2. The Tangipahoa Way: Creating Student Literacy Learning Targets Using the Scholastic Reading Inventory Model Schools 2013 Dr. Daniel Williams, Director of Curriculum and Dr. Linda Baker, Literacy Coordinator

3. Tangipahoa Parish School System Demographics 2011-2012 Number of Students:19,511 % Free/Reduced Lunch:75.5% % Minority Students:52.7% 2010 Census Information Population, 2010121,097 Population, percent change, 2000 to 201020.4% White persons, percent, 2010 (a)66.2% Black persons, percent, 2010 (a)30.3% High school graduates, percent of persons age 25+, 2006-201079.1% Bachelor's degree or higher, pct of persons age 25+, 2006-201019.7% Per capita money income in past 12 months (2010 dollars) 2006- 2010$19,788 Median household income 2006- 2010$38,957 Persons below poverty level, percent, 2006-201022.5% Persons per square mile, 2010153

4. 4 Compass Process & Components Two Components of Evaluation Student Growth Measures Student Learning Targets Value-Added Model data, where available Professional Practice Measures Observations

5. 5 Introduction to Student Learning Targets

6. 6 Why This Approach to Measuring Growth? Research shows that setting high expectations for students has a positive impact on their achievement. Student learning targets can be employed in a wide variety of content areas and represent sound instructional practice for all teachers, (including those receiving value-added scores!)

7. 7 Guiding Principles Setting ambitious, achievable goals for students is good instructional practice. Goals establish a vision for what students should be able to accomplish at the end of the year. While value-added data establishes some comparable data for use in teacher evaluation, these teachers should also set goals to develop a vision for what their students will achieve. Strong goals share certain characteristics. However, no single goal or assessment is appropriate for all grades, content areas, or students. Therefore, it is not the intent of the state to over prescribe how educators set student learning targets. This practice should be driven by those closest to students.

8. 8 What is a Student Learning Target? A student learning target (SLT) is a measurable goal for student achievement over a given period of time. Strong student learning targets share three key characteristics: Priority Content Focuses on learning content that is aligned to state and/or common core standards (when applicable). Rigor Represents an appropriate amount of student learning (challenging, yet attainable) for the specified interval of instruction and the specified set of students. High-Quality Evidence Assessment provides data from the beginning and end of students' time with teacher and is based on a common assessment when available, or meets assessment criteria if not.

9. 9 What Do Strong SLTs Look Like? U.S. History By the end of the course, at least 21 out of 25 students achieve a score of 65 out of 80 or above on the End of Course Assessment. Pre-K By the end of the year, 60% or more of my Pre-Kindergarten students will score at or above the 50th percentile on each of the sub-tests of the Developing Skills Checklist in the identified skill areas: language, logical reasoning, concepts of print. Special Education: Significant Disabilities The student will increase his language arts skills as evidenced by an increase from 9 points to 11 points on the Staugler’s Literacy Rubric by the end of the IEP year.

10. 10 What Does the Annual SLT Process Look Like? Summer LEAs determine strategy for standardizing targets and/or assessments Beginning of Year Teachers set at least two targets and define what performance will look like at each level of effectiveness Evaluators and teachers agree on targets based on three characteristics Mid-Year Teachers and evaluators monitor progress towards targets Teachers and evaluators update targets, if assignment or student population changes significantly End of Year Evaluators assign teachers a final rating based on students’ progress towards target, using the agreed upon definitions of effectiveness from the beginning of the year

11. 11 What Responsibilities Do Educators Have? Teacher Role Consult with evaluator to determine local guidance Collaborate with colleagues to define ambitious, achievable SLTs Write at least two SLTs per year: These may target whole classes or subgroups of students Consider maximum coverage of students and most significant content in setting SLTs Agree upon targets and scoring plan with evaluator Monitor student progress Update SLTs, if needed Collect and present evidence of student progress Evaluator Role Inform teachers of local guidance relative to SLTs and assessments Review SLTs and provide feedback, as needed, to ensure SLTs have three key characteristics Agree upon targets and scoring plan with teachers if they have three key characteristics Approve updated SLTs, if teacher assignments or their student population shifts significantly, and the SLTs have three key characteristics Assess evidence of student progress Rate each SLT according to its scoring plan

