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South Dakota Student Learning

Objectives

Enter Your Name Here!

Agenda

• Introductions and welcome• Baseline Assessment• Teacher/Principal Effectiveness Model• What is an SLO?• SLO Process Guide• Checklist• Post assessment

Welcome!!• Who are we?• Who are you?• Introduce yourself at your table

– Are you planning or implementing?

– Have teachers been trained on Teacher

Effectiveness model in your building?

– What do you hope to learn about today?

lightb lb momentse d u c a t o r

Empower YOU!

4 CORNERS!Let’s

?

4 Corners

1. I know the definition of an SLO.2. I know how an SLO connects to teacher

evaluation.3. I know how growth ratings are calculated.4. I know how to establish baseline data and

determine growth.5. I understand the four steps of the SLO

process.6. I know the components of a SMART goal.7. I can determine the quality of an SLO based

on the Quality Checklist.

Outcomes Today

– I know the definition of an SLO.– I know how SLOs connect to teacher evaluation.– I know how growth ratings are calculated.– I know how to establish baseline data and

determine growth.– I understand the 4 steps of the SLO process.– I know the components of a SMART goal.– I can determine the quality of an SLO based on the

SLO Quality Checklist.

Chunking today– I know the definition of an SLO.– I know how SLOs connect to teacher evaluation.

– I understand the 4 steps of the SLO process.

– I can determine the quality of an SLO based on the SLO Quality Checklist.

– I know the components of a SMART goal.– I know how growth ratings are calculated.

Norms for the Day

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Limit Side Conversation

Take Care of Your Needs

Cell Phones Off/Vibrate

Parking Lot

Question “protocol” today• Write questions on sticky notes • Place on parking lot poster • Claim question off the board that

you can answer.• We will answer them at end of day

A Little Bit of History

• South Dakota’s work to develop meaningful educator effectiveness systems is united by a common aspiration: To improve instruction and student learning.– The 2010 Teacher Standards Workgroup

– Adopted Charlotte Danielson Framework for Teaching now known as The SD Framework for Teaching

– The 2011-2012 Teacher Standards Pilot Districts– The 2012 Teacher Evaluation Workgroup– The SD Commission of Teaching and Learning– The 2013-2014 Teacher Effectiveness Pilot participants– The 2013-2014 Principal Effectiveness Pilot participants– The University of South Dakota

More History…

• Evaluations prior to 2010• Teacher evaluation and NCLB waiver• SD Teacher Effectiveness Model: 2 parts–Professional practice (SD Framework for

Teaching)– Student Growth

• How does it all fit together?

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Objectives of Teacher Evaluation

1. The purpose of the teacher evaluation is to continually improve instruction and student learning.

2. The evaluation process encourages professional teacher administrator ‐relationships as a basis for structuring meaningful, in depth dialogue ‐focused on student learning.

3. The evaluation process uses multiple measures of teaching practice and student growth to meaningfully differentiate teacher performance.

4. The evaluation process communicates clearly defined expectations and provides regular, timely and useful feedback that guides professional growth for teachers.

5. The evaluation process is a fair, flexible, and research based mechanism to ‐create a culture in which data drives instructional decisions.

6. The evaluation process will be used to inform personnel decisions.

Timeline of SLOs

• Do SLOs need to be done by April 1st?• How do we inform personnel decisions

if SLOs are not done until the end of the year?

Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence

and data shared by the teacher

Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning

Domain 1 Domain 2 Domain 3 Domain 4

Planning and Preparation

Classroom Environment

InstructionProfessional

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 Student Growth

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Professional Practice Rating Growth Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence

and data shared by the teacher

Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning

Domain 1 Domain 2 Domain 3 Domain 4

Planning and Preparation

Classroom Environment

InstructionProfessional

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 Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

Student Growth

SLOs

Growth Rating

SLOs

State Assessments(as one measure if available)


Evaluator-Approved Assessments

Summative Scoring Matrix

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

Teacher A


Below Expectations

Meets Expectations



to Review✪

Teacher B


Below Expectations

Meets Expectations



to Review✪


to Review

Teacher C


Below Expectations

Meets Expectations



to Review✪


to Review

Judgment?

