth Target Target 5 Students will improve their performance by meeting the following growth targets using LinguaFolio Can-Do Assessments, supporting data, and a final individualized performance assessment as sources of evidence: Baseline Data (from Spanish I)Growth Target (for Spanish II) Novice MidNovice High Intermediate Low Intermediate Mid

15. Target 6 During the fall semester, 50 percent of the students will earn a National Physical Fitness award for their performance on the Physical Fitness test. 15 How Could This Growth Target Be Improved? This target is focused on proficiency, not growth. It also only requires 50 percent of students to meet the specified goal. Revisions: Use baseline data to inform the target(s). Focus on growth, not proficiency. Consider using a different assessment.

16. Target 7 Students scoring 80 or lower on the pre-assessment will increase their scores on the similar post-assessment by at least 10 points. Any students scoring 81 or higher on the pre- assessment will maintain their scores. 16 How Could This Growth Target Be Improved? This target could be stronger. It does not sufficiently aim to bring students up to proficiency. Not all students are required to show growth. Revisions: Consider revising targets if students are very low performing so that all low- performing students are moving towards proficiency. Revise targets for students scoring 81 or higher so that they must demonstrate growth.

17. Target 8 Taking into account student’s entry level of skill, all students will meet their target score on the post-assessment: 17 How Could This Growth Target Be Improved? Pre-Assessment Baseline Score Range Target Score Range on Post-Assessment 41-6065-74 61-80 81-90 91-100 The growth target uses tiered targets that are differentiated based upon student baseline data. However, use of ranges does not require ALL students to demonstrate growth. Revisions: Use minimum expectations (cut scores and/or expected improvement in points) rather than ranges 75-90 91-100 95 plus 85 or higher on capstone project

18. Step 1: Determine your baseline data sources (pre-assessment, prior year test scores, etc.) and select a high-quality post-assessment that: –Is aligned to the curriculum –Contains stretch –Is valid and reliable 18 An Approach to Setting Growth Targets

19. Step 2: Determine performance tiers for the post- assessment by establishing score ranges. –What is the passing score? –What score would represent high performance? 19 An Approach to Setting Growth Targets Example 1 Basic (score is <60) Approaching Proficient/Proficient (61-86) Advanced (87-100) Example 2 Very low achievement (score is <60) Low-mid achievement (61-76) Mid-high achievement (77-86) High achievement (87-93) Exceptional achievement (94-100)

20. Step 3: Determine performance tiers for the baseline data by establishing score ranges. –What is the passing score? –What score would represent high performance? 20 An Approach to Setting Growth Targets

21. Step 4: Categorize the student performance data on the baseline assessments by the tiers of performance you established in Step 2. 21 An Approach to Setting Growth Targets Performance Level on PreassessmentNumber of Students Performing at that Level on the Preassessment Very low achievement (score is <60)5 Low-mid achievement (61-76)21 Mid-high achievement (77-86)12 High achievement (87-93)11 Exceptional achievement (94-100)1

22. Step 5: Determine what growth expectations are reasonable based upon post-assessment or trend data. 22 An Approach to Setting Growth Targets Student Pretest (out of 100) Posttest (out of 100) Growth Student A617918 pts Student B638118 pts Student C658217 pts Student D6581 16 pts Student E668317 pts Mean Growth = (18+18+17+16+17)/5 = 17.5 Median Growth = 17

23. 23 An Approach to Setting Growth Targets

24. Step 6: Set your growth targets based upon the information available to you. 24 An Approach to Setting Growth Targets Baseline Score (based on pre- assessment) Number of Students Growth Target (for post-assessment; whichever is greater) Very low achievement (score < 60) 5Score 70 or increase score 15 points Low-mid achievement (61-76) 21 Mid-high achievement (77-86) 12 High achievement (87-93) 11 Exceptional achievement (94-100) 1 Score 81 or increase score by 13 points Score 90 or increase score by 10 points Score 97 plus 80 on capstone project Score 97 or maintain higher score, plus 85 on capstone project

25. Read Handout 3 Work in small groups to set growth targets for Ms. Felipe’s class. Use Handout 2 as a guide if needed. 25 Developing Growth Target Activity

26. How did your group set the growth targets? 26 Developing Growth Target Activity Key takeaways: –Teachers should use the information and data available to them when constructing growth targets. –Conversations with colleagues when setting growth targets can be critical. –The teacher should be able to explain how s/he set the growth targets as well as his or her reasoning for the approach used. –The rationale should include the teacher’s explanation for the growth targets.

27. ① Look at the data you have from pre-assessment(s) and any other reliable source. ② Identify growth targets using the five steps outlined – collaboration is encouraged! ③ Ensure the growth targets meet the checklist criteria ④ Complete the remaining SLO Template sections so that all areas are completed ⑤ If steps 1-4 are completed in time, meet with a colleague in a similar content area and/or grade level to peer review the SLO template using the checklist. Provide feedback, make suggestions, ask questions, etc… 27 Tasks for the day

28. The SLO Development Process 28 STEP 1: Gather and review available student data. STEP 2: Determine the interval of instruction and identify content. STEP 3: Choose assessments and set the growth target. STEP 4: Submit your SLO and prepare for approval and review. STEP 5: Final scoring of the SLO.

29. SLO Evaluation Cycle 29 SLO Development Process SLO Approval Midcourse Check- In Final Review of SLO Attainment and Scoring Discussion of the Summative Rating and Impact on Practice Aug - Sept  Submitted by 10/1  Committee approve/ request revision by 11/1  Final approval no later than 11/15 Ongoing  Post Assessment given by 4/1  Data submitted by 4/15 No later than 5/15

30. By October 1 st you will submit the following:  Completed SLO Template (all 7 sections)  A Copy of the Pre and/or Post Assessment  A Copy of the Two Way Grid Committee feedback will be provided by November 1 st 30 What do I submit to the Committee?

31. Feedback 31

32. SLO Evaluation Cycle 32 SLO Development Process SLO Approval Midcourse Check- In Final Review of SLO Attainment and Scoring Discussion of the Summative Rating and Impact on Practice Aug - Sept  Submitted by 10/1  Committee approve/ request revision by 11/1  Final approval no later than 11/15 Ongoing  Post Assessment given by 4/1  Data submitted by 4/15 No later than 5/15

33. SLO Scoring Template Example 33

34.  By October 1 st, you will each need to submit the following:  Completed SLO Template (all 7 sections)  A Copy of the Pre/Post Assessment  A Copy of the Two Way Grid  Submit these electronically to Stacy  By November 1 st (hopefully) SLO feedback will be provided to each teacher with either…  Approval notification OR  A Revision request - If revision is requested the SLO needs to be resubmitted by November 15.  Ongoing – monitor student progress via assessments, assignments, formative measures, etc… 34 Now what….