12. What Responsibilities Do LEAs & LDOE Have? LEA Role Provide guidance to educators relative to: Recommended Assessments Standardized SLTs for teachers with certain assignments Opportunities and/or structures for educator collaboration on SLTs Local timelines/deadlines for SLT process Parameters for revising SLTs LEAs should start making decisions about this guidance this summer – upcoming Compass workshops will help to facilitate decision-making. LDOE Role Provide resources to support LEAs, evaluators, and teachers, including: SLT Guidebook SLT Template Library of SLT Exemplars Recommended Common Assessments List

13. 13 Writing Student Learning Targets

14. 14 Guidance for Teachers on Writing Strong SLTs Determine most important concepts in your course Identify aligned Common Core State Standards or GLEs 1. Define the Content Consult available LEA guidance and the LDOE Common Assessment List 2. Identify an Assessment Set SLTs for either an entire class or a subgroup of students, (i.e. the lowest performing group) Try to include the majority of your students across all of your SLTs 3. Identify the Student Group Take baseline data into account to set a goal that is challenging, but attainable) Agree upon a scoring plan with your evaluator after setting the target 4. Set the Expectation for Growth & Provide Rationale

15. Guidance on Setting Achievement Ranges Insufficient Attainment of Target (1): The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. Partial Attainment of Target (2): The teacher has demonstrated some impact on student learning, but did not meet the target. Full Attainment of Target (3): The teacher has demonstrated a considerable impact on student learning by meeting the target. Exceptional Attainment of Target (4): The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin. Achievement range: Insufficient Attainment is any result below Partial Attainment. Achievement range: Enter a range from 10-15% below the target to just below the actual SLT. Achievement range:  START HERE: Enter a range from the actual SLT up to 10-15% above the target. Achievement range: Exceptional Attainment is any result above the Full Attainment range. This range should represent more than a year’s worth of growth.

16. 16 District List of Common Assessments 9th - 12th Reading ComprehensionScholastic Reading InventoryScholastic Reading Inventory - T2 IB coursesteacher developed pre-testIB test - T1 AP coursesteacher developed pre-testAP test - T1 Dual Enrollment Coursesteacher developed pre-testCollege Credit Test - T2 appropriate course (ACT prep)PlanACT - T1 Algebra IEAGLE/LEAPEOC - T1 GeometryEAGLEEOC - T1 Algebra IIEAGLEEAGLE* - T3 Advanced MathEAGLEEAGLE* - T3 TrigonometryEAGLEEAGLE* - T3 English IEAGLE/LEAPEAGLE* - T3 English IIEAGLEEOC - T1 English IIIEAGLEEOC - T1 English IVEAGLEEAGLE* - T3 BiologyEAGLEEOC - T1 Physical ScienceEAGLEEAGLE* - T3 ChemistryEAGLEEAGLE* - T3 PhysicsEAGLEEAGLE* - T3 Environmental ScienceEAGLEEAGLE* - T3 US HistoryEAGLEEOC - T1 CivicsEAGLEEAGLE* - T3 World GeographyEAGLEEAGLE* - T3 World HistoryEAGLEEAGLE* - T3 Career Technical Coursesteacher developed pre-testIBC - T1

17. Sample SLT

18. Why use the Scholastic Reading Inventory for setting Student Learning Targets?

19. 19 A computer-adaptive research-based assessment that measures reading comprehension and reports results as Lexile measures. Scholastic Reading Inventory Assessment. What Is the SRI? IG page 8

20. 20 The Lexile Framework for Reading What Is a Lexile? IG pages 16–17 Student Lexile Measure: represents a range of text a student can read with 75% comprehension Text Lexile Measure: indicates readability of text

21. Lexile of Book Lexile of Student Determining Lexile Measures

22. 52% 22 Take a Guess! What percentage of 12th graders taking the ACT college entrance exam did not meet the reading benchmark?

24.  1460L Advanced College textbook  1430L Medicare Rules and Regulations  1380L The New York Times  1355L College textbook  1270L Application for Federal Student Aid  1200L USA Today  1120L iPod Installation Manual  1020L Arkansas Driver’s Manual 24 Supporting College and Career Readiness 1500L 1400L 1300L 1200L 1100L 1000L

26. How does this apply to what you just saw?

27. 6 th Grade Academy SLT

28. Rational Rationale for SLT: (Please include targeted content standards and/or explanation of assessment method, as applicable) Our district has adopted the Scholastic Read 180 Program for struggling readers that is aligned to the new common core Louisiana GLE’s and assessments for ELA. The Scholastic Reading Inventory test will be given 3 times a year to determine students’ Lexile reading number as a predictor of how my students will score on the iLEAP test in the spring. My focus will be to use these results to identify the components of ELA that my students need to become successful readers.