Multiple Measures

Professional

Practice

•Domain 1•Domain 2•Domain 3•Domain 4

Student Growth

•Student Learning Objectives•Assessment Data

SD Teacher Effectiveness

System

25

Principal Effectiveness

An Introduction to the 2013-14 Principal Effectiveness Pilot Project

DIFFERENTIATED PERFORMANCE CATEGORIES

Below Expectations Meets Expectations Above Expectations

SUMMATIVE RATING MATRIXPROFESSIONAL OVERSIGHT: Is the rating fair and accurate based on the evidence and data shared by the principal?

DETERMINING PRINCIPAL EFFECTIVENESSUsing multiple measures of professional practice and student growth

DOMAIN 1 DOMAIN 2 DOMAIN 3 DOMAIN 4 DOMAIN 5 DOMAIN 6

Vision & goalsInstructional leadership

School operations & resources

School, student & staff safety

School and community

relationships

Ethical & cultural leadership

School observation and evidence of effective practice

Components from each of the 6 domains

At least 8 components chosen based on school or district priorities

PROFESSIONAL PRACTICES RATING

SOUTH DAKOTA FRAMEWORK FOR EFFECTIVE PRINCIPALS

SLOs

State Accountability Data (AMO, SPI as one measure where available)


Percentage of teachers meeting SLOs

Evaluator–approved measures

GROWTH RATING

STUDENT GROWTH

Student GrowthStudent growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning.

Student Learning ObjectiveA Student Learning Objective is a teacher- driven goal or set of goals ‐that establish expectations for student academic growth over a period of time. The specific, rigorous, realistic and measurable goal(s) must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards.

Let’s Define It!

A minimum of 1 SLO per teacher is required.

(a) Provides instruction to any grade, kindergarten through grade twelve, or ungraded class or who teaches in an environment other than a classroom setting;

(b) Maintains daily student records;(c) Has completed an approved teacher education program at an

accredited institution or completed an alternative certification program;

(d) Has been issued a South Dakota certificate; and(e) Is not serving as a principal, assistant principal, superintendent,

or assistant superintendent.

SLO’s: Like Walking Up A Staircase…

Daily Learning Outcomes/targets

Progress Update

SLO COMPLETE

Vocabulary Check

• Student Learning Objective• Student Learning Target/Outcome• Baseline Assessment• Progress Update• Summative Assessment

Sample Growth Goal

For the 2013-14 school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments.

This example is the end result of working through

the SLO process.

SLO Process Guide

• Flexible• Timeline, amount of growth, type,

assessment

• Between Teacher and Evaluator• Collaborative• Reflect Best Practice• Focused

The Big Picture

Chunking today

– I know the definition of an SLO.– I know how SLOs connect to teacher evaluation.


– I can determine the quality of an SLO Quality Checklist.


Our Training SLO

By the end of the day all participants will show growth, and 80% of our intensive (no tools, no clue) will grow at least one level as measured by 4 Corners.

4 3 2 1

I know the definition of an SLO

I know how an SLO connects to teacher evaluation.

I know how growth ratings are calculated.

I know how to establish baseline data and determine growth.

I understand the four steps of the SLO process.

I know the components of a SMART goal.

I can determine the quality of an SLO Quality Checklist.

Brain Break!!

Walk, Talk, ProcessShare one new thing you learned in chunk 1

http://www.youtube.com/watch?v=GEOZ31HeZT4

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SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

SLO Process Guide

Prioritize Learning ContentWhat do I want my students to be able to

know and do?

Analyze data and develop baselinesWhere are my students starting?

Select or develop an assessmentWhat assessments are available?

Write growth goalWhat can I expect my students to achieve?

The SLO Process

Process Timeline

SLO DevelopmentAug.-Oct

SLO ApprovalFall

Progress Update

End of SLO year/semester mtg with evaluator

SLO Development

SLO Approval



SLO Process Guide


know and do?




Step 1

SLO Development

SLO Approval



SLO Process Guide


know and do?




Step 2

2. SLO Approval

• Teacher submits a completed SLO process guide to Evaluator

• Evaluator schedules meeting with teacher– At least one face to face meeting– May take place during other evaluation/related meeting

• Clearly identify information needed to determine SLO quality (SLO Checklist) including amount and type of data– Identify revision window if needed

• Teacher and Evaluator mutually agree on SLO and approve

SLO Development

SLO Approval



SLO Process Guide


know and do?




