1. SLOs and Assessments 1 Selecting or Creating Assessments to Establish and Assess SLOs Marcia Torgrude mtorgrude@tie.net

2. Day 2 Links Handouts/PPT (Use Chrome if having difficulty) http://bit.ly/SDDay2SLO SLO Livebinder Content: http://tinyurl.com/nn3tznr http://bit.ly/SDDay2SLO http://tinyurl.com/nn3tznr

3. Day 2 – Outcomes Know the requirements related to selecting or creating assessments. Understand the connection between content and assessment methods Understand alignment, stretch, reliability and validity as they apply to SLO processes Practice evaluating assessments Select or create assessments for SLOs

4. Agenda 1.SD Assessment & SLO facts 2.Priority Content & Assessment 3.Assessment Methods 4.Assessment Quality Guidelines 5.Sharing & Work Time

5. Updates Share at your tables Priority content/standards on which you are writing your SLO How you usually assess student mastery of that content

6. Effective teachers... Know their kids. Know their content. Set goals. Assess student growth. Revise instruction when needed. Communicate results.

7. Deliberate Goal Setting SLOs are what we’ve been doing all along, with deliberate intention and specificity.

8. SLOs play a significant factor in both the Teacher and Principal Effectiveness Models.

9. Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities Classroom Observations and Evidence of Effective Practice Components from Each of the 4 Domains At Least 8 Components Chosen Based on District or School Priorities South Dakota Framework for Teaching Professional Practice Rating Below ExpectationsMeets ExpectationsExceeds Expectations Differentiated Performance Categories Student Growth SLOs Growth Rating SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments

10. SLOs & Danielson components 1c Setting Instructional Outcomes 1f Designing Student Assessments 3d Using Assessment in Instruction 4a Reflecting on Teaching 4b Maintaining Accurate Records

12. Assessment Let’s think about assessments!

13. General types of assessments State assessments-can be used to identify priority content and standards Commercially available assessments District or team-created assessments Teacher-created assessments

14. General types of assessments State assessments can be used to identify priority content and standards Commercially available assessments District- or team- created assessments Teacher-created assessments These assessments can be both Formative and Summative, depending on how they are administered and how the results are used.

15. As a group, compile a list of methods currently used at your school to evaluate student growth. Include classroom level, building level, and district level assessments. For example, quizzes, observations, classroom discussions, STAR reading, assignments, etc. Share Out Table Activity

16. Commercial Assessments District-Created Assessments Teacher-Created Assessments

17. Gallery Walk

18. Assessments are the backbone of the SLO process. – “An SLO is only as good as the assessments upon which it is built.” Bad data in, bad data out. Assessment comparability between teachers in like subjects is valuable for many reasons. Why the focus on assessments? 18

19. SD Assessment & SLO Facts

20. How do state assessments impact SLOs? SBAC Individuals who teach ELA or math at grades 3-8, and 11 must write an SLO based on ELA or math. DSTEP Science Individuals who teach sciences grades 5, 8, or 11 must write an SLO based on science. Grade 5 teachers who teach ELA, math, and science must select one of those content areas on which to write the SLO.

21. How do state assessments impact SLOs? Future SBAC (Formerly D-STEP) Individuals who teach ELA or math at grades 3-8, and 11 are to use state-level assessment data in the decision-making process when selecting priority content and standards for the SLO. D-STEP Science Individuals who teach sciences grades 5,8, or 11 are to use state-level assessment data in the decision-making process when selecting priority content and standards for the SLO.

22. How do state assessments impact SLOs? Does that mean my growth is measured by my students’ performance on SBAC/D-STEP?

23. Remember that your SLO, like all instructional decisions, should be based on available data, whether it be assessment data, grades, student work, observations, and 1/1 interviews. Assessment across a variety of settings

24. Priority Content & Assessment

25. Jot down the priority content/standard(s) on which you are writing your SLO Add the associated skills or understandings that go with that content. Use disaggregated standards or KUDs if available.

26. Priority Content & Assessment Handout 1 Examples of Learning Expectations Top - Stiggins’ types of learning targets with Webb Levels under them Bottom – Webb Levels

27. Priority Content & Assessment Handout 2 L-Side – Stiggins’ learning targets with Webb Levels under them

28. Evidence of learning: reasoning Silent reading Partner A reviews Handout 1 Partner B reviews Handout 2 Sharing A has 1 minute to share about Handout 1 B has 1 minute to share about Handout 2

29. Reasoning Examples – ELA/Science Handout 3 The Reasoning Learning Target has been broken down into 6 types. Each type has Webb Levels beneath it.

30. Handout 4 Webb leveling question stems that were shared during CCSS module training. Look over the handout and discuss with a partner

31. Priority content & assessment Think About What is your priority content/standards assessing?

32. Example Sixth Grade Earth/Space Science Indicator 1: Analyze the various structures and processes of the Earth system. (6.E.1.1, 6.E.1.2, 6.E.1.3; 6.E.2.1) Indicator 2: Analyze essential principles and ideas about the composition and structure of the universe. Performance Descriptors analyze the role of water as it interacts with the Earth’s Sytems; explain the role of plate tectonics in shaping the earth; compare and contrast terrestrial and gaseous planets.