29. Student Learning Target Student Learning Target: At the close of the 2012-2013 school year, 35% of my students will score Basic or above on the Scholastic Reading Inventory from Scholastic Read 180 Program.

30. Baselind Data Baseline Data: (Please include what you know about the targeted students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background info used in setting your target) Using the Reading Performance Report of the SRI 15% of my students scored at Basic reading level, 88% scored Below Basic. Considering that only 15% of my students are currently scoring Basic, I have set the goal of 35% of my students to score at Basic or above on the final SRI test.

31. Stacy said… “This is the SLT I wrote using the SRI and I also included some data showing their growth and level at the end of the year.” “Based on the number of students I have now, I have 58% that are basic or above according to the SRI and I was hoping for 35%, I was very proud of my class.” Stacey

32. 32 Read 180 Student Learning Target By the end of the year, 40% or more of my students will achieve a score of Basic on their 8th grade LEAP assessment. My Read 180 students will demonstrate mastery of required skills to achieve Basic on the LEAP test. Some examples of these skills include: read/comprehend text, analyze literature, and apply reading strategies. ELA 8.9, RL.8.1, RL.8.2, RL.8.5, RL.8.3 My target is based on iLeap scores from the previous year as well as Scholastic Reading Inventory scores from this year. Last year, 13 out of 18 (72%) scored Approaching Basic on iLeap while 5 out of 18 (28%) scored Unsatisfactory. On the Scholastic Reading Inventory, 0 out of 18 scored Advanced (0%), 4 out of 18 (22%) scored Proficient, 11 out of 18 (61%) scored Basic, and 3 out of 18 (17%) scored Below Basic.

33. Rational Rationale for SLT: (Please include targeted content standards and/or explanation of assessment method, as applicable) My Read 180 students will demonstrate mastery of required skills to achieve Basic on the LEAP test. Some examples of these skills include: read/comprehend text, analyze literature, and apply reading strategies. ELA 8.9, RL.8.1, RL.8.2, RL.8.5, RL.8.3.

34. Student Learning Target Student Learning Target: By the end of the year, 40% or more of my students will achieve a score of Basic on their 8th grade LEAP assessment.

35. Baseline Data Baseline Data: (Please include what you know about the targeted students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background info used in setting your target) My target is based on iLeap scores from the previous year as well as Scholastic Reading Inventory scores from this year. Last year, 13 out of 18 (72%) scored Approaching Basic on iLeap while 5 out of 18 (28%) scored Unsatisfactory. On the Scholastic Reading Inventory, 0 out of 18 scored Advanced (0%), 4 out of 18 (22%) scored Proficient, 11 out of 18 (61%) scored Basic, and 3 out of 18 (17%) scored Below Basic.

36. SLT Worksheet Name Lexile 8/2012SLT Lexile 5/2013Growthexceeded SLT by iLeap 2012 iLeap 2013 Adams, John512below basic99813basic301101AB271B305 Bush, George772basic58911proficient139272AB250B321 Carter, Jimmy950proficient461052proficient10256AB279B317 Clinton, Bill811basic55918proficient10752AB284B306 Coolidge, Calvin565basic86767basic202114AB271AB295 Eisenhower, Dwight696basic671078proficient382315AB271B301

37. 37 1st Test Fall 2nd Test Winter 3rd Test Spring 4th Test End of Year SRI Tangipahoa Testing Windows? Baseline Placement Growth Monitoring #3 Feb. 1 end of 3 rd testing Window #4 April 10-19 th End of Year SRI Window (except R180 which test in May)

38. Lexile Proficiency Bands Normative Data 38 Far Below GL Below GL Grade Level Above GL

39. Data Reports

40. How do Lexiles relate to students growing into avid readers? Allow for the choice of age-appropriate, leveled books that increase in text-complexity, allowing students to read confidently according to their own abilities. Interest + Lexile Range

41. Selecting reading materials in this Lexile range supports successful reading practice and promotes growth. Your Lexile range spans 100L below to 50L above your Lexile measure. 100 Lexiles Below 50 Lexiles Above

42. Why should students care? We know that, “providing teachers with graphic displays of students' scores on formative assessments was associated with a 26 percentile point gain in achievement.” 1 1 1 Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A metaanalysis.Exceptional Children, 53(3), 199–208.

43. Goal Setting with Lexiles

44. Setting Lexile Growth Goals Student Worksheet

45. Matching Students With Text