Step 3

3. Ongoing Communication

• Teacher describes student progress toward the growth goal. • If necessary, teacher will document

changes in strategy. • If justified, teacher will describe

changes to the SLO

SLO Development

SLO Approval



SLO Process Guide


know and do?




Step 4

4. Prepare for Summative

• Make sure adequate time is allotted to determine rating prior to summative meeting.• Teachers may consider self scoring and

reflect to guide conversation during summative meeting• Assessment data may be used as

evidence/artifacts for SD Framework.

Chunking today



– I can determine the quality of an SLO Quality Checklist.


Brain Break!!

Walk, Talk, ProcessFind a new partner!A: Summarize the first two stepsB: Summarize the last two steps

http://www.youtube.com/watch?v=GXcRI0BdioE

WHAT’S MY ROLE IN THE SLO PROCESS?

Chunk # 3

SLO Development

SLO Approval



SLO Process Guide


know and do?




The SLO Process

UNDERSTANDING THE

SLO PROCESS GUIDE

Open Blank Process Guide

Take a couple minutes to look at every page of the process guide.

On a Side Note…

• Each piece of the process guide would be appropriate artifacts for the SD Framework for Teaching• This process guide

could be uploaded by teachers into Teachscape Reflect

Prioritizing Learning Content

Pre-test

Last years end of year data

Statewide summative data

Trend dataDistrict

assessment data

Other…

Data Trends

• When do your teachers have the opportunity to:– Identify trends of data– Identify school areas of need– Identify students’ areas of need

• Are the resources/time currently provided adequate?

What are the types of data your teachers can use to prioritize learning content?

Prioritizing Learning Content

How will you help teachers determine the most important learning that needs to occur?

How will you ensure that prioritized learning is aligned to content standards?

Identify Student Population

Behavior Issues?

What will effect the most students?

Know your kids!

Learning disabilities

ELL?

Identify Student Population

Teachers should provide a comprehensive description of their class, group, student population. Note: Teachers are required to write 1 SLO.

Guiding Question: Explain how you selected the target population (class,

group, grade level) for your SLO?Is there data to support your decision?What other types of learning goals are your teachers

already setting…can SLOs align to those goals?

Interval of Instruction

The School Year?

How long will you measure the growth?

Other?

A Semester Class?

9 weeks?

Interval of Instruction

Guiding Question: Have you provided enough time for you students to master the learning?

Analyze Data & Develop Baseline

Where are my

students starting?

Bring in multiple measures if possible.

These scores are expected to be low!

State the scores.

Name the assessments

used.

Analyze Data & Develop Baseline

Guiding Questions:• How did you select/develop your baseline assessment?• How do your baseline assessment and post-assessment compare?

“More Common” = More Widely Used

STATE MANDATED ASSESSMENTSThis category includes assessments mandated for use statewide and includes assessments required by state and federal law.Examples: Smarter Balanced Assessment, Dakota Step Science Assessment (or the state-required science assessment)

COMMON STATE AND DISTRICT ASSESSMENTSThis category includes assessments not mandated for state use but are widely used by several districts and schools. Assessments in this category include commercially available assessments, district-developed pre- and post-tests or course-level assessments. Assessments could also take the form of established rubric-scored performance-based assessments.Examples: Assessments available through the South Dakota Assessment Portal, End-of-Course Exams, Write-to-Learn, WIDA-Access Placement Test (English-Language learners), National Career Readiness Certificate, DIBELS, AP Exams, STARS reading/math, MAPS, AIMS Web, CTE Performance Contests/Judging.

TEACHER-DEVELOPED ASSESSMENTSThis category of assessments includes classroom assessments used by a single course for a particular teacher.

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Select or Develop an Assessment

After looking at all data – choose one assessment

for your SLO.

Where did you get the assessment?

How does this assessment connect to the content?

Guiding Questions:• Describe how the goal attainment will be measured.• Is your assessment aligned to priority content & standards?• Does your assessment measure what it was designed to measure?• Does your assessment produce an accurate and consistent picture

of what students know & do?• Can you administer/score your assessment in a timely fashion?

Select or Develop an Assessment

Types of Assessment to Consider

• Rubrics• Performance assessment• Checklists• Conferencing• Student work samples• Star Reading/Math• Curriculum materials• Portfolios• State or national

assessments

• End of course exams• District assessments• Teacher created• Semester tests• AR Reading/Math• Pre ACT• AIMS web• DIBELS

Any others???