33. Standards Resources CCSS http://sdccteachers.k12.sd.us Disaggregated Standards (KUDs) Blueprints Other Content Standards http://doe.sd.gov/ContentStandards/index.aspx Unpacked Standards

34. Assessment Methods

35. Assessment methods: Selected response/short answer Multiple choice True/false Matching Fill in the blank Labeling What might this look like for K-2 students?

36. Different methods- different responses Let’s compare a selected-response item with an extended- response item.

37. Multiple choice A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed? a.31c. 32 b.31.33d. 36

38. Extended written response A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed? Explain your answer. Show your work.

39. Are these answers correct? If you have 31 buses, there are 12 people left over. These 12 people can squeeze into 31 buses. So, they just need 31 buses. You need 31 buses, but there are 12 people left. They need to go too. But one bus for these 12 people is too big, so you just need another minivan. Therefore the answer is 31 buses and 1 minivan. Twelve people are left, another bus is needed for 12 people, so the answer is 32.

40. Assessment methods: performance assessment Students demonstrate a skill or develop a product. The assessment is based on observation and a scoring rubric. – Playing a musical instrument – Speaking a foreign language – Writing a lab report – Creating a work of art

41. Handout 5 Some learning requires the use of a checklist or rubric to assess This handout shows the criteria for judging the quality of a rubric. Look over the handout and discuss with a partner.

42. Personal Communication S tudents provide information about what they have learned through interaction with teachers and other students. – Questions and answers – Class discussions – Conferences/Interviews – Oral examinations – Journals and logs

43. Intel Resources http://www.intel.com/content/www/us/en/ education/k12/assessing- projects/strategies.html http://www.intel.com/content/www/us/en/ education/k12/assessing- projects/strategies.html

44. Resource http://www.smarterbalanced.org/smarter- balanced-assessments/#item http://www.smarterbalanced.org/smarter- balanced-assessments/#item

45. Break Time 10 minutes

46. Assessment Quality Guidelines Now that you have priority content/standards in mind and are considering an assessment method, let’s discuss assessment quality.

47. Assessment Quality Guidelines

48. Criteria for Selecting Assessments Alignment Is the assessment aligned to my students' learning objectives and appropriate grade- or content-specific standards? Stretch Does the assessment allow high- and low-achieving students to adequately demonstrate their knowledge? In other words, does the assessment have enough stretch? Validity & Reliability Does the assessment generate results that are valid and reliable? Assessment Quality Guidelines 48

49. Assessments should cover key subject and grade-level content standards. No items, questions, or prompts should cover standards that the course does not address. The assessment structure should mirror the distribution of teaching time devoted to the course content. The cognitive demand of the assessment should match the full range of cognitive thinking required during the course. Alignment Considerations 49

50. Mr. Hinton is a sixth-grade social studies teacher. The curriculum covers relevant world developments from 750 BCE to 1600 CE By the end of the course, students should be able to collect, organize, evaluate, and synthesize information from multiple sources to draw logical conclusions and communicate this information. The selected assessment: An available 50-question assessment has 20 multiple-choice questions focused on ancient Greece and 20 multiple-choice questions focused on ancient Rome. Is this assessment sufficiently aligned with the content and skills of the course? Alignment Scenario 50

51. Assessments should: – Allow both low- and high-performing students to demonstrate growth. – Challenge highest performing students. Stretch Considerations 51 Lowest performing students Highest performing students Student A Student B Student C Student D Student E Student F

52. Ms. Simpson teaches 2 nd grade reading. Most of her students are reading on grade level. One student reads at a 1 st grade level and three students are reading slightly above grade level. The selected assessment: – Covers all reading standards for informational text and literature for second grade. – Some questions also cover first- and third-grade expectations for reading. Does this assessment have enough stretch? Stretch Scenario 52

53. A team of band teachers create a performance assessment for students. In addition to developing the tasks together, the teachers specify a set of directions and testing conditions that each teacher will follow. For example, each student will be asked to perform a short piece of music during small-group lessons. Selected assessment: All teachers will assess the students using the same band rubric. Prior to grading, teachers will practice using the rubric and make sure they are grading performances consistently. Any validity concerns with this assessment? Validity & Reliability Scenario 53

54. SLO Assessment Quality Checklist Handout pg. 11-13 Use the quality checklist to review the assessment you brought with you today or use an assessment provided. Checklist should be completed prior to SLO Approval What new information did the checklist help you notice about the assessment? What revisions might need to be made to the assessment? How might using the checklist impact your selection of assessments in the future? 54

55. Assessment Creation Guidelines – Handout 11 Develop assessments collaboratively. Align all assessments to standards. Align assessments with district, school, or other identified goals. Make sure all your priority content is covered in the assessment. Incorporate items that vary in difficulty. Include a sufficient number of test items to ensure rigor. Collaboratively determine possible modifications if needed. Make sure content-and skill-based rubrics are specific and address multiple levels of proficiency.

56. Assessment Creation/Refinement Complete an SLO assessment and share at your table for refinement using the Assessment Checklist – pg. 11-12 of handout Complete Step 5 and 6 of the Assessment Guide 20 minutes Share Out

57. Reflection Why is selecting appropriate assessments important? What are the benefits of using common assessments? What resources or supports exist in the school district or at the school to help teachers select appropriate assessments? What additional supports are needed?

58. Day 2 Evaluation Link http://goo.gl/forms/YbCGImWSQo

59. CLOSURE Marcia Torgrude mtorgrude@tie.net 605-580-1375