The SMART Process A Format for Developing SLOs

S

SpecificThe goal

addresses student

needs within the content.

M

Measurable An

appropriate instrument or measure is selected to assess the goal.

A

Appropriate

The goal is standards-

based, needs-

focused (and directly addresses

all students)

R

Realistic & RigorousThe goal is attainable

and stretches student learning.

T

Time-bound

The goal is contained to

a single school

year/course.

(Smart) Specific

• Does the SLO state exactly what learning content needs to be addressed and the specific standards to which the learning content relates?• Is the learning content aligned to

Common Core State Standards, state content standards or credible national standards?

(sMart) Measurable

• Standards-based assessment?• Comparable across classrooms?• Measures are stated by increases in:– Rate,– Percentage,– Number,– Level of performance,– Rubric standards, – Gain Score or– Other ways…

(smArt) Appropriate

• Was the SLO developed using baseline data that is comparable between the beginning and end of the instructional period?

• Is the SLO directly related to a teacher’s subject, grade-level and students?

• For a Class Mastery Goal, does the goal include all students in the class or course?

• For a Differentiated Growth Goal, does the goal include a growth goal for all groups of students?

(smaRt) Realistic & Rigorous

• Does the SLO contain a growth goal that identifies expected student growth that stretches the outer boundary of what is attainable?• Is the SLO rigorous when compared

to SLOs established by teachers in similar grades/subjects?

(smarT) Time-bound

• Does the SLO have a time frame for accomplishing the measurable objective?• Is there ongoing progress monitoring data

for adjusting the learning experience toward the goal?• Is the data collected between 2 points in

time, as close to beginning and ending of course as possible?

REMEMBER…

REMEMBER:The Smart Goal is one Component of the entire SLO.It is the Growth Goal in the Process Guide.

Brain Break!!

Walk, Talk, ProcessFind a new partner!A: Types of assessmentsB: SMART goals

http://www.youtube.com/watch?v=Ll_K7F-ppZY

Establishes tiered expectations for student growth for groups of students. The educators define what growth looks like for each group of students.

Growth Goals

Differentiated Growth

Based on quality baseline data and educator-determined definition of mastery. Goal is structured based on percent of students attaining mastery.

Class Mastery

Teams of teachers agree to work collaboratively and share responsibility for student learning for a content area, grade level or school.

Shared Performance

Growth Goal

Use the SMART

goal format.

How far can you take students from where

they start?

Rubric standard, gain scores, or other….

Can be measured using rate,

percentage, number,

Level of performance,

Mastery

Growth Goal

Differentiated

Differentiated Growth: For the 2013-2014 school year, 80% of intensive students will move to strategic or benchmark, 90% strategic students will move to benchmark, and 100% of benchmark students will improve scores within benchmark as measured by the DIBELS Next and DAZE assessments.

Growth Goal

Shared Performance

Shared Performance: Classroom A: By the end of the 2013-2014 school year, 85% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments. Classroom B: By the end of the 2013-2014 school year, 76% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments.Classroom C: By the end of the 2013-2014 school year, 90% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments.

Growth Goal

Guiding Questions:Explain how your SLO is both rigorous and realistic?How did you determine what type of growth goal to use?How did you determine the growth measurement method?Have you addressed growth for all students?

Provide Rational

Why this goal?

How does this benefit student learning? Defend

your choice!

Provide Rational

Teachers should describe alignment.Data + standards + strategies + assessment + student learning + student needs = ALIGNMENT

Learning Strategies

What’s the plan for success?

How will you help?Tutor time?

Will others be

involved?Will you

use groups?

Learning Strategies

Guiding Questions:Do you use a variety of research based strategies that align to the content, Webb Level, and students needs?Are the strategies congruent with district curriculum methodology (if identified)?

Step 2

Meet with the

evaluator

Can meet with groups of teachers to discuss

SLOs at one time.

Sign and date!

Explain your data and growth plan.

Revise if necessary

SLO Development

SLO Approval



Answer 4 questions


know and do?




The SLO Process

Progress Update

How will you know where your kids are

at?

On track? Same assessment?

Informal data?

Strategy Modification

Do I need to adjust?

Change up instructional strategies?

Keep on keeping

on?

SLO Adjustment

Revise if needed.

Sign and Date

Did circumstances change?

It is NOT acceptable to adjust based on poor professional practice.

Any reason to change the goal?

SLO Development

SLO Approval



Answer 4 questions


know and do?




The SLO Process

Teacher Student Growth Rating

PERFORMANCE

CATEGORY DESCRIPTION

Low Less than 65% goal attainment

Expected 65% to 85% goal attainment

High 86% to 100% percent attainment

Scores for 90% Goal

• Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 90% of all students will obtain a score of 26 or better on the exam. (26 is considered average).

Low Less than 65% goal attainment (Less than 59%)

Expected 65% to 85% goal attainment (59% - 76%)

High 86% to 100% percent attainment (77% - 90%)

Scores for 90% Goal

• Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 70% of all students will obtain a score of 26 or better on the exam. (26 is considered average).

Low Less than 65% goal attainment (Less than 46%)

Expected 65% to 85% goal attainment (46% - 59%)

High 86% to 100% percent attainment (60% - 70%)

Step 4

Calculate scores

For example: For 80% growth – use the

formula.

Low growth is less than 65%

High growth is 86-100% of your goal

Expected growth is 65 – 85%

For the 2013-2014 school year, I can expect measurable growth for all of my students in fiction/non fiction stories/texts. 80% of my students will be at benchmark as measured by the DIBELS Next and DAZE assessments.

High Growth

This teacher

made high growth!

Even though she wanted 80% - her average was 79%.

Don’t forget to celebrate!

The high growth range for 80% is 69-

80%

Professional Growth

What needs to change for next year? Will my practices

change as a result of my staff using

this process? Were my teachers given

enough guidance and support to be successful?

Principal Student Growth Rating

PERFORMANCE

CATEGORYDESCRIPTION

Low Less than 80% of teachers earned expected growth

Expected80-90% of teachers earned expected growth High91-100% of teachers earned expected growth

Principals: Student Growth Rating

Schools will not be measured using AMO or SPI until baseline state data is established.

AMO OrSPI

SLOs

Accountability

• District will still need to report at the aggregate level.• Not in the SPI index• Districts will be accountable through

the state accreditation process.

Chunking today



- I can determine the quality of an SLO Quality Checklist.


Brain Break!!

Walk, Talk, Process

What might be the benefits of implementing SLOs in your building?

http://www.youtube.com/watch?v=e3oNVmSaMsE

PEER REVIEWChunk # 4

Peer Review

• Pull out your SLO Quality Checklist• Read it closely • Develop at least 1:–Question– Comment–Observation

Your Task

• With an elbow partner• Partner A: Open your SLO Sample Folder• Partner B: Keep Checklist open• Read your sample closely and use the SLO

Checklist to assess the quality• When complete, select a new sample, repeat

process

Large Group Share

Parking Lot Activity

• Are there any post its left?

• Does anyone have a post it they can answer?

Chunking today



- I can determine the quality of an SLO based on the Quality Checklist.


Objectives of Teacher Evaluation

1. The purpose of the teacher evaluation is to continually improve instruction and student learning.

2. The evaluation process encourages professional teacher administrator ‐relationships as a basis for structuring meaningful, in depth dialogue ‐focused on student learning.

3. The evaluation process uses multiple measures of teaching practice and student growth to meaningfully differentiate teacher performance.

4. The evaluation process communicates clearly defined expectations and provides regular, timely and useful feedback that guides professional growth for teachers.

5. The evaluation process is a fair, flexible, and research based mechanism to ‐create a culture in which data drives instructional decisions.

6. The evaluation process will be used to inform personnel decisions.

4 CORNERS!Let’s

?

4 Corners

1. I know the definition of an SLO.2. I know how an SLO connects to teacher

evaluation.3. I know how growth ratings are calculated.4. I know how to establish baseline data and

determine growth.5. I understand the four steps of the SLO

process.6. I know the components of a SMART goal.7. I can determine the quality of an SLO based on the

SLO Quality Checklist.

Did we meet our SLO?

By the end of the day all participants will show growth, and 80% of our intensive (no tools, no clue) will grow at least one level as measured by 4 Corners.

We Made It!!

CLOSURE

Pat Hubert, Dianna Tyler, Melanie Hurley & Janeen Outka

folder for training . south dakota student learning objectives enter your name here!

Documents

slo quality checklist

growth ratings

student growth

teacher evaluation

smart goal

approximate number of

outcomes todayi

baseline data